COMMUNICATIVE COMPETENCE: STUDENTS’ PERCEPTION OF IT IN

RELATION TO THEIR ACADEMIC PERFORMANCE IN ENGLISH

___________________

A Research Paper

Presented to the

High School Department

International Academe of EnScieMa

Totolan, Dauis, Bohol

___________________

In Partial Fulfillment

of the Requirements

for the Research Class

___________________

CABERTE, ZEAH GRACE O.

VILLANUEVA, JOHN LLOYD A.

December 2014
 CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

English is the study of the language itself, its correct usage and its origins.

It will study in depth the correct way to say and write the language, and how it

can be used poetically and creatively as well as in communication.

Hymes (1970) proposed the concept of communicative competence. He

argued that with verbal competence, a speaker can be able to produce

sentences that are wrongly grammatically structured, which as he says, becomes

inappropriate in conversations, whereas in communicative competence, he

included not only the ability to form correct sentences but to use them at

appropriate times. "We have then to account for the fact that a normal child

acquires knowledge of sentences not only as grammatical, but also as

appropriate. He or she acquires competence as to when to speak, when not, and

as to what to talk about with whom, when, where, in what manner. In short, a

child becomes able to accomplish a repertoire of speech acts, to take part in

speech events, and to evaluate their accomplishment by others. This

competence, moreover, is integral with attitudes, values, and motivations

concerning language, its features and uses, and integral with competence for,

and attitudes toward, the interrelation of language with the other code of

communicative conduct."
 (Dell Hymes, "Models of the Interaction of Language and Social Life," in

Directions in Sociolinguistics: The Ethnography of Communication, 1972). Since

Hymes proposed the idea in the early 1970s, it has been debated and expanded

to the point that different types of competencies have been made. However, the

basic idea of communicative competence remains to be the ability to use

language appropriately, both receptively and productively, in real situations.

According to Bloom (1974), verbal ability is a necessity if a child is to learn

in school. Ayodele (1987) also said that students' inadequacy in the concept of

language is a very important factor in educational failure in that this deficit

generates difficulties increasing in magnitudes as school life progresses. These

statements then serve as proof that the understanding and effective usage of this

ability is an important tool in the learning and mastering of the subject English

because of the fact that English is all about learning to communicate well,

listening and comprehending, reading and understanding. Canale (1980) and

Swain (1983) understood communicative competence as synthesis of an

underlying system of knowledge and skill needed for communication. Both

authorities have given two types of knowledge in this aspect: knowledge of

grammatical principles, and knowledge of how to use these in social

conversations. According to Canale, this skill and its manifestation of it is

required in intelligent purposes or performances, which can be related to

academic performance. With this, it is quite an assurance that communicative

competence is a key component of having high grades, especially in the English

subject. With regards to social conversations, Hymes also said that the ability of
people to reach their goals in social life depends to a large extent on their

communicative competence, emphasizing that the knowledge of grammatical

rules is not sufficient for speaking a language and for communicating. This then

leads to the researchers’ decision to make two categories for communicative

competence. First is communicative competence when it comes to public

speaking and/or oral recitation in school and second, is when it comes to peer

communication or social interaction. They believe that these categories will

greatly help in their questionnaires for their target respondents in gathering data.

The researchers would like to know if a student's impression or perception

on a skill of a certain subject has something to do with their academic

performance of it. This then leads to their study. Wikipedia’s definition of

communicative competence is a term in linguistics which refers to a language

user's grammatical knowledge of syntax, morphology, phonology and the like, as

well as social knowledge about how and when to use utterances appropriately. In

other words, it is the ability to communicate or express oneself effectively. This,

as we all know, is an important skill in the subject English. Not all students have

this kind of ability and so they would like to assess the relationship of a student's

perception, thought, or impression on communicative competence to their

academic performances in English.

The researchers’ goal is to find the connection of these, so as to develop

communication competence in the school and enhance public speaking abilities.

Theoretical Background

The term ‘communicative competence’ was coined by Dell Hymes

in 1966, reacting against Noam Chomsky's (1965) linguistic competence.

Linguistic competence in simple terms is the linguistic knowledge possessed by

native speakers of a language. Hymes, towards linguistic competence, perceived

it to be an inadequate and abstract notion of competence. This was because

Chomsky's thought defines an innate knowledge of rules rather than knowledge

of items and relations; that it is regarded to be innate because one does not have

to be trained to develop it. The researchers believe that Hymes must have

thought Chomsky's notion to be inadequate considering that competence can be

achieved through practice, and yet Chomsky defined it to be innate. To address

Chomsky's thought, Hymes undertook an exploration of another kind of

grammatical competence that included "communicative form and function in

integral relation to each other". The approach pioneered by Hymes is now known

as communicative competence.

Debate has occurred regarding linguistic competence and communicative

competence in language and literature, and scholars have found communicative

competence as more superior than linguistic competence in language, following

Hymes' opposition to Chomsky's linguistic competence. This opposition has been

adopted by those who seek new developments toward a communicative era by

taking for granted the basic motives and the appropriateness of this opposition

behind the development of communicative competence. Jürgen Habermas

(1970), a sociolinguist, also argued that Chomsky's concept could not serve as a
relevant component in a theory of real-life communication. Chomsky based his

theory on an ideal speaker with perfect linguistic knowledge, which is unaffected

with situational factors; and Jürgen disapproved of this, believing that to achieve

confidence in speaking, one must not only indulge oneself to grammar rules but

on how he states his intentions clearly and proficiently. This then serves as a bit

of a background for the researchers to find the connection of communicative

competence to the grades in the English subject, considering that the English

subject is more on grammar and sentence construction which as a whole is

linguistics which is the scientific study of language and its structure.

David Crystal, in the first chapter of his book Linguistics (1985), which is

labeled Introduction, aims to offer a broad account of the concept of

communicative competence and its importance in society and also in present-day

studies.In the book, the first section starts by reviewing the origins and nature of

the communication process inorder to provide a link to the concept of

communicative competence through first, the notion of language, and then,

through a theory of language when it comes to teaching. Within this framework,

concepts related to communicative approaches then included such as

proficiency, competence and performance. In the second section, the

researchers found theoretical background accounts for a theory of

communicative competence from a linguistic point of view, and suggests the

issues that Crystal analyzed of the development of communicative competence

models. From his perspective the researchers then were able to see that the

concerns regarding modernized communication were similar to those that, at

other times when language was not developed yet, have always been concerned

with how to communicate successfully.

Crystal also said that even then during man’s early stages of life,

communication was already found to be very essential. There was a need for

humans to communicate basic structures of everyday life. Crystal also proved it

relevant to establish the distinction between man’s communication processes as

they differ in the way they express their intentions. This was from Crystal’s

anthropological perspective. From this, the researchers have seen that

historically speaking, various attempts by different linguists have been made to

conceptualize the nature of communication and to explore its relationship to

human development. For many times many philosophers have approached the

concept of communication from different domains of knowledge such as

sociology, philosophy, and etc. In this study, the researchers then related this

information and focused on students and their conceptualization or perception on

communicative competence and its relevance to their English studies.

In the book ‘Handbook of Communication Competence’ by Gert Rickheit

and Hans Strohner (2008), stated in the introductory part, communicative

competence is related to terms such as effectiveness and appropriateness. They

defined effectiveness as the outcome of communicative competence, whereas

appropriateness connects it with the situational conditions of the actual social

interaction. It can be said that competence in communication truly is of great

significance in peer interaction if the speaker is appropriately combining thoughts

to produce coherent and effective speeches. The English subject has lessons
that can correct one’s choosing of words and so the researchers want to know if

this leads to the students obtaining good grades in the said subject.

Also, according to Halliday (1975), language may be defined as an

instrument of social interaction with a clear communicative purpose. Human

beings are able to produce an infinite number of messages in any context of

space and time, thanks to the randomness of language which allowshumans to

combine sounds that may be with no meaning. And finally, which Halliday

mentions as the last feature, he says that it is a traditional transmission, since

language is transmitted from one generation to the next by a process of teaching

and learning. This then becomes a background for the researchers who aim to

link communication and the English subject in order to provide a meaningful

framework to the notion of communicative competence.

In the words of Widdowson (1978), these statements from Halliday

mentions to communicate with others, have to do with the ability to communicate

in a language and the ability to interpret and produce meaning, which is an

important goal for language learners, especially for those who need to fulfill roles

as family members, community members, students, teachers, employers or

employees everywhere. While there are many influential factors in learning

English, as the learner characteristics such as age, personality, and intelligence,

Widdowson says that a critical dimension in learning English is interaction with

other speakers.

Similarly, in the words of Larsen-Freeman (1991), one learns to do by

doing, since people learn to walk by walking and they learn to drive by driving.
Therefore, the researchers concluded that it makes sense, then, that people

learn to communicate by communicating, and so those learners who engage in

the regular use of such and receive a great quantity of input will most likely have

a greater ability to use their knowledge of this to the English subject. This then

leads to the researchers' action plan that because of this, learners must actively

work and practice extensively to achieve good outcomes in English.

It follows, then, that learners should be provided with as much speaking

time as possible, both in and out of the classroom. However, we should not

forget that communicating successfully does not only imply correct use of

structure and form, but also to communicate intelligibly and appropriately for

students to achieve a successful interaction. This ability to communicate is the

aim of the study where the researchers would like to establish between the

students' notion of communicative competence and its relationship to the English

subject.

A theory proposed by psychologist David Kolb is called ‘experiential

learning’. As the name suggests, Experiential learning involves learning from

experience. According to Kolb, this type of learning can be defined as "the

process whereby knowledge is created through the transformation of experience.

Knowledge results from the combinations of grasping and transforming

experience." Basically, it is related to the study in means that the researchers’

respondents, who are the high school students, have English electives which

focus on their communicative aspect. Since these electives, for example public

speaking and debate rely much on a student’s communicative competence,

knowledge or learning of the subject is created through transformation of

experience. This transformation of experience is when a student’s positive

perception goes into action. When the teacher gives a number of debate rounds

or oration, experience is made. Students then decide on their perception of

something when they have experienced it. If the experience is positive, then so

will their perception of it. Since knowledge, again as what Kolb says, is created

through experience, a high possibility that it may affect the academic

performance of the student in a good way. This is again what the researchers

would like to find out, if the perception of students will have something to do with

their academic performances.

Written on the Batas Pambansa 232, Section 9 which is the Right of

Students in School –in which the laws written here are the limitations and

regulations that students or pupils in all schools shall enjoy; it is stated in number

seven that: students have the ‘right to free expression of opinions and

suggestions, and to effective channels of communication with appropriate

academic channels and administrative bodies of the school or institution’. This

relates to the study, wherein it is in the researchers’ action plan that students

need to develop their communication skills in order to achieve English

excellence, so then it should be that students must be allowed to express

themselves from their minds through their mouths verbally whether it may be

student to student or student to teacher. So long as the student speaks with

another person, which is the communicative process, students should not be

prohibited to do such interaction for this helps in the practice to achieve

communicative competence. It is also stated in the same law something about

‘effective channels of communication…’ which then means to the researchers

that what they are trying to incorporate in students is not only just the ordinary

day-to-day conversations to their peers but also the proper construction of

sentences in their utterances, such as reciting orally during public speaking

classes.
Theories and Concepts:
 Dell Hymes concept (1966)
 David Crystal, Linguistics Legal Basis:
(1985)  Batas Pambansa 232,
 ‘Handbook of Section 9, Paragraph
Communication 7
Competence’ by Gert
Rickheit and Hans
Strohner (2008)
 Halliday (1975)
 Widdowson (1978)
 Larsen-Freeman's Theory
on Learning (1991)
 Kolb’s Theory on
Experiential Learning

High School students enrolled in

International Academe of EnScieMa 2014
– 2015 with the English subject

Perception towards Academic Performance

Communicative in the English subject
Competence

Action Plan

Figure 1 – Schematic Diagram

 THE PROBLEM

Statement of the Problem

This study aimss to determineidentify the relationship between students’

perception towards communicative competence and their academic performance

in the English subject in the International Academe of EnScieMa, school year

2014-2015.

Specifically, this study seeksaims to answer the following:

1. What isare the profile of the students in terms of:

a. Their perception towards communicative competence; and

b. Academic performance in English??

2. Is there a significantrelationship between students’ perception towards

communicative competence and their academic performance in the

English subject?

3. What action plan do the researchers propose in order for students to

develop communicative competence?

Statement of the Hypothesis

There is no relationship between students’ perception towards

communicative competence and their academic performance in the English

subject.
Scope and Limitations

In this study, the researchers used the perception of students regarding

communicative competence and their academic performance in the English
subject. This was conducted in the International Academe of EnScieMa, School
Year 2014-2015. This was participated by the Grade 7, Grade 8, Grade 9, and
Fourth Year Students. The grades that are affected were the Third Quarter
grades in the English subject.The first year Education students of Holy Name
University considered by the researchers as participants for this studyare
enrolled in the first semester of the school year 2011 – 2012.

Significance of the Study

A study of this nature is needed to provide empirical data on how students'

verbal ability specifically on communicative competence could influence their

performance in English. Since English is one of the major and core subjects that

the school International Academe of EnScieMa, and that it is supposed to create

a solid foundation for the training and development of intelligent and responsible

students, this study will help to contribute greatly to the realization of this. The

researchers believe that the conducted study will further justify the need to

integrate or level up more a student’s communication skills in school or during

English classes. The following are hoped to be benefited of this study:

Administration/The School. The findings of this study will give them a

better view of the great importance of communicative competence through public

speaking. Students with a high-level of speaking ability may also represent the

school and its administration, in ways that schools whose students are fluent in

the English language are thought of with a high-level curriculum or high

educational quality. There will be great possibility of an increase in enrollment

and good feedbacks from the parents or outsiders about the school and its

administration. Also, they will be more aware of the competitive world in which

social interaction plays a very significant role, which hopefully, will make them

strengthen public speaking classes and implement the English-speaking

campaign more effectively.

EnglishteachersEnglish Teachers.They will not have a hard time in

letting students actively participate in class. Since public speaking will be

strengthened in its courses such as oration, impromptu, verbal exchange, and

the like, teachers can have oral exams which are easier to grade.

Students.Students with a good perception or high regard of

communicative competence will want to practice speaking in an effective and

proper manner to which will lead them to greater heights. Students who are

fluent in speaking often rank high academically and this will surely improve their

academic performance in many subjects. Students will not have a problem

voicing out answers, opinions, and will avoid social awkwardness.

Parents. Parents will be acquainted with the importance of communicative

competence to their child’s student and social life; they will provide moral and

financial support to their children and will implement the practice of speaking in a

proper way even at home.

Future researchers. This material will prove to be a helpful reference

when pursuing related studies in conducting similar research work.

 RESEARCH METHODOLOGY

Research Design

This research study used the descriptive-correlational design. The

researchers found it appropriate to use because the study deals on thedescribed

the relationship between the two variables: a) the perception of students on

communicative competence; and b) their academic performance in the English

subject.

Research Environment

This research study was conducted at the International Academe of

EnScieMa (English, Science, and Math). It was further centered to the High

School Department of the school. It is located at Totolan, Dauis, Bohol. The

College of Education was chosen by the researchers because the Knowledge

Circles are observed only by the students of the said college. The High School

Department was given focus by the researchers because the first year students

to the fourth year students have the English subject have not only the English

subject as well as the important electives that are much related to the main

subject which is English Grammar; such as Literature, Creating Writing, Public

Speaking, Debate, and Research.

Research Participants
 In the conduct of this study, the entire population of the high school

students enrolled in the International Academe of EnScieMa school year 2014 –

2015 was considered. The perceptions of these students towards communicative

competence and their academic performance in English were determined.

Research Instrument

In determining the perception of the high school department towards

communicative competence, the researches constructed a 50-item

questionnaire: 25 items on the first category in which questions center on public

speaking, oral recitation, or the English subject in general, and 25 items on the

second category which focus on peer or social interaction. Four responses could

be found in the questionnaire: Agree, Strongly Agree, Disagree and Strongly

Disagree. In the interpretation of the data regarding the choice of the

respondents, both the Agree and Strongly Agree would be on the “Agree”

category. On the other hand, the Disagree and Strongly Disagree would be on

the “Disagree” category. Statements from the perceptionnaire come in two

natures, positive and negative. If the respondents gave an Agree or Strongly

Agree answer to the positive statements, it will lead to a positive thinking towards

communicative competence. For negative statements that will get the Disagree

or Strongly Disagree response, it will still lead to positive perceptions towards

communicative competence.
 The questionnaire will be subjected to a pilot-test to make the inferences

of the researchers valid through Microsoft Excel 2007. After the data from the

pilot-testing will be analyzed, the researchers will be distributing the

questionnaires to their target respondents, from the first year to fourth year class.

In gathering the academic performance of the high school department, the

researchers will be submitting a letter to the office of school principal, asking his

permission to let the researchers acquire the academic profile of the

respondents. The names of the students will then be placed in a sheet of paper

to be divided into two columns. The first column will contain the names of the

students in each class. The second column is for the students' respective grades.

Data Gathering Procedure

First, the researchers will be securing the list of the students from the high

school department, from first year to fourth year, who were enrolled during the

school year 2014-2015 from the respective class sections.

First, the researchers will be securing the list of the students of the whole

high school department, which consists of Grade 7, 8, 9, 10, and the fourth

years. The researchers will be sending a letter to the office of the school principal

to ask permission to distribute the questionnaires about the perception of

students towards communicative competence. After getting the approval, the

questionnaires will be given to the target respondents. The researchers will then

gather all the questionnaires after the respondents finish answering them.

The researchers will also be sending a letter to the office of the school

principal asking for permission to access the academic profile of the

respondents. The grades of the respondents in the English subject will be used in

finding the relationship between their perceptions and their academic

performance. The data gathered will be subjected to recording, tabulation, and

analyzation.

Statistical Treatment

The researchers used the Pearson Product-Moment Correlation in

analyzing the relationship between the perception of the students towards

communicative competence and their academic performance in English. The

following is the formula:

n  XY   X  Y
r XY 
n X 2   X  2  n Y 2   Y  2 
       

Where:

n  number of students

Xi 
perception of the high school students

Yi 
academic performance in English

The degree of linear relationship for this research work was interpreted through

the table that follows:

 RANGE OF VALUE FOR THE PEARSON PRODUCT MOMENT
CORRELATION
Range of Values Relationship
0.91 to 1.00 (-0.91 to -1.00) Very high
0.71 to 0.90 (-0.71 to -0.90) High
0.51 to 0.70 (-0.51 to -0.70) Moderate
0.31 to 0.50 (-0.31 to -0.50) Low
0.00 to 0.30 (-0.00 to -0.30) Very Low

The researchers also used a formula for average weighted mean which is:

x́=
∑x
n

Where:

x́=¿ weighted mean value

x = observed data for the variable

n = sample size
 DEFINITION OF TERMS

The following important points were made clearer by providing their

operational definitions:

Academic Performance. This pertains to the grades of the whole high

school department of the International Academe of EnScieMa in the English

subject.

English. This is a subject that has lessons that enable students to learn

about communicating well, listening and comprehending, reading and

understanding, which is why this does not only refer to grammar but also English

electives such as public speaking and debate, depending on the year level.

Students’ Perceptions. This pertains to whether the students strongly

agree, agree, disagree or strongly disagree to the statements that represent the

views of the students to communicative competence.

Grades. These refer to the average score accumulated by a student in the

English subject. As mentioned, each high school level has at least two English

electives. Because these are just electives, the grades from the electives are

incorporated to the major subject which is English. Therefore it can be said that

the grades of the students include how well they perform not only grammar-wise

but orally or communicatively also.

BIBLIOGRAPHY
A. Websites

Communicative Competence. (2012, June). Retrieved August 2014, from

Wikipedia: http://en.wikipedia.org/wiki/Communicative_competence

Canale, M., & Swain, M. (2002). Theoretical Bases of Communicative

Approaches to Second Language Teaching and Testing. Retrieved August

2014, from http://ibatefl.com/wp-content/uploads/2012/08/CLT-Canale-

Swain.pdf

Ede O. S. Iyamu, P. (2004). Language in Nigeria . Retrieved August 2014, from

http://www.languageinindia.com/feb2005/verbalabilitynigeria1.html

Gloystein, M. L. (2008, December 17). Hymes: Communicative Competence.

Retrieved September 2014, from http://wwwhomes.uni-

bielefeld.de/sgramley/Hymes%20(Gloystein).pdf

Habermas, J. (2008, August 29). Towards A Theory of Communicative

Competence. Retrieved September 2014, from

http://www.tandfonline.com/doi/pdf/10.1080/00201747008601597

Hobby, N. (n.d.). What Is The Meaning Of The English Subject? Retrieved

August 2014, from Blurtit: http://education.blurtit.com/1922014/what-is-the-

meaning-of-the-english-subject

Jane Kleinert, P. (2010). Importance of Developing Communicative Competence.

Retrieved August 2014, from

http://iod.unh.edu/Libraries/Research/The_Importance_of_Developing_Co

mmunicative_Competence_for_Students_with_Significant_Cognitive_Disa

bilities.sflb.ashx
Lane, D. (2000, January 29). Communication Competence Defined! Retrieved

August 2014, from Uky:

http://www.uky.edu/~drlane/capstone/commcomp.htm

Nordquist, R. (2010). Communicative Competence. Retrieved September 2013,

from Grammar.About: http://grammar.about.com/od/c/g/Communicative-

Competence.htm

Peláez, M. E. (2008, August 5). English Teachers' Beliefs about Communicative

Competence and their relationship with their Classroom Practices.

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pid=S1657-07902008000200005&script=sci_arttext

Rickheit, G., & Strohner, H. (2008). Handbook of Communicative Competence.

Retrieved November 2014, from http://npu.edu.ua/!e-

book/book/djvu/A/iif_kgpm_Rickheit_Handbook_of_Communication.pdf.pd

Singh, D. M. (2000). Theoretical Framework: Communicative Competence and

Performance. Retrieved September 2014, from

http://shodhganga.inflibnet.ac.in/bitstream/10603/9901/7/07_chapter

%202.pdf

SpyroSpero. (2013, May 7). Communicative Competence. Retrieved August

2014, from Linguisticator: http://www.linguisticator.com/communicative-

competence/

valjean76, U. b. (2010, October). Communicative Competence: Analysis of its

Components. Retrieved September 2014, from Scribd:

 http://www.scribd.com/doc/27119529/Unit-4-Communicative-Competence-

Analysis-of-Its

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Language. Retrieved September 2014, from

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APPENDICES
 Appendix A

Letter to the Teacher Handling the Class

To the teacher handling the class,

Greetings!

We are students from the fourth year Einstein class conducting our research study entitled
“Communicative Competence: Students’ Perception and Academic Performance”. With the
permission from the school administration and adviser, the class you are currently handling is one
of our target respondents.

We will be distributing questionnaires from which there are statements pertaining to the students’
perception towards communicative competence. Their responds will be held with confidentiality.

We hope that you will lend us a little of your time and consideration.

God bless and more power!

Sincerely yours,

(SGD) CABERTE, Z.

(SGD) VILLANUEVA, J.

Noted by:

(SGD) MS. NITOS JAMIL

Content Adviser
 Appendix B

Questionnaire

Perception on Communicative Competence

Name: _________________________ Yr. & Section: ___________ Date: ________

Directions: Place a check mark ( ) at the column of your choice.

A. In terms of Public Speaking and/or Oral Recitation

Strongly Agree Strongly Disagree

Statements Agree Disagree
1. Communicative competence makes students
create good ideas.
2. Communicative competence makes students do
impromptu in a very comfortable manner.
3. Communicative competence makes students say
their points well in debate.
4. Communicative competence makes it easier for
students to speak.
5. Communicative competence makes it easier
students construct answers to questions.
6. Communicative competence makes students
answer essays more properly.
7. Being communicatively competent allows students
to express with ease.
8. Communicative competence makes it easier for
students to pronounce well.
9. Being communicatively competent impresses
teachers.
10. Communicative competence enables students to
participate well in class.
11. Communicative competence leads to effective
speaking.
12. Communicative competence is important when
taking English exams.
13. Communication should be exercised by students.
14. Communicative competence will give a boost of
confidence to public speaking students.
15. Communicative competence promotes English
excellence.
16. Communicative competence is important in being a
host.
17. Being communicatively competent makes students’
grammar correct.
18. Communicative competence is important when
taking job interviews.
19. Communicative competence is important in
creating poems.
20. Communicative competence should be practice at
an early age.
21. Communicative competence is important in
creating sentences in writing.
22. Communicative competence is important in
identifying grammatical errors.
23. Communicative competence is vital when
defending your arguments during debate.
24. Communicative competence is important when
reading out loud properly.
25. Communicative competence will help students
become more confident during class discussions.
26. Communicative competence can help students
bring justice to a declamation piece.
27. Communicative competence is important when
articulating words well.
28. Communicative competence is needed if students
want to develop critical thinking.
29. Being communicatively competent also means that
you are smart in English.
30. Being communicatively competent is useless when
it comes to academics.

B. In terms of Peer Interaction and/or Social Groups

Strongly Agree Strongly Disagree

Statements Agree Disagree
1. Communicative competence is an important factor
when talking to my classmates.
2. Communicative competence is what students
should develop in order for them to be understood
by their peers.
3. Being communicatively competent will let me and
my classmates have clear conversations.
4. Communicative competence hinders my peers to
mock me when I speak.
5. Communicative competence will help me crack
jokes with me peers.
6. Communicative competence will create a good
atmosphere between me and my friends.
7. Communicative competence will enable me and my
friends to be more open with each other.
8. Communicative competence is a good tool for my
classmates to understand when I explain to them a
lesson they have a hard time in.
9. Communicative competence should be practiced in
order for me to be a good conversationalist.
10. Being communicatively competent will let me and
 my friends talk to authorities easier.
11. Communicative competence will help me and my
friends be closer to teachers.
12. Communicative competence makes it easier for me
to have friends.
13. Communicative competence helps me have a lively
and enjoyable conversation with my friends.
14. Being communicatively competent is a key into
getting many friends.
15. One needs to be communicatively competent to win
the favors of others.
16. One needs to be communicatively competent in
order for people to like you.
17. Communicative competence can be developed by
talking with my classmates in English.
18. People will remember the things that you say when
communicating effectively.
19. I do not have to repeat myself over and over again
if I am communicatively competent.
20. People will think highly of me if I am
communicatively competent.
21. My friends will be proud of me if I am good at
communicating to them and others.
22. Being communicatively competent lets people have
a good impression about me.
23. My classmates will like me more if I am good at
talking in a proper manner.
24. Communicative competence helps in building good
relationships with others.
25. Communicative competence will not win me any
friends.
26. Communicative competence does not earn me a
good reputation at all.
27. Communicative competence is not useful when
trying to persuade my schoolmates to vote for me
on elections.
28. Communicative competence is not needed
whenever I and my peers are conversing.
29. Communicative competence does not play a big
role when it comes to social interaction.
30. Communicating to people properly is a waste of
time because it doesn’t make a difference to the
content of the speech.
 Appendix C

Letter to the Principal (for the Perceptions)

DR. JOSE L. CABERTE

School Principal
International Academe of EnScieMa

Sir:

Greetings!

The undersigned are students from the fourth year Einstein class conducting our research study
entitled “Communicative Competence: Students’ Perception and Academic Performance”.

We request that we be permitted in distributing questionnaires from which there are statements
pertaining to the students’ perception towards communicative competence. Their responds will be
held with confidentiality.

Your approval will go a long way to serve the purpose of this study.

God bless and more power!

Sincerely yours,

(SGD) CABERTE, Z.

(SGD) VILLANUEVA, J.

Noted by:

(SGD) MS. NITOS JAMIL

Content Adviser
 Appendix D

Letter to the Principal (for the Grades)

DR. JOSE L. CABERTE

School Principal
International Academe of EnScieMa

Sir:

Good day!

We are students from the fourth year Einstein class conducting our research study entitled:
“Communicative Competence: Students’ Perception and Academic Performance”.

We are asking your permission to allow us to get the high school students’ 3 rd Quarter grades of
school year 2014-2015, because these grades are highly important to determine the conclusion
of our conducted study. We assure your office that the grades will be held with confidentiality by
the researchers.

We hope that this request of ours will get your positive response.

God bless and more power!

Sincerely yours,

(SGD) CABERTE, Z.

(SGD) VILLANUEVA, J.
Noted by:

(SGD) MS. NITOS JAMIL

Content Adviser
 Appendix E

Instrument for the Academic Performance in English

Names of the High School Students 3RD Quarter Grades

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31.
So far, only the