To find the percentage of every item towards the whole number of
respondents, computation was by:
ratio = (number of tally)/(total possible of tally) * 100
Preparation of Materials
The next step undertaken
after the needs assessment was the preparation of some pronunciation exercises
and activities. The focus of these materials was not on concept building but on pronunciation skills.
The topics were carefully
chosen to suit the needs of the students in the same manner topics are applicable to all year levels taking into consideration that learner across the four year levels encountered the same common pronunciation difficulties. The materials are based on the vowels, consonants, and
diphthongs sounds, which were commonly mispronounced.
The researcher prepared
a blueprint for the materials. (See page 56-57), then presented the materials to the esearcher's adviser for further suggestions and comments.
Three other language
teachers in the school tried out the materials. After the try-out, she requested the teacher to fill an evaluation instrument that the researcher adapted from the instrument of Saranza (2002). Adaptations were done to fit the present study.
The evaluation, which
is not part of this study, was only done by the researcher as a feedback of her work and as a guide for future researchers.
FINDINGS
The study revealed that
difficulty on pronunciation skills among Kamayo learners is evident. It was further
showed that the common difficulties were on some vowels, consonants and diphthongs sounds.
The results on
evaluation among the three teachers for students’ needs assessment
on pronunciation skills are considered relevant and valid by taking the
evaluation mean of the three teachers.
Each of the items
in students’ needs assessment on pronunciation skills was evaluated by taking weight accordingly. Items in excellent and satisfactory are group under tolerable pronunciation
skill and are treated as one while
items in fair and needs improvement are grouped under difficult pronunciation skill and are also treated as one.
The sounds that
were considered in the pronunciation difficulty were the vowel sounds /æ/, /ε/, /ey/, /u/, / /, the consonant
sounds /o/, and /v/, and the diphthongs sounds, /a/, /au/ and
/ i/. These sounds were ranked as top ten of all the sounds presented.
CONCLUSIONS
The findings of the study revealed the following conclusions:
-
The pronunciation difficulty among Kamayo learners is apparent;
the sounds that were considered in the pronunciation difficulty
were the vowel sounds /æ/, /ε/, /ei/, /u/, / /, the consonant sounds /o/, and /v/, and the diphthong sound
/au/, and / i/.
-
The intervention material is correspondingly made to address
the common pronunciation difficulty of the Kamayo learners. The intervention
materials included some principles and strategies in the teaching of pronunciation.
-
The intervention materials demonstrated an effective and operate
way to remedy the common pronunciation difficulty among Kamayo learners.
RECOMMENDATIONS
Based
on the findings and conclusions of the study, the following are hereby recommended:
-
The language teachers of Barobo National High School (BNHS) are
encouraged to use the intervention materials on the usual class language
lessons and activities.
-
The language teachers, not only in BNHS, are free to make use
of the materials as part of the usual class activities and make necessary
modifications based on the needs of the students.
-
For further studies, the creation of a technologically advanced
material embedded on the personal computer for a simple effortless way
of alleviating the pronunciation difficulties of any individual around
the province of Surigao del Sur in particular and of the entire Philippines in general is highly recommended.
-
As recommended by the teacher evaluators during the try out,
time frame of each activity is too short.
-
Future researchers are recommended to extend time to each activity
depending on the need of each class.
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