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The Use of Padlet to Improve the Participation of Senior High School Students in English Villanueva, Louie; Corpuz, Jonathan; Corpuz, Marion Shanne; Galicinao, Erica Mae; Espejo, Alfred Laurence; Empleo, Hasmin
ETERNAL (English, Teaching, Learning and Research Journal) Vol 9 No 01 (2023): Volume 9, Number 01, June 2023
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V91.2023.A8

This study determined the extent of participation of Grade 11 students at Mariano Marcos State University-Laboratory High School in their online English class through Padlet. Twenty-five Grade-11 students and one cooperating teacher were involved in this study. A checklist adapted from Jang (2010) was modified in order to fit to the study. In addition, observation and unstructured interview with the respondents were also conducted to validate the quantitative findings of the study. The quantitative data gathered were treated and analyzed using statistical tools such as frequency and mean while the qualitative data were analyzed and interpreted. Prior to the integration of Padlet, an observation was conducted and a pre-survey checklist was provided for the respondents to accomplish. Padlet was integrated during the demonstration teaching of the student-teacher researchers particularly during the opening motivational activity of their class. After employing Padlet in each of their three sessions, an interview was also conducted with the teacher and selected respondents to supplement the quantitative data of the study. Result showed that before integrating Padlet during online synchronous class, the mean score of the respondents is 3.23 or sometimes while after employing Padlet it was 3.63 or often. This result led to a significant impact on the extent of students’ participation and involvement in class compared to their previous performance during their online classes where PowerPoint Presentation was used as the instructional material. Thus, it is recommended for teachers to adapt and employ digital learning tools like Padlet that provide students various and creative ways to participate and be more involved during online synchronous classes.

Authentic Text-Based Activities to Enhance Students’ Ability in Using Perfect Verb Tenses M. Valdez, Christian Jay; G. Cardenas, Princess Lou; Aurelio, Alpha Y.; G. Adisas, Mark Andrei; Villanueva, Louie
ETERNAL (English, Teaching, Learning and Research Journal) Vol 9 No 02 (2023): Volume 9, Number 02, December 2023
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V92.2023.A9

This research incorporated authentic-text based activities as an intervention to enhance Grade 8 students’ usage of perfect verb tenses in English Class. Specifically, it identified the students’ level of ability in using perfect verb tenses through a pretest and posttest. In order to attain these aims, the study used both qualitative and quantitative data collection methods. Descriptive and inferential statistics were performed to make sense of the gathered data. Overall, this study confirms that authentic-text based activities is effective as demonstrated by its posttest mean score (10.27) or Satisfactory level compared to the pretest mean score (4.20) or Fair level, which meant that there was a mean difference of 6.07. Moreover, the t-value of -31.937 meant that the pretest obtained a lower result than the posttest. In addition, the p-value of 0.000 is less than the 0.01 level of significance which further validates that there is a significant difference of the pretest and posttest. This implies that the intervention of this research proved to enhance the ability of Grade 8 students at Ilocos Norte National High School in using perfect verb tenses. Thus, the intervention of this study is highly recommended to Grade 8 students of other schools because authentic-text based activities can be contextualized to accommodate the varied conditions and needs of different subjects in Philippine basic education.

BITMOJI 3-DIMENSIONAL AVATARS AS A VISUAL TOOL TO IMPROVE THE ABILITY OF GRADE 7 STUDENTS IN USING PREPOSITIONS OF PLACE Agustin, Michael Christophe; Villanueva, Louie; Irish R. Arucan, Frances; Jan L. Galeon, Roselle; F. Jose, Tristan
JEE (Journal of English Education) Vol. 10 No. 2 (2024): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v10i2.2072

This study aimed to improve the ability of the Grade 7 students in using prepositions of place by integrating Bitmoji 3-Dimentional Avatars. The participants were 64 Grade 7 students who were officially enrolled at Ilocos Norte College of Arts and Trades during the second semester of the Academic Year 2022-2023. Bitmoji is a free application and a website where users can design their 3-dimensional avatars. With its features, the avatars of the students were created and incorporated into the MS PowerPoint presentation slides about prepositions of place. The data on the students’ ability in using prepositions of place were gathered using a 30-item test based on the intended competencies of English 7. To support the findings, the student’s perceptions on the avatars were also gathered through unstructured interviews and pre- and post-questionnaire. Frequency, percentage, and mean, were used to treat the data gathered. Results reveal that the students’ mean score on their pre-test is 8.5 or Below Average, while 19.50 on the post-test or Above Average. Likewise, in the test of difference, the t-value of 13.80 with a probability of .001, which is lower than the .05 level of significance, implies that there is an evident improvement in the student’s’ ability in using prepositions of place with the integrated pedagogical features of Bitmoji Avatars. Thus, the study recommends that teachers should maximize applications, such as Bitmoji, for their engaging features, which assist the students as visual learners, and foster teaching grammatical points, such as prepositions.

BITMOJI 3-DIMENSIONAL AVATARS AS A VISUAL TOOL TO IMPROVE THE ABILITY OF GRADE 7 STUDENTS IN USING PREPOSITIONS OF PLACE Agustin, Michael Christophe; Villanueva, Louie; Irish R. Arucan, Frances; Jan L. Galeon, Roselle; F. Jose, Tristan
JEE (Journal of English Education) Vol. 10 No. 2 (2024): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v10i2.2072

This study aimed to improve the ability of the Grade 7 students in using prepositions of place by integrating Bitmoji 3-Dimentional Avatars. The participants were 64 Grade 7 students who were officially enrolled at Ilocos Norte College of Arts and Trades during the second semester of the Academic Year 2022-2023. Bitmoji is a free application and a website where users can design their 3-dimensional avatars. With its features, the avatars of the students were created and incorporated into the MS PowerPoint presentation slides about prepositions of place. The data on the studentsâ€™ ability in using prepositions of place were gathered using a 30-item test based on the intended competencies of English 7. To support the findings, the studentâ€™s perceptions on the avatars were also gathered through unstructured interviews and pre- and post-questionnaire. Frequency, percentage, and mean, were used to treat the data gathered. Results reveal that the studentsâ€™ mean score on their pre-test is 8.5 or Below Average, while 19.50 on the post-test or Above Average. Likewise, in the test of difference, the t-value of 13.80 with a probability of .001, which is lower than the .05 level of significance, implies that there is an evident improvement in the studentâ€™sâ€™ ability in using prepositions of place with the integrated pedagogical features of Bitmoji Avatars. Thus, the study recommends that teachers should maximize applications, such as Bitmoji, for their engaging features, which assist the students as visual learners, and foster teaching grammatical points, such as prepositions.

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