Abstract
This study aims to determine the significance of teachers' voices regarding the current state of Filipino oral recitation among students. It specifically examines the current condition of Filipino students' oral recitation. Through interviews, the researchers gathered data from Filipino teachers in public schools in Marilao, Bulacan, who served as the study's respondents. The research employed a phenomenological design to understand the essence of the teachers' experiences and the situations they encounter in relation to the topic, which were explored through interviews. The study used the saturation method, wherein selected teachers were chosen as interview participants. Based on the data collected, it was found that teachers' experiences in handling Filipino oral recitation became easier since the students involved were already in Grade 10. However, the current challenge lies in students' limited knowledge of proper recitation, as many show little interest in the Filipino language, especially in older or traditional vocabulary. Students are more familiar with English words and with simpler, more modern expressions. The findings also revealed that one of the strategies teachers use to address the difficulties in recitation is implementing reading programs for students. Through this research, additional insights were gained into the current state of students' Filipino oral recitation and the possible interventions to improve their recitation skills.
