FACTORS THAT

AFFECT
COMMUNICATION
SKILLS OF
CRIMINOLOGY
STUDENTS IN
UNIVERSITY OF
MINDANAO
 CHAPTER 1
THE PROBLEMS AND ITS
BACKGROUND
– Communication is the art of conversation between
two or more persons by means of speaking, writing,
or using a common system of signs or expression. It
requires training and experience to communicate well
with other people.
– Speaking is described as an interactive process of constructing meaning that involves
producing and receiving and processing information (Bhowmik, Naveed 2012).
– In Webster New World Dictionary, speaking is to say words orally, to communicate as
by talking, to make a request, and to make a speech (Nunan,1995).
– According to Chaney (1998), speaking is the process of making and sharing meaning
by using verbal and non-verbal symbols in different contexts.
– Brown (1994) and Burns and Joyce (1997) defined speaking as an interactive process
of making meaning that includes producing, receiving, and processing information.
– Bygate (1987) define speaking as the production of auditory signals to produce
different verbal responses in listeners. It is regarded as combining sounds
systematically to form meaningful sentences.
– Eckard and Kearny (1981), Florez (1999), Howarth (2001), and Abd El Fattah Torky
(2006) defined speaking as the two-way process including a true communication
opinions, information, or emotions.
The purpose of the study

– The purpose of this study is to explore and know the

different Factors That Affect Communication Skills of
Criminology Students in University of Mindanao.
Knowing that communication is one of the important
aspects that people have, especially in the field of
criminology. And what those factors can affect to
criminology students and how are they going to avoid it.
 Significance of the study

– The findings or result of this study may benefit the following:

– School. This will serve as reference for this school in motivating the students in
enhancing their communicative skills.
– Teachers. This would be an important tool in developing their methods and
techniques in teaching English subject.
– Parents. This may serve as an eye-opener to parents on how to motivate their
children to enhance their communicative skills.
– Students. This will encourage the students to undertake exercises to improve
their communicative skills.
– Future Researchers. This reference will give them information for their future
studies.
 CHAPTER 2
REVIEW OF RELATED LITERATURE

– Harlak et al. (2008) proposes that university students be

exposed to activities that can develop their
communication skills starting from their first year at
university. Hence, universities must provide many more
activities to develop the student’s communication skills
in order to meet the challenges of the globalized world.
– Musumeci (1997) grammar teaching as a
developing trend in reference to the proficiently
oriented curriculum, she points out that students
should be able to learn explicit grammar rules as
well as have a change to practice them in
communication in the authentic or simulation tasks.

– Varley (2014), Student with severe-profound

multiple disabilities may not have full access or
control of all the ways that most student
communicate, but that does not mean that they
have nothing to say, nor does it diminish their need
and right to communicate.
-Tuan & Main (2015), these are some problem for speaking skill
that teachers can come across in helping students to speak in
the classroom.
-William (2005), this study answers a need for outcome
assessment in study abroad by exploring the intercultural
communication skills of study abroad and on campus students.
-(Yun, 2009) of all the four skills (listening, speaking, reading
and writing), speaking seems intuitively the most important."
Indeed, whether for business or pleasure, a primary motivation
to learn a second language is to be able to converse with
speakers of that language.
– (Rani, 2016) Language barriers occur when people do not
speak the same language, or do not have the same level
of ability in a language.
– Oliver (1997) defines communication as “an interchange
of ideas, facts and emotions, by two or more persons,
with the use of words, letters and symbols. Based on the
technical problem of how accurately the symbols be
transmitted, the semantic problem of how, precisely, the
symbols convey the desired meaning, and the
effectiveness if how the received meaning affects
conduct in the desired way”.
– Maclntyre (1994) one of the factors affecting the level of
proficiency in English language among university students
is language anxiety. Language anxiety can be defined as
the feeling of anxiety towards second language
acquisition. Student faced language anxiety often fear of
negative evaluation by their educators or native speakers.

– Gardner (1990). Gardner’s socio-educational mode

identifies four variables of social psychology that affect
language learning: development of attitudes, relationships
among members of the same and different ethnic, political
or social groupings, individual’s feelings about various
groups, and characteristics of individuals that influence
interpersonal relationships.