Abstract, Methods and Recommendations

St.
Mary’s Educational Institute

Ilustre Avenue, Lemery, Batangas
Abstract
Linguistic Competence is the innate knowledge of linguistics that allows speaker to use,
understand and match sounds, meanings and languages. Academic Performance has been
affected by one’s linguistic competence. Meanwhile, level of linguistic competence in the
Philippine Educational setting adheres to the underlying philosophy of “Assessment FOR rather
than OF Learning”, students are assessed to enhance the teaching-learning process. This paper
aims to determine whether linguistic competence has a relationship to Grade 11 students’
academic performance in Oral Communication and Reading and Writing Skills. Descriptive type
of research was used to analyze and interpret results. Linguistic Competence Test was utilized
to measure students’ linguistic competence in four areas: phonology, morphology, semantics
and syntax. Scores students got were transmuted through the use of DepEd D.O. 8, s. 2015,
Grade Transmutation Table for K-12 Basic Education Program. Student’s Permanent Record was
used to know students’ grades in two mentioned subjects. To determine their level of academic
performance, Learner Progress and Achievement was utilized. The findings revealed that the
linguistic competence has a significant relationship with students’ academic performance in Oral
Communication and Reading and Writing Skills. In this regard, enhancement activities were
proposed to help students improve their level of linguistic competence.
Methods
This study utilized descriptive method of research. It was conducted in Sta. Teresa
College; Senior High School Department in the province of Batangas before the end of
Academic Year 2016-2017.
The subjects of the study were 281 Grade 11 Senior High School students in Sta. Teresa
College. Majority of the subjects are from STEM with 208 students, 49 students from ABM and
from HUMSS with 24 students.
The main data gathering instrument used in the study is a questionnaire which was
validated by the research expert, grammarian and statistician. The linguistic test is a modified
test from different standardized test. It is a 100-item test which composed of the four area of
linguistics namely: phonology, morphology, semantics and syntax and having a 25-item each.
The researchers made letters to be addressed to different experts, in linguistics and in statistics,
to validate the modified test. After being edited, modified and validated, the researchers
considered the comments and suggestions of the experts for the revisions to make. After the
revisions have been made, the test came to be a 60-item test, 15-item per each area of
linguistic competence.
The validated instrument was reproduced for distribution to target respondents by the
researcher. The responses in the retrieved questionnaires were tallied and tabulated for
possible statistical treatment. Frequency, weighted mean, percentage and pearson moment of
correlation were used as the statistical tools in the study.
Recommendations/ Conclusions
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St. Mary’s Educational Institute
Ilustre Avenue, Lemery, Batangas
The researchers concludes that the Grade 11 students’ performance in linguistic

competence fell under did not meet expectation therefore they are not totally linguistic
competent. But, it might observed that the academic performance of the Grade 11 students in
Oral Communication and Reading and Writing Skill were on very satisfactory level. From that,
there were significant relationship between linguistic competence and academic performance in
oral Communication and Reading and writing skills. Therefore: the researchers proposed
enhancement activities that may improve the linguistic competence. Recommendation for the
school administrators is to develop curricular programs which are essential in to effective
linguistic. The school coordinators may plan actions to unlock the areas where students are
having a hard time with. The teachers may develop their teaching strategy by considering the
proposed linguistic enhancement activities in their teaching to produce linguistically competent
students.
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St.

Mary’s Educational Institute

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The researchers concludes that the Grade 11 students’ performance in linguistic

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