Skills in Speaking Filipino as a Second Language in the Development of Interactive Strategies for Natural, Active, and Proficient Speakers (SIKLAB)

Abstract

The proficiency in speaking Filipino as a second language is an essential aspect of communication, particularly in the context of globalization and a multilingual country like the Philippines. The ability to communicate effectively is a crucial asset that individuals should possess, as it opens opportunities for personal and professional development. This study aims to assess the speaking proficiency of Grade 11 students at Edwards National High School and identify the challenges they face in speaking Filipino as a second language. The study explores speaking errors such as pauses, repetition, stuttering, and grammar usage issues. Using a descriptive-developmental method, the study was conducted with 47 Grade 11 students to evaluate their proficiency in Filipino and develop a speaking session to enhance their skills. Based on the data, students showed the highest proficiency in appropriateness, while the lowest was in grammar usage. Overall, the results indicate a fair level of proficiency in speaking Filipino as a second language. The most common errors observed were silent pauses, followed by pauses with sound, stuttering, repetition, and self-correction. In validating the program SIKLAB, the lowest level was in the "Participant" category, but overall, the SIKLAB program was found to be highly valid. Additionally, the program was highly acceptable, with a positive response. The results suggest that the SIKLAB program can be used as an intervention to improve the speaking proficiency of students in Filipino as a second language, addressing identified issues and enhancing their overall communication skills.