Use of Audio-Video Recordings to Enhance Teaching of Philippine Literature to Grade 7 Students of Rosario National High School

Abstract

INTRODUCTION

Teaching of literature is a difficult task for any teacher teaching non-major students. It is more tedious when teaching students who can barely read and understand texts in their second language. More difficulties arise if one wanted understanding and appreciation of literary text. If one is able to impose reading, another problem arises, how to make them understand lest appreciate the literary pieces which are unfamiliar, ambiguous, and vague for them. One of the challenges literature teachers face is making a student read a long literary work. In this study, the researcher explored the ways and means to improve the teaching and learning process of teaching Philippine Literature to Grade 7 students.

METHODS

This action research utilized the quasi experimental design to determine the effectiveness of the use of audio-visual recordings in teaching Philippine literature to Grade 7 English class. A teacher made test was prepared and validated, was administered as pre and post-test respectively. Results were tallied and statistically treated using the mean, standard deviation, and t-test of significant difference. A selection of audio-video recordings followed and used for pilot testing to the experimental group.

RESULTS

Audio-video materials in teaching literature to students were effective as perceived by English and Filipino teachers. A proper selection of these materials was important since students rely heavily on these materials. Educative videos were used by teachers even the students to learn, to compare, and to understand ideas from stories discussed. AVRs are effective when used for easy understanding and deeper appreciation of literary texts. AVR-based materials boost students' creativity and cooperation. Access to AVR's helps motivate students and create a distinct condition for their learning. Although the presence of technology does not ensure equality and accessibility in all learning, it has the power to lower barriers to both in ways previously impossible.

DISCUSSIONS

The use of audio-video recordings is effective in teaching Philippine literature. It demonstrates the improvement of classroom processes when students were exposed to the use of audio-video recordings in teaching. Educators should plant the useof audio-video recordings into their practices. Collaborating with colleagues in the field can eliminate problems, reach beyond the walls of ordinary classroom settings, and form strong association for support.