Level of Effectiveness of Speech Communication Syllabus as Perceived by Selected Teachers and Students of Cavite State University, Indang Cavite

This seminar paper is anchored on the fact that the Philippines is a top producing country of overseas skilled workers and their need to be fluent in English as an international medium of communication; a necessity for global competitiveness. Thus the role of the university is to equipped the students who aspire to go across the miles to be communicatively competent. So there is a need to overview the goals, curriculum and specifically the oral communication syllabus of the university. What may be any missing link can perhaps be addressed along the way in this study. Therefore the researcher decided to determine the effectiveness of the Speech Communication syllabus via expected learning outcomes as demonstrated by technology students. In relevance to this, Brown (1995) has emphasized that a well-structured syllabus is a major decision in language teaching and there were two important characters to consider; the teacher and the student. According to Khranke (1987) the teachers' factor and their assessment of the expected learning outcomes of a syllabus is necessary. In addition Richards and Rodgers (1986) referred to them(teachers)as sole agents in the attainment of educational goals. However in this study, the teachers' overall rating through the expected learning outcomes from Bloom's cognitive, psychomotor and affective domains; the recommended syllabus per CHED standard is moderately effective. Based on the technology students' fair assessment of their own expected learning outcome, it has been found out that there are implications. Bailey(1977, as cited in Seliger & Long, 1983) described that second and foreign language speakers are disappointed and apprehensive when they used the language in real interaction because they have not been prepared for spontaneous communication and could not cope with simultaneous demand. In relevance, a study of Pinawin (2008) on a CHED recommended syllabus on Communication Arts, emphasized his interactional view of English language as the means of performing social interaction between individuals, both in familiar situations and in public places. The reason why Ravina (2010) another researcher was able to produced a sourcebook for oral communication for BSIT students was because he found out that IT students rarely used English in their basic interpersonal communication and seldom use it in academic setting, they were intimidated and tended to be very mechanical and felt inadequate in terms of fluency and strategy in using English as their second language. These validated Ravina's (2010) study that Information Technology students should have another syllabus based on their needs of the English language in their future workplace.