ABSTRACT
This study aimed to assess the communicative competence of the Grade 12 students in relation to their performance in work immersion program. The respondents consist of 213 Grade 12 students who undergo work immersion program, 7 work immersion teachers and 18 Industry Partners. Three-pronged assessment was utilized by the researcher; students’ self- assessment, work immersion teachers’ assessment and industry partners’ assessment on the communicative competence of the students. Forty questions are designed to find out the students’, work immersion teachers’ and industry partners’ assessment of communicative competence of the former and its components. The questions were grouped into four categories: Linguistic competence, Socio-linguistic competence, Discourse Competence and Strategic Competence.
The result revealed that in the first problem which is the profile of the respondents, there was almost equal distribution of gender among the respondents involved in this study and majority of the Grade 12 students have more inclination to computer system servicing.
Through weighted mean and ranking, it was found out that as to the four components of communicative competence, the three groups of respondents have almost similar assessment of the students and through ANNOVA statistical analysis, it was revealed that there is a significant difference in the assessments of the respondents on other indicators of communicative competence such as Sociolinguistic (16.54); Discourse (16.54); and Strategic competence (66.51) with their affixed f-computed value which are all greater than the tabular value and lead to accept the null hypothesis. The gender of the immersion students has strong positive relationship with their communicative competence which is shown on its attained r-value of 0.77 which is greater than the p-value of 0.000. On the other hand, the result also shows that the specialization of the immersion students is Not Significantly related to their communicative competence which is reflected on its attained r-value of 18.34 which is greater than the p-value of 0.25 which led to accept the Null hypothesis.
Based on this findings, the researcher come up with the proposed Languge Enhanment Program that consist of Conversation English Activities to ameliorate the communicative comeptence of the students.
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