Input-Oriented Language Acquisition intervention Materials in English for Grade 7 Learners

Abstract

INTRODUCTION

Communication in English is the most desired skills by employers in a dynamic 21st-century world today. Instructional materials play an integral part in teaching-learning situations that help to bring about a permanent and meaningful experience. Since English subject requires the use of instructional materials that would train and prepare students in the future, vocabulary enrichment is imperative. For these reasons, the researcher was motivated to conduct a study that will help students achieve proficiency in the educative process.

METHODS

The study aimed to develop and validate an input-oriented language acquisition intervention material in English for Grade 7 learners in a national high school in the province of Rizal during the school year 2016-2017. Fifty grade 7 learners were equally distributed between the control and experimental groups participated in the study. The paper utilized the descriptive, developmental, and experimental method of research. A pre-test and post-test consisting of 60 items validated by experts in the field was administered to the subject-participants. The study likewise made use of a questionnaire-checklist used by student and teacher-respondents in the acceptance and validation ofthe materials.

RESULTS

The results reveal that the two groups of respondents rated the developed materials as 'Very Highly Acceptable'. A significant difference in the level of performance of the respondents was evident. The improvements can be seen on the performance of the two groups of respondents as revealed by their post-test scores with respect to different lessons. The findings also showed that the developed material enhanced the targeted skills. In addition, the materials as employed by the study proved that the competencies of respondents were developed.

DISCUSSIONS

This clearly reveals the potential of the instructional material to improve the performance in English of learners. In a nutshell, the results have practical suggestions for continuing opportunities in ESL pedagogy, training on content, and student achievement and satisfaction. Furthermore, a similar study may be conducted using other lessons in English.