Development of Theory-Based Strategies Localized Materials to Facilitate L1 to L2: Focus on Oral Competency

Abstract

This study aims to determine strategies used by teachers in English in facilitating transition
from L1 to the L2, focusing on theory-based strategies and development of localized material to
address students’ difficulties in learning L2 helping them improve their ability in speaking L2.
The researcher used the descriptive method and devised questionnaires and interview and pre
oral and post-oral examination to gather data. Purposive sampling technique was used in the
study in the 185 Grade 7 students (from sections Jasmine, Yellowbell, Dahlia, and Rose) and five
(5) teachers in English of Batia High School Extension. Further, the respondents’ most common
difficulties in learning L2 as perceived by the teachers, relate with psychological factors. They
were apprehensive to talk with their teachers and in front of the class, fearing of committing
grammatical mistakes. Thus, the solution was making the learners motivated by using genuine
praises and honest feedback. In relation, the statistical treatment One Sample T-test was used
to determine the significant difference between the speaking levels of the respondents in the
pretest and posttest. It was found out that there was a significant difference between the
pretest and the post test scores which showed that there was a significant improvement of the
test scores, which means that the Grade 7 students’ ability in speaking the English language has
improved.
KEYWORDS – English speaking, theory-based, localized materials, oral competency, SLA
theories