EXPLITEACH: An Instructional Strategy Utilized by Communication Teachers in Teaching Language in Bucal Elementary School, Taysan District

Abstract

INTRODUCTION

A critical skill in education is the ability to communicate and interpret meaning from what has been read. An individual reads words or phrases printed in text and apply meaning to it, aiding in communication and comprehension of the information read. The assimilation of this information leads to increased knowledge. Pupils with intellectual disabilities often have difficulties in communicating, which challenges educators. The researchers conducted this study to determine what best strategy should be utilized in communication to facilitate successful student learning.

METHODS

Six (6) teachers of Bucal Elementary School participated in this research by answering questions on the questionnaire. The researcher utilized interview and questionnaire in gathering information of the research. The researcher consolidated the results of the data gathered and planned to conduct innovations/interventions whatever the results are.

RESULTS

Teachers were interviewed and asked what teaching instruction is best to obtain good learning in language communication. To get accurate and valid responses, they were asked to answer the questionnaire about what teaching instruction should be best utilized to obtain better outcomes in teaching language such as noun, pronoun, verb, and adjectives. Class proficiency level was computed. Summary information was recorded for the consolidation of results to determine what teaching instruction is effective.

DISCUSSIONS

In order to determine what teaching instruction is effective for teaching language, the following questions were addressed: (1) What teaching instruction is commonly used by teachers in teaching language communication that create best results? (2) What is the importance/effect of explicit teaching to slow learners? (3) Are pupils able to participate actively in the activities given?