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

Abstract

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.