I.

The Problem and Its Background

RATIONALE

“Listening is a natural way to learn a language,” as stated by Dr. Buck (2016) in

their online tutorial website englishlistening.com. He believed that through enhancing

listening skills, learning language will be of ease. However, developing listening skills is

likely to be neglected inside the classroom. This may be due to the fact that teachers are

not specifically practiced to do so (Buck, 2016), since most of the time reading is deemed

more important. Nevertheless, this should not always be the case. Many theorists believe

that a person learns new words and utter sound from what they have heard through their

senses. Anonat (2011) listed several prominent linguists that asserted that many children

learn to read when they listen to their parents read books and selections.

In line with this, many websites are offering language courses through enhancing

listening skills, such as the one stated above. The integration of technology in developing

literacy skills would likely impact how an individual learn to speak a particular language.

Perhaps, this technique may also applied within the classroom setting through interactive

macro-enabled presentations and modules.

STATEMENT OF THE PROBLEM

Through thorough class observations, the researchers discovered that students in

the Basic Education Curriculum of Columban College Main Campus most often lack

listening skills even though they are fast readers and demonstrate good reading

comprehension. They have difficulties in writing and pronouncing and spelling some

words. Furthermore, students do not speak the language during English classes. With

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this in hand, the researchers determined that developing listening skills of the students

must be further emphasized.

This study aims will determine the effects of integrating technology in developing

listening skills that shall lead to the holistic development of the learners. In doing so, the

researchers will be devising an intervention material for slow learners in English to apply

the theory. Specifically, the study aims to meet the following objectives:

1. assist learners in recognizing and distinguishing rhyming words

2. provide an audio-visual and interactive module for student-centered

learning

3. guide learner in pronouncing words correctly

4. promote development of early literacy skills such as enhancing listening and

reading skills

5. create a student-friendly environment within the classroom

6. encourage self-discovery and play activities

7. motivate learners regarding the subject area

SIGNIFICANCE OF THE STUDY

The significance of this study is to provide an intervention material that shall aid

slow learners in English. This study would like to evaluate if enhancing the listening skills

of such students will likely impact their overall language skills. This will benefit theses

learners to achieve a holistic development, and also teachers to engage the learners in

the teaching-learning process.

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 SCOPES AND LIMITATIONS

This research would focus on devising an interactive instructional tool for teachers

to utilize that shall aid in learning English. This intervention material is specifically

designed for slow learners in the primary level. The materials to be used shall only be

limited to what is available in the locality.

II. Research Questions

After this study, the researchers would like to answer the following questions:

1. Will the development of listening skills likely affect student performance in

English?

2. Will the intervention material aid slow learners in their acquisition of

learning?

3. Is there a significant difference between the implementation of enhancing

all language skills simultaneously than focusing only in reading skills?

4. Will the intervention material be convenient for the teacher to utilize in the

classroom setting?

5. Will the students participate in the discussion through the use of the

intervention material?

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 III. Presentation

PRINCIPLES IN THE SELECTION, DEVELOPMENT, AND UTILIZATION OF

INTERVENTION MATERIAL

PRINCIPLE DESCRIPTION/MEANING
Purpose Intervention Material (IM) is focused on helping learners to
motivate them in the teaching-learning process. It
addresses their needs, interest, and growth.
Appropriateness IM is appropriate to the level intended in terms of:
1. vocabulary level
2. difficulty of concepts
3. methods of development
4. interest
Meaningfulness It must contribute to the growth and development of the
learners.
Breadth It should encompass all round development of varying
groups of learners.
Authenticity IM must present accurate, up-to-date, and dependable
information.
Spatial Contiguity Corresponding words and pictures mist be presented near
rather than far from each other.
Split-Attention Principle Words should be presented as auditory narration rather than
as visual on-screen text.
Utility This must help the teacher to deliver the subject matter in a
less intimidating and more enjoyable for the learners.

Communication Effectiveness IM must relay information clearly and effectively.

Interest It should catch the interest of the learners, stimulate

curiosity, and encourage creativity and imaginative
responses.
Presentation IM must be appealing and highly interactive for the learners.

Simplicity It should not be confusing to use.

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 PRINCIPLE DESCRIPTION/MEANING
Assessment It continually assesses learners’ capabilities and
comprehension regarding the subject matter.

METHODOLOGY

A. Design

• Identifying the target grade level of learners

The Grade 1 learners is used as the basis for design for the

Intervention Material.

• Identifying the subject matter

Through the use of the English Curriculum Guide, the topic that used

for the lesson to be delivered is ‘Rhyme Words’ which is introduced

during the third grading period in the first grade.

• Formulating the instructional objectives

The instructional objectives of the lesson are: (1) recognize rhyme

words from non-rhyme words, (2) select the correct rhyme words in the

selection, and (3) appreciate that we are special in many ways. Theses

objectives are based from the curriculum guide.

B. Development

• Gathering of materials

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 Scrapped plywood boards are gathered from one of the researchers’

home. Other materials such as paint and the bluetooth speaker are

gathered within the vicinity of Olongapo City.

• Preparing the interactive multi-media presentation

Each member have provided different set of activities and selections

to be used for the multi-media presentation. Audio-visual graphics used

are taken from the internet. Further, the multi-media presentation is

integrated with macro codes using Visual Basic 1.0. This enables

interactive actions such as active text boxes, drag-and-drop modules,

and clickable items.

• Constructing the Baymax Bluetooth Speaker Model

The researchers decided on using Baymax as the model for the

bluetooth speaker, since he manifests an approachable and non-

intimidating mascot which are characteristics that the researchers would

like to embody in the intervention material.

The base of Baymax is made from plywood boards and is painted to

have more appeal to its overall look. A circle cut-out is made in the

Baymax’s chest so the bluetooth speaker can be inserted there.

C. Utilization

• Writing of the PED Plan

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 A PED plan is constructed for the utilization of the intervention

material. It contains the different activities and learning procedures to be

done in the demo teaching, such as for the engagement, exploration,

explanation, extension and evaluation.

• Demo Teaching

During the researchers’ class in TMS106: Educational Technology 2,

a demo teaching was conducted for the utilization of the intervention

material.

D. Evaluation

• Intervention and Instructional Material Defense

To evaluate the effectivity, management, and utility of the

intervention material, the researchers must face a panel of three judges

where they shall present the outcome of the intervention material.

COSTS FOR THE INTERVENTION MATERIAL

Bluetooth Speaker Php 300.00

Paint Php 99.50

Brushes Php 89.25

TOTAL Php 488.75

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IV. Analysis and Interpretation

This research aims to devise an interactive instructional tool for teachers to utilize

that shall aid in learning English, specifically designed for slow learners in the primary

level. This was achieved throughout the course of this semester. During the development

phase up until evaluation, the researchers found out several advantages in utilizing the

interventional material which are:

◦ most appropriate for Kindergarten to Grades 1-3

◦ may be used for higher cognitive levels, depending on formulated

questions

◦ not limited to specific and particular topics in English

◦ encompasses different types of learners, such as audio, visual, and

kinesthetic learners

◦ does not require any eyesore wires

◦ materials used [in the Baymax Speaker Model] are readily available in the

community

◦ easy to manage, with easy-to-follow instructions

◦ does not require internet or WiFi connection

◦ may be uploaded in the web for Distance Learning

However, there are several issues that were encountered during the study.

These disadvantages of the intervention material are as follows:

◦ Baymax Speaker Model may have portability issues

◦ bluetooth speaker may not be compatible with some devices

◦ computer-based; limited only to well-abled schools or communities

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 ◦ requires quite a lot of time to prepare and a basic skills in programming

using the Visual Basic 1.0

Unfortunately, the researchers were not able to utilize the intervention material

in the real classroom setting to its intended audience. There is no gauge for the

researchers to assume the effectiveness of the theory applied in this study, which is the

effects of the enhancement of listening skills in learning English, since this is only done

in a model class of college students.

V. Conclusion & Recommendation

The “Rhyming with Baymax: an Intervention Material” is geared towards the

promotion and empowerment of developing basic early literacy skills in the primary level.

Further, it focused on the idea that listening is the best and most natural tool to teach and

learn different languages. It aims to provide an interactive module for teachers and

learners to be used in the classroom, and aid slow learners in the process. The

intervention material is approved and proven by several professionals that it has met the

different criteria in integrating technology as a form of instructional tool.

With this, the researchers would recommend the following:

• Conduct an actual teaching demo presentation in the primary levels to test

the effectiveness.

• Invest in a bluetooth speaker that can be compatible to all devices.

• Upload the interactive multi-media presentation for online learning.

• Propose ways to make the Baymax speaker model to be more portable.

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 REFERENCES

Anonat, R.D. (2011). Developmental reading 2. Mandaluyong City, Metro Manila: Books
Atbp. Publishing Corp, p 194-225

Buck, G. (2016). What is English listening?. Retrieved on September 23, 2016, from
https://www.englishlistening.com/index.php/educators/

Buendicho, F.C. (2010). Developmental reading 2. Sampaloc, Manila: Rex Book Store,
Inc. p 86-88

Danocup, O.B. (2010). Classroom management: Preparing special education teachers.

Manila: Lorimar Publishing

International Council on Archives Section for Archival Education. (2005). Training the
trainer resource pack: Methods of delivery. Retrieved on December 2, 2015,
from http://www.ica-sae.org/trainer/english/p13.htm

Marquez, S.T. Jr., Casela, N.C., & Sadorra, B.E. (2009). Developmental reading 2.
Quezon CIty, Metro Manila: Lorimar Publiching, Inc. p 144-148

Salandanan, G.G. (2012). Teaching and the teacher. Quezon City: Lorimar Publishing

Thomsen, A.B. (2015, September 5). The good news and the bad news of why learning
cannot be forced. Retrieved December 2, 2015, from http://
teachersjourneytolife.com/2015/09/05/the-good-news-and-the-bad-news-of-why-
learning-cannot-be-forced-109/

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