Literature-Based Approach Instructional Materials on Increasing the Willingness to Communicate Inside the Classroom of ESL Grade 10 Students

Abstract

INTRODUCTION

English is considered as the second language in the Philippines. It is also included in the basic education curriculum. However, most of Filipino students still have poor English proficiency as evident by having low national mean percentage score in National Achievement Test that usually ranges from 45-48%, far behind the national target of 75%. In this study, the researcher focused on using literature-based approach instructional materials on increasing the willingness to communicate inside the classroom of ESL students. The study shows willingness to communicate inside the classroom as an important factor in the acquisition of second language.

METHODS

The study employed the quantitative approach. Pretest and post-test were given to determine the difference in the willingness to communicate inside the classroom of Grade 10 ESL learners. The researcher developed instructional materials using the literature-based approach and implemented them. The significant relationship of the language learning orientations of the students to their WTC was determined as well as the as the significant relationship of the language learning orientation of the students to their profile.

RESULTS

The findings suggest that the respondents are not always willing to use the English language in the whole duration of an English class. It is evident during the implementation because the respondents kept on code-switching or using their L1 every time they were reciting, participating in class discussion or presenting their outputs in class. However, results further suggest that the instructional materials have helped the respondents in comprehending and appreciating literary works, building their self-confidence through the interactive and collaborative activities, understanding the English language better and increasing their willingness to communicate using the target language inside the classroom.

DISCUSSIONS

The similarity in English skills might be a contributing factor in observing almost the same rates of WTC in the pretest and posttest, though the level of difference was almost significant. Measuring each macro skill and willingness outside the classroom could have been included in research. Other factors could also contribute to the WTC inside or outside of the classroom such as gender, socioeconomic status, perceived competence, language anxiety, motivation and the teachers' pedagogical content knowledge (PCK) among others may cause an increase or decrease in WTC.