Improving the Listening Skills of Grade One Pupils through Contextualized and Localized Materials

Abstract

INTRODUCTION

This research aimed at looking into the improvement of the listening skills of the eight (8) Grade One Santol Pupils through contextualized and localized materials because from the Pre-Listening Assessment of the teacher-researcher found out on June 1-2,2017 during the enrolment that there were eight (8) pupils with listening skills difficulty. They were the same pupils who did not pay attention to the teacher-researcher during class discussions. It was an indication that there was a need to develop their listening skills and this can be achieved through storytelling. Children love listening to the story.

METHODS

The teacher wrote simple stories with colorful illustrations to create more enthusiasm and interest on the part of the respondents. These stories were reviewed and approved by the principal. The storytelling was done every remedial period for the eight (8) pupils.

RESULTS

The result showed that there was a significant difference in the pre-post listening assessment of the pupils. It was proven that storytelling encouraged and enhanced the listening skills of children. Contextualized and localized materials were also effective in improving their listening skills. Therefore, the researcher recommends that the intervention be practiced by other teachers in all schools to improve the listening skills of their pupils.

DISCUSSIONS

With the intervention done to these eight (8) pupils, the researcher proved that with proper motivation and selection of the appropriate materials for this type of pupils, eventually their listening skills were developed which lead to manifesting a positive impact on their behavior. As observed by the researcher, children who were typically shy and those who could not adapt easily to the classroom environment eventually gained their independence and self-confidence through listening to stories. Answering questions about the story was a way by which they can express what they have understood. In the event when children were passive during the discussion, the role of the teacher-researcher was to guide them in arriving at the correct answer and to encourage them to repeat what they have heard. Explicit instruction is significant.