1

Republika ng Pilipinas
KAGAWARAN NG EDUKASYON
Rehiyon XI
SANGAY NG DAVAO DEL SUR
Lungsod ng Digos

APPROVAL SHEET

This Research proposal entitled EFFECTIVENESS OF MULTIMEDIA IN TEACHING ENGLISH

LANGUAGE TO THE GRADE 9 BLAAN AND SANGIR STUDENTS is to be conducted in
ALBERTO OLARTE SR. NATIONAL HIGH SCHOOL, Division of Davao del Sur starting May
to October , 2016 , prepared and submitted for approval.

JESSEMAR J.WAO

Proponent

LEONARD JOHN MARK P. BAWAY

School Head

________________________

District Head

APPROVED:

REYNALDO B. MELLORIDA, CESO VI

Schools Division Superintendent

 2

Republika ng Pilipinas
KAGAWARAN NG EDUKASYON
Rehiyon XI
SANGAY NG DAVAO DEL SUR
Lungsod ng Digos

ACCEPTANCE SHEET

This Research proposal entitled EFFECTIVENESS OF MULTIMEDIA IN TEACHING

ENGLISH LANGUAGE TO THE GRADE 9 BLAAN AND SANGIR STUDENTS conducted in
Alberto Olarte Sr. National High School School, Division of Davao del Sur this School Year 2016
2017, prepared and submitted by JESSEMAR J. WAO is hereby accepted.

ACCEPTED:

Regional Research Committee :

Chair: TERESITA G. TAMBAGAN, CESE Co-Chair : MARILYN B. MADRAZO, ED.D.

OIC-Asst. Regional Director Chief PPRD

Members :

MA . LIZA BERANDOY, ED.D. ISIDRA B. DESPI

EPS CLMD EPS, PPRD

ANGELITOM. ENRILE WARLITO E. HUA, ED.D

Supervising Administrative Officer Chief ESSD

ROY T. ENRIQUEZ LORNA F. MAPINOGOS

OIC Chief QAD Chief ,HRDD

Secretariat
PPRD
Jeofrey L. Bernabe, PhD
Adviser

ATTY. ALBERTO T. ESCOBARTE,CESO IV

Regional Director
 3

CHAPTER I

Introduction

Teaching English to a large group of students whose knowledge has been occupied by

various non-English learning is very critical. Students tend to be passive, non-participative which

resulted to low grades in English subject. My experience in teaching college for eight years

assigned to handle English Language and Literature subjects and now in government high

school had contributed me on the part on assessing the academic performance of various

numbers of learners. As observed, there are common denominator wherein English lessons

cannot be easily absorbed by the students and these are lack of interest to learn, the fear to be

humiliated if words are mispronounced , limited vocabulary, easily bored when given essay

assignments, lack of interest in reading the stories resulting to poor examination results in

reading and comprehension and students culture which includes their mother tongue language.

Being a teacher in English 9, It is my task to find out if the aforementioned common

problems still arise. If so, then as a teacher it is our task to create some solutions about the

problem.

In this digital era, technology is already and widely used by many teachers and

educators in helping the students to learn. LCD Projectors for presentation, movie adaption

from literary topics like Shakespeare stories, stories of the famous writers adapted into film and

among others these are believed to be useful in teaching.

Alberto Olarte Sr. National High School is a government secondary institution having

almost eight hundred (800) total population for this current school year 2016-2017 .Most of the

students use their mother tongue the Blaan and Sangir. The school had been in progress in

terms of technology. Through the use of DepEd funds and other non-governmental organization

assistance the school was able to have computer laboratory with functional computer units
 4

along with printers, and other multimedia facilities like LCD projector, wide screen television,,

school laptops and desktop computers. Teachers also, as observed has their own personal

laptops.

The study covered the use of multimedia in teaching English Language and Literature

to the Grade 9 Blaan and Sangir students of Alberto Olarte Sr. National High School. The

results of the research will help boost the teaching strategy of the researcher and hopefully to

the entire district of Sarangani.

 5

CHAPTER II

REVIEW OF RELATED LITERATURE

The four major subjects in the curriculum namely English, Math, Science and Filipino,

English is considered to be one of the most difficult to learn. English involves, reading and

writing, thus, a student must exquisitely focus on. Basically, it is concerned with developing

competencies in listening, speaking, reading, writing, and viewing. Speaking includes skills in

using the language expressions and grammatical structures correctly in oral communication

while writing skill includes readiness skills, mechanics in guided writing, functional and creative

writing (K to 12 Curriculum Guide)

The term multimedia by definition means more than one media. According to Hofstetter

(2001), multimedia is the use of computer to present and combine text, graphics, audio and

video with links and tools that let the user navigate, interact, create and communicate. In other

words, multimedia is the combination of various digital media, into an integrated multi-sensory

interactive application or presentation to convey information to an audience (Damodharan and

Rengarajan, 2007; ButcherPowell, 2005). Other than that, interactivity is also part of the

elements that are required in order to complete interactive communication process through the

use of multimedia (Jamalludin and Zaidatun, 2005)

According to Mayer (2005) Multimedia researchers generally define multimedia as the

combination of text and pictures; and suggest that multimedia learning occurs when we build

mental representations from these words and pictures. The words can be spoken or written, and

the pictures can be any form of graphical imagery including illustrations, photos, animation, or

video. Multimedia instructional design attempts to use cognitive research to combine words and

pictures in ways that maximize learning effectiveness

 6

Nomass, (2013) multimedia are computer programs that use a mixture of text, graphics,

sound, video and animation. Multimedia computer programs can increase the motivation of the

learners to develop their vocabulary and reading skills.

Lucido, (2012) explain that as teachers adjust their teaching to effectively match the

new digital world of information and communication technology ( ICT) they must be clear on

what basic knowledge , skills and values (or literacies) need to be developed by digital learning.

Ashivini Joshi (2012) differentiated traditional classroom situation to multimedia

classroom, traditionally classroom situation is teachers stand in front of the students, giving

explanations, informing, and instructing. They usually use chalk to write something on the

blackboard. These technique needs slightly to be modified regarding with the development of

the technology. The using of multimedia in classroom cannot be denied anymore. That will

make possible for teachers giving more opportunity to students being happier and more enjoy

during the course. Traditional classrooms have different settings from the multimedia

classrooms. Students seat in rows and a chalkboard in the front. The teacher is standing in front

of the class giving a lecture. Compared with traditional classrooms, multimedia classrooms

setting differ greatly from traditional classrooms. Traditional classrooms have the seats in rows

and a chalkboard in the front. In the multimedia classrooms, students seat can be modified

according to the situation needed. Inside the classrooms, all the equipment is available and

makes the students feel comfortable to study. They sit at wide tables in comfortable chairs and

have plenty of room to spread work. Furthermore, they also have the opportunity to move the

furniture around for group discussions. A large teaching station is located at the front and to one

side of the room. Inside the station cabinet there are controls for the rooms built in equipment.

The use of multimedia described here makes use of print texts, film and Internet to develop and

enhance linguistics and knowledge. Through their interactions with multimedia texts on topic of
 7

interest, students become increasingly familiar with academic vocabulary and language

structures. As they pursue sustained study of one content area through focus discipline

research, the students become actively engaged in the process of meaning construction within

and across different media.

Barbara Schroeder, (2012) suggested ten reasons why use multimedia in the

classroom. :

(1) Facilitate and develop a community of learners through online ice-breaker activities,

these activities offer fun and easy ways to get to know each other while also providing outlets

for student creativity. A neat tool that works well for this is VoiceThread. Students can use a

computer webcam to record a video of them and view other students videos, all on one page.

(2) Help students visualize difficult concepts or procedures more easily by using static or

dynamic multimedia

(3) Scaffold learning through activities enhanced by videos and online games, When

assigning reading about an obscure historical event, you might want to create pre-reading

activities by having students watch and comment on videos that fill in needed background

knowledge. Searching for videos about events can provide needed support and add to a

students gap in knowledge. Then you could embed these videos on your class website, blog,

or wiki. Or, have students add to a playlist as they locate more videos on the topic,

(4) Make language and culture come alive through the viewing and creation of audio and

video instruction, Students could view videos and television programs available online and stay

up-to-date on current events in that country. They could also create their own videos and share

them with another class, comparing cultural norms and addressing other questions through a

group blog or wiki

(5) Provide a menu of authentic assignment options for students to complete, allowing

them to explore and identify their passions and talents. Encourage them to create and publish
 8

an original digital story. Have them produce a weekly podcast show for the classroom,

highlighting events of the week, using blogs. They might also want to film their developing skills

in a sport or record their progress in learning a musical instrument

(6) Enhance accessibility through the use of powerful multimedia software tools.

Encourage students to use a speech-to-text tool to write their next essay or short story. This is

especially helpful for students who have fine motor challenges or students who have trouble

with keyboarding. Use auto-captioning features to create accessible multimedia for students

with hearing challenges.

(7) Enable visualization of concepts and their connections through collaborative

construction and discussion of concept maps

(8) Encourage collaboration and feedback by integrating assignments with tools that

support conversations and comments. For instance, have students post their slideshows and

have them view their classmates presentations, and post comments

(9) Make learning situated and personal with easy to access information from you and

the rest of the world.

(10) Help students document and present their learning through authentic assessments.

Pande (2013) expressed that many teachers are unable to teach English effectively

because they face a lot of problems due to lack of teaching aids. There are very few audio-

visual aids available and it is insufficient for the teachers to use it effectively.

Lucido, (2012) Teachers who teach English should utilize varied methods and

techniques to make English language learning and interesting. Todays learners appear

smarter.
 9

Porter (1999) Technology can give students a greater degree of control over the

delivery of their learning: by using technology, students can access information, learning

spaces, and other resources at times which suit their lifestyle and their other commitments.

Technology also allows students to choose when to access resources, and it supports methods

which have a far greater potential than those of traditional distance-learning, particularly in the

degree of interaction which it affords. Moreover, technology can enable the student to feel that

they have control of their own learning: it can allow students to shape their learning by

encouraging the perception that a culture's varied media is a collection of resources which the

student can be guided through, and that they have choices about the route which they take.

Technology offers advanced research tools, and it can also provide the interface which helps

the teacher to guide the student through the implementation of new techniques.

Litvack and Dunlop (1999) stressed out that students are now able to present their

own materials in many media, by using digital tools, thus lessening the emphasis upon oral

presentation which is disadvantageous for the less confident students.

On Teaching English Language and Literature using Technology

Boruszko, (2013) Innovation processes are becoming fundamental components of our

education system as students continuously challenge faculty to immerse themselves in the

rapidly changing world.

Joseph and Brook (2008) said that learning is a social process where students interact

with peers. This method of collaboration is a technique teachers use in the classroom to get

students to work and interact with other students. Technology will give a group of students a

chance to collaborate and interact with one another, which is essential for the real and

experimental activities that provide new information to build the childs schemata.
 10

Singhal, (1997) believed that Technology and English are related to each other. The

use of several technical tools has significant effects.

Lucido, (2012) also introduced six essential skills to equip students for success in the

millennial world, and these are : Solution fluency which refers to the capacity and creativity in

problem solving, Information fluency which involves ability to access information, access may

involve not only of the internet, but other sources like CD-ROM software; Collaboration fluency

wherein it refers teamwork with virtual or real partners in the online environment; Media fluency

which refers to channels of mass communication ( radio, television, magazine, advertising,

graphic arts) or digital sources; Creative fluency, artistic proficiency adds meaning by way of

design art, and story-telling to package a message.

On English Language Skills

Sharma, (2009) explained the development of English language which are speaking,

listening, reading and writing. Each language subject or area has different educational tool that

are likely suited with it. The use of several technical tools has a significant effect on the learning

process of each area of language. English language skills are classified as input and output.

Under the input skills are listening and reading while output skills are under in speaking and

writing.

Saricoban, (1999) defined listening as the process of identifying and understanding the

speech of the speakers. It involves understanding the speakers accent or pronunciation,

speakers grammar and vocabulary, and comprehension of meaning.

Hoven, (1999) stated that the use of computers in listening problems provides students

with visual voice inputs which can enhance their information and ideas, and develop their

listening skills. Computer-based listening tests are very important in reinforcing the
 11

understanding skills of the listener. CD-ROM based learning films can also provide significant

advantages over the traditional methods.

Constantinescu, (2007) defined reading as the process of understanding text by the

learner. It is an important input skill which depends on the vocabulary and background

knowledge of the in the second language. During the reading process, the English language

learner can improve his vocabulary and terms, acquire new information and idea, and enhance

his real world knowledge. The use of computer reading-based programs will help the English

learners.

Ybarra & Green (2003) believed that computer can raise the interest of reading for

learner by the use of simple and easy to understand text. Reading based computer programs

can be used to improve the word vocabulary, fluency and comprehension of the students. This

can enable the English language learners to increase their interaction with text, pay attention to

the individual needs and enhance their abilities to read texts they would not otherwise be able to

read.

Kenworthy, (2004), believed that the internet is certainly a modern technological way for

persons hope to develop their English language skills. There are also a huge number of

resources available in the form of newspapers, magazines, journals, electronics libraries,

encyclopaedias and newsletters.

 12

RESEARCH PARADIGM

On the study entitled the use of Multimedia in the Teaching of English Language to

the Grade 9 student below is the research paradigm;

Independent Variable Dependent Variable

MULTIMEDIA TEACHINGS

1. Students exposure to RESPONDENTS

multimedia
o use of PowerPoint Effects of multimedia
Presentations teaching on achievement
o Use of videos and and attitude
graphics through Levels of motivation of
LCD projectors , grade 9 students upon
downloaded from use of multimedia
Youtube and other
freesites

Intervening Variables

i. Age
ii. Gender
iii. Ethnicity
 13

SCOPE AND LIMITATIONS

The respondents of the study were the Grade 9 students who were enrolled in Alberto

Olarte Sr. National High School for the school year 2016-2017. The research tested the

students attitude about English Literature and English Language. The students were classified

according to their age, and gender. The number of males and females were determined before

the conduct of the research including the ethnicity.

 14

CHAPTER 2

Research Design

This action research utilized the descriptive research.

The three sections of English 9 were the main concern of the study. Multimedia

technology like LCD Projectors, Flat Screen Television, and Laptop was used during the

lectures. The students are observed before and after the multimedia technology are being used.

Likert Scale was used during the test.

Participants

Participants of the test were randomly selected. All the students who are belong to Blaan

and Sangir tribes. Total respondents were thirty (30) coming from the three sections which

randomly selected. Each of them was interviewed and underwent pre-test and post-test

questions.

Research Questions

1. Does the level of knowledge varies in terms of :

1. Ethnicity

2. Gender

3. Age

2. Will multimedia based instructions have any effect on the attitude of grade 9 students?

3. Is there any significant difference between the ethnicity and the attitude of towards

Hypotheses
 15

The following null hypotheses were tested at 0.05 level of significance.

1. There is no significant difference between the attitude of the respondents in the

used of multimedia technology and their ethnicity and gender.

Sampling

The respondents of the study were the Grade 9 students enrolled during the school year

2016-2017. The total population of the research is thirty which are randomly selected from the

three sections.

Instrumentation

Purposive sampling was being used for this research. Spearman Rank- order correlation

was also used to determine the relationship between students gender and scores in attitude

during pre-test and post- test.

Data Collection

Before the gathering of the data, the researcher asked permission from the school head

through letter. Parents of the student were also informed that their children were one of the

respondents of the on-going research. Letter of permission also was sent to the school head

informing about the research.

Upon the approval of the school head, the researcher formulated topics based on daily

lesson log with the integration of the multimedia technology.

Pre-test and post test scores was generated specifically on the attitude of the students

during the use of multimedia technology. Relevant instruments was administered to acquire
 16

scores before teaching and after teaching. Interview, questionnaire and observation were also

used for the data collection.

Ethical Issues

This action research requires utmost confidentiality. The names of the students which

participated the experiments were kept especially during the follow up interview and focus

groups questioning. Scores of the students were properly being assessed. Parents of the

students were informed that the teacher had conducted research on the effectiveness of

multimedia technology in terms of teaching English Language.

Data Analysis

The researcher used quantitative approach. Results were given assessment and various

statistical treatments were being used;

1. In determining the profile of the students according to age, gender and ethnicity,

Frequency Distribution was used (Descriptive Analysis);

2. In determining the attitude using multimedia based instructions, Means and Standard

Deviation was used. (Descriptive Analysis)

3. In determining on what is the effect of multimedia based teaching on the attitude of

the respondents Means and Standard Deviation was used. (Descriptive Analysis)

4. On the Question, will multimedia teaching motivate the students. Interview and

questionnaires were done. Survey, Interview and observe a sample of students working on a

particular task had given by the researcher. The students were asked on how they approach the
 17

learning tasks, what they think about it, what is their feeling about it, what they do about it.

Content analysis of observation and interview notes was made.

 18

RESULTS

On the study the Effectiveness of Multimedia in the Teaching English Language to the

Grade 9 Blaan and Sangir Students the following were the results.

The graph showed that most of the Sangil respondents under the Sangir tribe are female

while male respondents are dominating under Blaan tribe.

FREQUENCY TABLES

ETHNICITY

Valid Cumulative
Frequency Percent Percent Percent
Valid B'laan 17 56.7 56.7 56.7
Sangil 13 43.3 43.3 100.0
Total 30 100.0 100.0

Table revealed that Blaan respondents had the highest percentage of population (56.7%) with a

closer number of percentage to Sangil tribe (43.3%)

 19

GENDER

Cumulative
Frequency Percent Valid Percent Percent
Valid Female 13 43.3 43.3 43.3
Male 17 56.7 56.7 100.0
Total 30 100.0 100.0

For the gender, male dominated with the frequency of 17 or (56.7%) while female got 23 or

43.3%.

Correlations
Gender att_pre
Spearman's rho Gender Correlation Coefficient 1.000 .183

Sig. (2-tailed) . .333

N 30 30
att_pre Correlation Coefficient .183 1.000
Sig. (2-tailed) .333 .
N 30 30

A Spearman's rank-order correlation was run to determine the relationship between

students gender and scores in attitude scale (pre-test). There was a weak, positive correlation

between gender and attitude scores, which was not statistically significant (p = .335).

Cronbach's alpha is the most common measure of internal consistency ("reliability"). It is

most commonly used when you have multiple Likert questions in a survey/questionnaire that

form a scale and you wish to determine if the scale is reliable.

 20

Reliability Statistics

Cronbach's

Alpha N of Items

.261 30

Here, we can see that Cronbach's alpha is 0.261, which indicates a low level of internal

consistency for our scale with this specific sample.

SCALE STATISTICS

Scale Statistics

Test Mean SE Mean Std. Deviation N of Items

Pre test 84.62 2.80 19.83 30

Post test 120.64 1.87 13.22 30

Note : T-Value = -8.35 P- Value = 0.000

There is significant difference between pre test and post test

Paired Samples Statistics

Std. Std. Error

Mean N Deviation Mean

Pair 1 att_pre 3.2489 30 .19764 .03608

post_att 3.6689 30 .26937 .04918

There is minimal difference between the pre-test and the post-test . Paired Sample t-test

had been used since we had matched samples or observations.

 21

Paired Samples Test

Paired Differences
95% Confidence
Std. Interval of the
Deviati Std. Error Difference Sig. (2-
Mean on Mean Lower Upper t df tailed)
Pair att_pre - -.42000 .27952 .05103 -.52437 -.31563 -8.230 29 .000
1 post_att

The Sig. (2-Tailed) value is 0.000. This value is less than .05. Thus, we can conclude that there

is a statistically significant difference between the attitude of the respondents in the used of

multimedia technology and their ethnicity and gender. Since our Paired Samples Statistics box

revealed that the Mean number of the second condition was greater than the Mean for first

condition, we can conclude that students in the second condition has positive behaviour towards

the subject matter with the use of multimedia than students in the first condition.

Some Cross tabulations:

Gender * Ethnicity Crosstabulation

Ethnicity
B'laan Sangil Total
Gender Female 5 8 13

Male 12 5 17
Total 17 13 30

DISCUSSIONS
 22

During the study, the researcher conducted some initial interview with the respondents;
some of their answers were summarized below:

Student 1 , was asked if he likes reading stories in their home, he said that though he

wanted to read stories at home yet there is one thing that hinders him and that is the ability to

understand the words which he said a very difficult and burden for him. The researcher asked if

what are the things that made him understand the stories, he said that during his elementary

years the only thing that help him understand stories was by means of seeing the pictures of the

story. The researcher aske the student if he had tried watching English films over television, the

respondent said yes, and the only thing that made him understand the story is because of the

moving pictures and the actions of the characters. Through this situation, the researcher

believed that if multimedia technology would be used, there would be a positive response to the

topics.

Student 2 was asked, what is her opinion on the use of multimedia technology, she

replied that through multimedia like the use of LCD projectors during English time made her

excited about the topics. ( This question was done during post-test).

Student 3 was very thankful and amaze because for the first time she was able to se a

big screen where all the topics of English subjects were shown. For her, she find it good to

have LCD projector when the teacher present his topic, for her it made the lessons easy to

understand.
 23

CONLUSIONS AND RECOMMENDATIONS

On the study Effectiveness of Multimedia in Teaching English to the Grade 9 Blaan and Sangir

Students, the following are the recommendations :

1. Multimedia technology helps the students in their comprehension and understand

towards a certain topic which they find it difficult. It will give and elevate their interest

and excitement especially when some graphics and pictures are being used. Teachers

shall be encouraged to integrate multimedia technology from his or her subject matter.

2. School head and teachers should work collaboratively in terms of dealing the academic

performance of every student. They should examine the performance of the students,

especially when multimedia technology is being used. This is to test whether such

method is applicable.

3. There shall be another research to be conducted in order to validate the results of this

study.
 24

LIST OF REFERENCES

BOOKS & PUBLICATIONS

Jr. Orcullo, Norberto,A. (2009) Principle of eCommerce/eBusiness.(Theories

and Application) Sampaloc, Manila, Rex Bookstore Inc.

Lucido, Paz I. Ph D. (2012) Educational Technology 2, Quezon City, Metro

Manila LORIMAR Publishing Inc

Lucas, M., Corpuz B. (2011) Facilitating Learning : A Metacognitive Process,

Quezon City, Metro Manila, LORIMAR Publishing Inc.

Websites/ URLS

Graham Attwell and Jenny Hughes (September 2010) (Pontydysgu) for

Lifelong Learning UK Pedagogic Approaches to Using Technology for Learning:
Literature Review

Lombardi, M. M. (2007). Authentic learning for the 21st century: An

overview. Educause Learning Initiative. Retrieved December 30, 2014 from
http://net.educause.edu/ir/library/pdf/ELI3009.pdf

Tan, Kwok, Neo & Neo 951 (2010) Enhancing student learning using multimedia
and web technologies: students perceptions of an authentic learning experience in
Malaysian classroom. Retrieved December 30, 2014 from
http://ascilite.org.au/conferences/sydney10/procs/Tan-full.pdf

Sedimo, Nonofo Losike (2006) Bringing Teaching To Life : Using Multimedia To

Engage and Empower Students. Retrieved September 18, 2016 from
http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1086&context=ceducom
 25

Barbara Schroeder (2012) 10 Reasons to Use Multimedia in the

classroom .Available : http://www.christianschoolproducts.com/articles/2012-
Physical Plan Financial Cost

RESEARCH MONTHS BUDGET COST TRANCHE

PROCESS

J F M A M J J A S O N D

December/Featured-Articles/10-Reasons-to-Use-Multimedia-in-the-Classroom.htm

Dewey, John (1897). My pedagogic creed. School Journal, 54(1) 77-80.

Retrieved July 12, 2009, from http://dewey.pragmatism.org/creed.htm
 26

Writing Chapter
1&2
Php 10,000.00
Writing of
Chapter 3
1st Tranche
Methodology

Sampling

Data Collection Php 10,000.00

Data Analysis

Final Manuscript Php 10,000.00 2nd Tranche