CHAPTER 1
INTRODUCTION
1.1 Background of Study
As the modern era requires real-life processes and outcomes, educational
methodologies in the teaching-learning process evolve. Iftode (2019) stated in her study,
Generation Z and learning styles, that changes occur in current society as technology and
digitalization progress and prosper. Teachers should also consider providing directions that
cater to and pique the learners' interests. Traditional teaching methods are no longer very
effective, and educators face significant challenges when examining the effectiveness of
instruction. This quick access to and transmission of knowledge may significantly impact
their learning styles and educational processes. Iftode (2019) also noted that youngsters in
generation Z enjoy discovering new things to learn by networking with others who share
their interests. Academic problems continue to emerge and are left out in the cold, affecting
practically all language competencies, including pronunciation issues in the English
language, which are still a concern even in current times. Even though they use various
aspects of technology, there appears to be a lack of practice or practical learning to assess
their English pronunciation skills. Educators used a variety of ways to achieve a paradigm
shift to address these issues in education. The learning activity package and game-based
learning, which draw out the best in students through behaviorist learning, are two
instructional techniques used and are constantly evolving today.
Pronunciation of words in the English language has proved difficult while teaching
the language. A study conducted in Costa Rica by Garita, González, and Sols (2019) revealed
that their students struggle with vowel production. Nelu, Mujiyanto, and Suwandi (2021) of
Indonesia discovered that individuals have trouble hearing, mimicking, and recognizing
sounds when learning diphthongs. "I found in some of my recent seminars that many pupils
could not pronounce 'barn' and 'burn' correctly," Yuzawa (2007) said in Japan. In Kanto,
Japan, Nogita (2010) implied in his study that Japanese pupils lack awareness of proper word
articulation, resulting in English pronunciation mistakes. Lee (2018) stated that the absence
of specific English sounds in the Japanese language impairs speech detection and production,
even among Japanese teachers. In addition, Ferrol (2020) found out that vowels, consonant
sounds and diphthong sounds were found to be the most difficult for speakers of Manobo,
Kamayo, Talacognon and Visayan. The use of advanced technology, which allows for many
accented words in English, will undoubtedly nudge this adversity. Technology will help the
educators who are not very good at the four macro skills of the English language. In the study
of Pascual (2019), results show that the students demonstrate fairly – well in the oral
performance of the L2. Comprehension obtained 2.48, pronunciation obtained 2.41, fluency
obtained 2.20, and Grammar and Vocabulary obtained a mean score of 2.43. Insufficient
exposure to language cannot strengthen the acquisition of the second language as to the daily
practice.
A learning activity package (LAP) is a collection of instructional resources that
work together to achieve specific educational goals. Most of the time, LAP improves the
total abilities and attitude of the learners toward a subject matter since it aligns with the
various components of each individual's whole existence, such as social and behavioral
aspects. According to the figures released by Jha (2020), the educational outcome for this
generation focuses on students' adaptability. The emphasis at the school is on learning skills.
In addition, the technology serves as voice recognition. Learning through LAP provides a
platform for students to overcome educational hurdles while selecting appropriate materials
for their learning requirements and styles. In the arts sphere, notably drawing, LAP appeared
to be a powerful influence on the achievement levels of male and female learners by
Ogoegbunam et al. (2020). LAP assesses all aspects of the teaching-learning process,
resulting in a paradigm shift in education.
Like the learning activity bundle, game-based learning has spread like wildfire due
to the increasing use of technology-based instruction. Game-based education refers to any
activity that takes procedural elements from games. This generation "has access to
information, maps, movies, Netflix, Hulu, music, shopping (Amazon Prime), and educational
material (Seemiller & Grace, 2016)." As previously said, students can readily collect and
obtain information and resources through technology. The things the learners gain are not
intrinsically absorbed and linked to their schema or past knowledge. There is no instruction
on how to use that information in real-life situations. Game-based learning now roots that
information and forms instructional objectives that lead students to translate the tasks' values
to construct their own learning experiences and skills as they progress through the phases of
the game. Using game-based training in which different emphasized terms in English would
undoubtedly nudge the various language adversities. Gamification and technological
innovation in language instruction seem vital to phonemic awareness, phonological
awareness, accuracy, and fluency.
Escudeiro and de Carvalho (2013) developed a project using a severe game
approach. Players were in authentic circumstances that encouraged interaction among
players while improving their abilities and social competencies. Games now not only provide
entertainment but also stimulate educational development and socializing. The gamified
learning strategy has been used in language instruction to deliver improved and long-term
learning while positively improving the cognitive and emotional dimensions. Lin (2020)
stressed in her study that "the students' speech pronunciations and contents were lively and
non-preaching like" with the help of the gamified learning approach. As a result, game-based
learning must be maintained with ongoing adaptation to societal and educational needs while
also taking long-term and authentic learning into account. Lin also claimed that the student's
motivation for hearing, pronunciation, and reading has grown. Alyaz and Genc (2016)
identified pre-service teachers' professional language skills and attitudes toward the use of
games and future teaching purposes. Gamifying the classroom will increase pupils'
motivation to study the English language (Farber, 2017). Yang et al. (2019) found that
playing games in language learning significantly impacts adult students with a higher
emotional quotient.
In this study, the researcher considers the efficacy of a learning activity package
based on game-based learning. The study aims to extend the understanding of how to tackle
phonological problems in the English language learning of Filipino students who are nonnative speakers of the English language. To further comprehend and accomplish the aims of
this article, a qualitative-quantitative design is employed, which anchors on the integrated
design framework of game-based and playful learning of Plass, Perlin, et al., (2010).
1.2 Research of Objectives
1.2.1 To study the effectiveness of learning activity package on game-based
learning to enhance phonemic proficiency of Grade 12 Filipino students
1.2.2 To compare pretest and posttest of the Senior High school students using
game-based learning package
1.2.3 To study the students' opinions and confidence levels toward learning through
the learning activity package on game-based learning
1.3 Research Hypothesis
There are three research hypotheses as to the following:
1.3.1 The effectiveness of the learning activity package on game-based learning
to enhance phonemic proficiency follows the criterion at 80/80.
1.3.2 The grade 12 students' achievement of phonemic proficiency after studying
through the learning activity package on game-based learning was significantly higher at the
.05 level.
1.3.3 The grade 12 students' opinions and confidence level toward learning
through the learning activity package on game-based learning were high
1.4 Conceptual Framework
Figure 1.1 Conceptual framework of the learning activity package on game-based learning
in phonemic proficiency
1.5 Research of Methodology
1.5.1
The population: The sample of this research included 30 Grade 12 senior high
school students enrolled in Holy Cross of Sulop for the 2nd semester of the year 2022.
1.5.2
The research instruments were as follows: 1) game-based learning activity
package and lesson plans, 2) an achievement test that consists of pretest and posttest, and 3)
formative assessments on eight diphthongs 4) and a questionnaire of students' opinions and
confidence level toward learning through the learning activity package on game-based
learning.
1.5.3
The data were analyzed using mean, standard deviation, E1/E2, and t-test.
1.5.4
Independent variable consisted of a Learning activity package on game-based
learning that included 30 grade 12 students from Holy Cross of Sulop for the 2nd semester
of the year 2022.
1.5.5
Dependent variables consisted of students' achievement in phonemic
proficiency in the game-based learning activity package and students' opinions and
confidence level toward learning through the said instruction.
1.5.6
Contents are the lesson plans on the pronunciation of words with diphthongs.
Google Forms survey administration software with Video clips of short discussion of the
sound production of the eight diphthongs in English phonemes. Achievement test: pretests
and posttests with their corresponding sounds in a game-based learning activity package. A
questionnaire on student’s opinion and confidence level on game-based learning activity
package on pronunciation.
1.5.7
After amassing the data, the researcher tested one group with a pretest and a
posttest design.
1.5.7.1 A request for cooperation from the school heads of Holy Cross of
Sulop.
1.5.7.2 Plan the game-based learning activity package and analyze the
contents using the questionnaire on students’ opinions and confidence level on pronunciation
of words with diphthongs.
1.5.7.3 When using a game-based platform, there are three steps towards
learning: (1) pretest and questionnaire on students’ opinions and confidence level in learning
pronunciation using game-based learning activity package, (2) lesson and achievement tests,
(3) posttest and questionnaire on students’ opinions and confidence level in learning
pronunciation using game-based learning activity package.
1.5.8
Data analysis.
Statistics for the examination are listed below.
1.5.8.1 The efficacy was criteria equal to E1/E2.
1.5.8.2 Comparison of Grade 12 students' achievement in pretest and posttest
using t-test.
1.5.8.3 the students' opinions and confidence levels in learning with the aid
of a learning activity package on game-based learning. The data is analyzed using the mean
and standard deviation.
1.5.9
To assess achievement in phonemic proficiency of Grade 12 students, after
using the game-based learning activity package by mean, standard deviation, and t-test.
1.5.9.1 Research Questions: This study attempted to answer the following
research questions: What is the game-based activity's effectiveness in achieving phonemic
proficiency?
1.5.9.2 What are the differences between the pretest and posttest scores of
those Grade 12 students who took the game-based learning activity package on
pronunciation?
1.5.9.3 What are the students' opinions and confidence level towards
achieving proficiency through a game-based learning activity package?
1.6 Definition and Scope of the Study
This study has some limitations that can associate the probable infirmity of the whole
process for a game-based learning activity package of pronunciation of words with
diphthongs conducted in an e-learning process. Therefore, the effects of using a game-based
learning activity package in recognizing and pronouncing words with diphthongs to develop
phonemic proficiency with participants are limited to Grade 12 students of Holy Cross of
Sulop. The research was conducted in April 2022. The game-based learning activity package
experimentation for the pronunciation of words with diphthongs was limited to online game
participants who received an invitation or a link.
The study's scope is to develop proficiency in the pronunciation of English words
with diphthongs of grade 12 ICT strand students enrolled in Holy Cross of Sulop,
Philippines. Participants in this study include 30 students in one section during the first
semester of 2022. The tutor adheres to synchronous pacing in one-on-one activity conduction
in the gamified platform Kahoot. For the research method, the researcher prepared one lesson
plan. The instruction will last an hour for the pretest and discussion of the results. Then,
another hour for the posttest and the comparison of the two achievement tests. It will also
include the opinion and confidence surveys of the students on game-based learning. The
mean, standard deviation, E1/E2, and t-test.
The scope of this study has two phases:
Phase I: To apprehend theories related to education using the integration of the gamebased learning activity package of words with diphthongs to achieve phonemic proficiency
among L2 Filipino students.
1) The participants chosen for this study consisted of 3 expert teachers in technical
education who were selected using the purposive sampling approach. Experts qualified in
education have a bachelor's degree and years of experience teaching English.
2) This study analyzed the incorporation of Magic Circle of playful learning (Plass,
Perlin, et al., 2010)
3) The theoretical perspectives of the review of this theory focus on the term
"Integrated design framework of game-based and playful learning" of Plass, Perlin, et al.,
(2010).
4) Teaching learning models English language instruction on the pillars on which
game-based learning theory will aid students' pronunciation skills: elements of game-based
design for learning.
Phase II: Design the game-based learning package for English words with diphthongs
and the questionnaire on student’s opinion and confidence level.
1) The generated game-based learning activity package instruction in Google forms
with the use of Kahoot for the learning activity package.
2) The effectiveness of the gamified learning activity package in teaching-learning
English using achievement tests pretest and posttest.
3) The questionnaire for students' opinions and confidence levels towards the gamebased learning activity package for the pronunciation of words in English.
1.7 Definition of Key Terms
1.7.1
The learning activity package (LAP) refers to the set of activities that allow
the students to do an online simulation on the pronunciation of words in English that consist
of diphthongs.
1.7.1.1 Google forms is an online application wherein the materials for
learning, achievement tests and questionnaires are prompted.
1.7.1.2 LAP contains a video of the teacher discussing the lessons. Within the
activity package, there is a discussion of eight diphthongs with the corresponding
sound presented in the videos
1.7.1.3 LAP includes the achievement tests wherein words are to be selected
by the students and classified as samples of the given diphthong. Answers are
recorded in real-time.
1.7.1.4 LAP incorporates a questionnaire for the student’s opinion and
confidence level on the learning activity package.
1.7.2 Game-based learning refers to the gamified activities for pronunciation lessons
on the platforms google forms and Kahoot, taken by Grade 12 students from Holy Cross of
Sulop, Philippines. Game-based learning refers to the set of instructions for coming up with
various outcomes that would determine the achievement progress of the learners. Gamebased learning is a behavioral game approach to teaching speaking skills in the English
language synchronously.
1.7.2.1 Google forms is the survey administration software wherein the gamebased learning activity package in pronunciation instructions were administered.
1.7.2.2 Kahoot is a game-based platform wherein the gamified achievement
tests were created for fun interaction while learning and teaching.
1.7.3
Students' phonemic competency in pronouncing words with diphthongs is
developed in a gamified learning environment. There will be a pronunciation game in Kahoot
considering self-regulated instruction.
1.7.3.1 Diphthongs are the phonemes /aɪ/, /eɪ/,/əʊ/, /aʊ/, /eə/, /ɪə/, /ɔɪ/, /ʊə/
which are presented in the game-based learning package.
1.7.4 L2 students refer to the 30 Information and Communications Technology (ICT)
and in one section of Holy Cross of Sulop for the first semester of academic year 2021-22.
1.8 Significance of the Study
The research focuses on the following:
1.8.1 This research provides a different understanding of education literature in a
game-based activity package in behaviorist learning approach. Furthermore, it promotes a
hands-on approach where students make their own unique learning, and teachers are only the
fascinators. Thus,
1.8.2 This research aims to cultivate mindful strategies that add enlightenment when
applying game-based teaching instruction in an online class. The effect of gamified education
in teaching the citation of English words will guide the teachers. The administration of the
input processing on the web will view the students' learning progress on the web.
1.8.3 This research also caters to problems with the proficiency level of the L2
students towards learning the English language. Results of this research are bound to expose
the strengths and weaknesses of the students in the pronunciation of English words with
diphthongs with the help of a gamified instruction wherein tools and resources are embedded
to help the non-native teacher.
1.8.4 This research succeeds in using a gamified behaviorist learning method where
students are given activities with a time limit. It addresses students' attitudes and levels of
confidence in learning using a game-based learning package. It denotes the overall
performance of L2 students in an e-learning environment. Online teachers who are not native
English speakers will have a guide through instruction in English pronunciation that goes
beyond the strategies and viewpoints used in traditional language education.