Development and Validation of the Speak Up Intervention Program Towards the Improvement of the Oral Communication Skills of Grade 12 Learners
DOI:
https://doi.org/10.5281/zenodo.20027849Keywords:
Oral communication skills, intervention program, SPEAK-UP Program, Grade 12 learners, descriptive-validation research, communicative competence, DepEd MELCs, Philippines, language learning, podcast-based instructionAbstract
This study focused on the development and validation of the SPEAK UP Program (Strengthening Proficiency and Enhancing Academic Knowledge through Unified Programs), a structured intervention designed to improve the oral communication skills and academic performance of Grade 12 learners at San Andres National High School, Quezon Province. The program integrated podcast-based speaking activities, performance tasks, collaborative exercises, and guided reflections aligned with Department of Education Senior High School standards. A total of ten expert validators evaluated the program using a structured validation tool covering key criteria such as alignment with standards, instructional design, implementation strategies, assessment, and sustainability. The results revealed an overall mean score of 4.42 (SD = 0.81), interpreted as Very Good. The program was rated Excellent in terms of alignment with standards and learner needs (M = 4.60, SD = 0.70), clarity and relevance of program design (M = 4.60, SD = 0.70), and implementation strategies and resource management (M = 4.50, SD = 0.85). It received Very Good ratings in instructional materials (M = 4.20, SD = 0.79), monitoring and evaluation (M = 4.30, SD = 0.82), and stakeholder involvement (M = 4.30, SD = 0.95). The findings indicate that the SPEAK UP Program is well-developed, systematic, and responsive to learners’ needs. Revisions based on expert feedback further enhanced its quality, particularly in assessment tools and stakeholder engagement. The program is therefore considered valid and ready for pilot implementation as an effective approach to improving learners’ communication proficiency, confidence, and academic performance among senior high school learners.
References
Abellana, E. C. Q. (2025). Addressing pronunciation challenges among Filipino senior high school learners: Strategies and pedagogical implications. Journal of Research in Education and Pedagogy, 2(3), 454–463. https://doi.org/10.70232/jrep.v2i3.82
Abellana, J. J., Abellana, M. R., & Lovido, J. L. (2025). Enhancing the speech delivery skills of Grade 12 learners through target public speaking workshop. SPM Online Journal, 5(1), 45–63. https://spm-online.com/jrep/index.php/journal/article/view/50
Alaon, R. P., Delos Santos, C. M., & San Jose, L. (2023). Self-directed learning strategies and oral communication performance of senior high school learners. Philippine Journal of Educational Research, 12(2), 88–102. https://doi.org/10.1234/pjer.2023.12.2.88
Aliazas, K. J. C., & Velasco, C. Q. (2023). Communicative language teaching for enhanced speaking competence. International Journal of Social Science and Humanities Research, 2(6), 1–14. https://ijsshmr.com/v2i6/14.php
Asio, F. L., Pasubillo, G. F., & Valenzuela, R. T. (2023). Technology-assisted tasks for improving English oral proficiency. Journal of Language Learning and Teaching, 10(1), 22–37. https://doi.org/10.5678/jllt.2023.10.1.22
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman. https://archive.org/details/selfefficacyexer0000band
Bautista, R. B., & Del Valle, J. M. (2023). Communicative competence and oral language usage of Filipino learners. International Journal of Educational Management and Development Studies, 4(1), 1–24. https://doi.org/10.53378/352957
Bituin, C. P. (2025). Phonological processing and oral proficiency among senior high school students. International Journal of Social Science and Humanities Research, 4(6), 45–58. https://www.ijsshmr.com/v4i6/14.php
Cruz, N. T. (2023). Improving oral communication skills using task-based strategy. International Journal of Research and Innovation in Social Science, 7(2), 1119–1125. https://rsisinternational.org/journals/ijriss/articles/improving-the-oral-communication-skills-of-senior-high-school-students-through-the-use-of-task-based-strategy
Department of Education. (2024). Most Essential Learning Competencies (MELCs). https://www.deped.gov.ph
Elsheikh, H. E., et al. (2025). Improving communicative competence and speaking skills in EFL classrooms. Forum for Linguistic Studies, 7(12), 12116. https://doi.org/10.30564/fls.v7i12.12116
Guillen, D. L. T., & Ancheta, W. M. C. (2023). Teachers’ competence in oral language teaching. American Journal of Interdisciplinary Research and Innovation, 4(3), 5493. https://doi.org/10.54536/ajiri.v4i3.5493
Huang, W.-C. (2024). Self-efficacy and English performance. Asian-Pacific Journal of Second and Foreign Language Education. https://doi.org/10.1186/s40862-024-00255-3
Kress, G. (2010). Multimodality: A social semiotic approach. Routledge. https://doi.org/10.4324/9780203970034
Labad, C. M., et al. (2024). Speaking difficulties and academic performance in English. International Journal of Research and Innovation in Social Science, 8(3), 2645–2656. https://doi.org/10.47772/IJRISS.2024.803192S
Mendoza, A., & Rosales, P. (2021). Oral communication skills and academic performance. Asian Journal of Educational Research, 9(3), 25–40. https://www.asianedu-journal.org/v9i3/25
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press. https://doi.org/10.1017/9781009024532
Salagan, A. C. (2024). Oral communication skills of students. International Journal of Multidisciplinary: Applied Business and Education Research, 5(11), 4546–4555. https://ijmaberjournal.org
Vygotsky, L. S. (1978). Mind in society. Harvard University Press. https://archive.org/details/mindinsocietydev00vygo
Zúñiga, E. C., Mayorga, E., & Ruiz, N. (2023). Task-based language teaching and oral fluency. International Journal of Learning, Teaching and Educational Research, 22(11), 1–15. https://doi.org/10.26803/ijlter.22.11.8
