Enhancing Grade 8 Students’ Speaking Skills Using Speaking Enhancement and Practice System (SEPS): A Collaborative Learning Approach

This study addresses the persistent problem of poor Filipino language proficiency among Grade 8 students. To improve their oral communication skills, the research introduced the Speaking Enhancement and Practice System (SEPS), a strategy designed to enhance language proficiency through collaborative, interactive learning activities. The study aimed to determine the level of students' Filipino-speaking skills before and after implementing SEPS and to determine whether there was a significant difference between the two. Using a quantitative single-group pretest-posttest design, the study was conducted among 40 purposively selected Grade 8 students from a public secondary school in Ozamiz City during the school year 2024–2025. Data were collected using a speaking performance rubric and analyzed using frequency, percentage, mean, standard deviation, and a paired t-test in Minitab. Results showed that all students were in the "Did Not Meet Expectations" category before SEPS, but after its implementation, they significantly improved and reached the "Outstanding" level. The statistical analysis revealed a highly significant difference in their speaking scores before and after the intervention. Based on the findings, SEPS proves to be an effective strategy for enhancing Filipino speaking skills. It is therefore recommended for integration in classroom instruction and for further application in various subjects and educational levels to support learners' speaking development.

collaboration, confidence, Filipino language, performance, speaking, strategy, students, teaching, vocabulary

1. Agustina, L. (2022). Encouraging students to do collaborative learning in ESP courses to strengthen students’ oral communication skills. Journal of Languages and Language Teaching, 10(1), 76-84. [Google Scholar] [Crossref]

2. Aranas, D. L. D., & Paglinawan, J. L. (2024). BRIDGING THE GAP: THE ROLE OF RESOURCE AVAILABILITY AND PARENTAL INVOLVEMENT TO THE LEARNERS’LANGUAGE PROFICIENCY IN FILIPINO. International Journal Of All Research Writings, 6(5), 121-130. [Google Scholar] [Crossref]

3. Avellaneda Buñay, G. J. (2024). Cooperative learning strategies in the English language speaking skills improvement (Master's thesis, Riobamba: Universidad Nacional de Chimborazo). [Google Scholar] [Crossref]

4. Balana, R. L., & Sadiri, M. H. D. (2025). ENHANCING PUPILS’UNDERSTANDING OF FILIPINO LANGUAGE THROUGH THE USE OF CLOSE PROCEDURE. [Google Scholar] [Crossref]

5. Bautista, R. B., & Del Valle, J. (2023). Communicative competence and oral language usage of Filipino learners in English. International Journal of Educational Management and Development Studies, 4(1), 1-23. [Google Scholar] [Crossref]

6. Bohari, L. (2020). Improving speaking skills through small group discussion at eleventh grade students of SMA Plus Munirul Arifin NW Praya. Journal of Languages and Language Teaching, 7(1), 68-81. [Google Scholar] [Crossref]

7. Bordeos, M., Pecolados, M., Cardeño, R., Flores, J., & Bitangcor, S. (2023). The Impact of Cooperative Storytelling Strategy on the Learner’s Speaking Proficiency. Journal of Natural Language and Linguistics, 1(1), 22-30. [Google Scholar] [Crossref]

8. Catanes, R. (2025). ALTERNATIVE TEACHING STRATEGIES IN LEARNING FILIPINO LANGUAGE AMONG DOMINANT ENGLISH SPEAKERS: ARTICLE REVIEW. [Google Scholar] [Crossref]

9. Chrismaretta, C., & Abrar, M. (2024). The Implementation of Collaborative Strategy in Teaching Students’ Speaking Skill. EduInovasi: Journal of Basic Educational Studies, 4(2), 929-938. [Google Scholar] [Crossref]

10. Denosta, J. A. P., Guzman, C. T. D., Borromeo, L. W. D., Labay, A. R., Loreto, R. G. N., Uy, N. M. P., & Campoamor-Olegario, L. (2023, November). Incorporating collaborative and self-directed oral fluency-building activities to address filipino grade 8 students’ anxiety in English and improve oral fluency. In AIP Conference Proceedings (Vol. 2739, No. 1). AIP Publishing. [Google Scholar] [Crossref]

11. Gobena, G. A. (2025). Psychological barriers contributing to students’ poor English language speaking skills. International Journal of Instruction, 18(1), 273-290. [Google Scholar] [Crossref]

12. Jubahib, C. M. D., & Bayani, R. T. (2024). Filipino Language in the Mouth of Alpha Gen: A Mixed Method Research Approach. International Journal of Advance Research and Innovative Ideas in Education, 10(4). [Google Scholar] [Crossref]

13. Jusuf, S. H., Fatsah, H., & Dako, R. T. (2021). STUDENTS’PERFORMANCE IN SPEAKING ENGLISH (A Case Study on Students’ Poor Performance in Speaking English). Normalita (Jurnal Pendidikan), 9(2). [Google Scholar] [Crossref]

14. Lingga, L. M., Simanjuntak, R. M., & Sembiring, Y. (2020). Students’ strategies in learning speaking skills at SMP Nasrani 3 Medan. Journal of Languages and Language Teaching, 8(1), 91-99. [Google Scholar] [Crossref]

15. Meena, R. S. (2020). The effect of cooperative learning strategies in the enhancement of EFL learners’ speaking skills. Asian EFL Journal Research Articles, 27. [Google Scholar] [Crossref]

16. Mogea, T. (2021). Enhancing Students’ Speaking Ability Through Small Group Discussion Technique to the Firts Year Students of SMA Negeri 1 Ratahan. Journal of Educational Method and Technology, 2(3). [Google Scholar] [Crossref]

17. Murad, T., Sakhnin, Y. G., & Assadi, J. (2021). The effect of teachers' attitudes towards collaborative instruction on students' writing and speaking skills. Journal of Language Teaching and Research, 12(3), 343-351. [Google Scholar] [Crossref]

18. Putra, R. M., Solekhah, S., Agustina, D. D., & Sobirov, B. (2021). Action learning strategy to enhance students speaking skill: A classroom action research. Anglophile Journal, 2(1), 37-54. [Google Scholar] [Crossref]

19. Ranque, K. M. I., Liwanan, R. B., Nieva, L. J. D. S., & Bernal, A. S. (2024). Students’ Proficiency in Using Filipino Language in Academic Communication. [Google Scholar] [Crossref]

20. International Journal of Innovative Research in Multidisciplinary Education, 3(3), Article 8. [Google Scholar] [Crossref]

21. Tuyen, N. L. M. (2021). A Study on Difficulties and Solutions in English Speaking Skills of Students at Hufi. [Google Scholar] [Crossref]

22. Wahyuni, N., & Afrianti, I. (2021). The contribution of speaking practice with the native speaker to student’s speaking ability in junior high school. Ainara Journal (Jurnal Penelitian Dan PKM Bidang Ilmu Pendidikan), 2(3), 247-252. [Google Scholar] [Crossref]

23. Yuh, A. H., & Kaewurai, W. (2021). An investigation of Thai students’ English-speaking problems and needs and the implementation collaborative and communicative approaches to enhance students’ English-speaking skills. The Golden Teak: Humanity and Social Science Journal, 27(2), 91-107. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study