TOONTASTIC ELECTRONIC BOOKSDESIGNED AUDIO-VISUAL MATERIALS

FOR THE KINDERGARTEN PUPILS’ WORD AND PHONICS RECOGNITION

Leomel F. Alcanchin
Teacher III
Dapitan City Central School
Dapitan City Division

ABSTRACT

For pre-school teachers, who have been taught in a traditional class environment, the school
year 2020 is a fresh and critical obstacle. But that is no longer feasible as the COVID 19 forced
the whole country into lockout and face-to-face lessons. A flip from traditional modality to a
distance learning modality was taken up by the education sector. In response to this call, this
study was carried out in order to use Toontastic App as an electronic book designed for
kindergarten students to improve their word teaching and recognition of phonics on Mother
Tongue (MLE-MTB) with English Translation. The participants concerned were Dapitan City
Central School pupils from Kindergarten. A total of ten (10) respondents were enlisted as
respondents. The target respondents are grouped into two, control group A (Radio-based
Instruction) and treatment group B (pre-designed Toontastic App Audio-visual app). In this
research, purposeful testing methods were used. Depending on the specific measure, purposeful
sampling characterizes the respondents' test. In this review, the target respondents were grouped
into two, control will be group A and treatment under quasi-experimental design will be
received by group B.
The results show that the home visitation of the pre-intervention phase week 1 was
conducted to evaluate kindergarten students on their word and phonic recognition using a
flashcard and the result was low. Whereas, the results show that the word and phonic
recognition in Mother Tongue (MLE-MTB) with English Translation is high in the post
intervention phase, week 2 to 6 of quarter 1. In comparison, in the pre-intervention and post-
intervention stages, there is a substantial gap in the term and phonic recognition of kindergarten
pupils. Therefore if used as a supplemental material to enhance word and phonic
comprehension, the toontastic audio-visual products. In addition, the use of pre-designed audio-
visual books is guaranteed as a demonstration tool for educators to improve the recognition of
responsive words and phonics in Mother Tongue (MLE-MTB) with English translation among
pupils in Kindergarten.
CONTEXT AND RATIONALE
The school year 2020 is a fresh and crucial task for pre-school teachers who have been
equipped in a traditional classroom environment. But since the COVID 19 brought the whole
country into lockout and face-to-face classes, that is no longer feasible. The schooling paradigm
has changed from traditional to distance learning. While distance learning is not new to other
countries or even to the Philippines, not all schools or organizations have this kind of learning
style. In the Philippines, distance learning is too costly as the Adirondack Learning Academy
(ALA) and other foreign schools where not all preschoolers can aspire to study. According to
Neitzel et al., in 2015, it was observed that most learners with language difficulties at an early
stage also have trouble learning concepts. MTB-MLE is introduced in K to 3 during the
academic year 2012-2013.

Gustafson and Svensson (2017) have researched the other advantages of providing audio-visual
assistance with an electronic pre-designed method, acknowledging that it has been proven for
decades to incorporate phonological knowledge (PA) training in preschool to mitigate later
reading difficulties. Phonological advice has been provided in a variety of special methodologies.
These techniques can be classified as traditional, phonological, oral, multisensory or oral.
Eclectic (Gilbert & Swiney, 2007) technique is a non-conventional approach to PA-guided
intervention based on muscle memory, according to Gilbert & Swiney (2007). It is aided by
auditory discrimination, visual support, and is acquired "as the client repeats and identifies the
sound pattern as the correct sound, it is integrated into the muscle memory as well as the muscle
memory of that tone, gesture" (p. 12). Secord (2007) stresses the importance of phonetic
positioning instructions. In this method, the clinician could use illustrations or diagrams of oral
processes to enhance brain signals. As a consequence, groundbreaking advances for early
childhood education professionals and guardians alike are wrapped up in debates around
children's innovation presentation.

There are a variety of well-known and used sound devices for communicating. Secord
(2007) states that imploring novel or difficult speech styles, imitations, or sometimes referred to
as segregation, can be an initial strategy. Secord states, "even if the participant is not excited in
the initial evaluation, the clinician will be able to use imitation as a first phase in the planning
method" (p. 3). Phonetic placement, with immersive information viewed, which is one of the
better accounts for sound recognition, is another well-known strategy. This approach encourages
proper positioning of the articulation, ventilation, expression and voice.

The 21st century learners are overwhelmed by technology that takes the globe to their
feet, and since they were young, many have been surrounded by technology. It is therefore
necessary for classroom teachers to incorporate technology into their everyday lessons, as
students were more likely to participate in flipped classroom activities when technology was
used (Derene, 2013). Thus, the incorporation of automation into everyday reading instruction has
the ability to transform the attitudes of unmotivated students (Intel Corporation, 2012; Maynard,
2010). Previous studies on the usage of electronic books to develop reading abilities centered
mainly on language instruction. Korat (2010) and Smeets & Bus (2015) concluded that audio-
visual pre-designed books help children improve vocabulary and understanding. However,
Chiong, Ree, Takeuchi, and Erickson (2012) noticed that children who used pre-designed audio-
visual books retained slightly less information than children who read the written edition of the
same text. They believed it was because the children's attention was more focused on the non-
content features of Mother Tongue (MLE-MTB) with English translation between kindergarten
pupils.

Similarly, Shuraksha (2012) also observed that the interactive capabilities of e-books
overwhelmed learners, contributing to decreased understanding and memory of the plot. The
routine rehearsed by educators at the Punjabi School was to read Mother Tongue (MLE-MTB)
with English Translation Stories to grasp sessions. After a period of perception, it was apparent
to the researchers that there were students who did not fully grasp the stories in English by
themselves. During Mother Tongue (MLE-MTB) with English Translation Storybook read-
aloud, a few children frequently questioned what some Mother Tongue (MLE-MTB) indicated
by English Translation terms and articulations in the story. They required Punjabi (indo-Aryan
language) with English interpretations and more prompts, when compared with the English plot,
it was found to be successful in teaching phonics and words to early childhood learners.

The intervention provided to the respondents in this study concerned 'scaffolding,' the
cognitive pressure, the effect of personalization and the voice norm, which served as the
theoretical foundation for the design of digital books. According to Wood, Bruner, and Ross
(1976), scaffolding is a mechanism that helps the child to undertake a job that he cannot
accomplish on his own with the aid of an adult who assumes care of parts of the task beyond the
capacity of the learner. The same principle may also be used in e-storybooks where multimedia
features are deliberately built to promote children's teaching (Moody, 2010). For example,
second-language learners who might not have adequate vocabulary to understand a second-
language tale may profit from non-verbal prompts in e-storybooks. As a consequence, the
researchers used a digital element for this analysis, such as animations that would give concrete
form to the significance of complicated terms in tales. Wouters et al. (2008) also established
techniques to overcome the limitations of working memory: Multimedia Principle, utilizing
visual and auditory presentation approaches to maximize working memory ability, and
Signalling or Cueing, thereby freeing up working memory load by providing prompts to restrict
visual quest. Applying this in the current analysis, the researchers reduced the students' cognitive
burden of translating unfamiliar Mother Tongue (MLE-MTB) with English Translation terms
and bringing them together to construct a full thinking by separating the burden between visual
and auditory networks. The definition of the term may be demonstrated by animation, rather than
letting the instructor identify the term orally. Researchers have reduced the extraneous cognitive
strain by concentrating children's concentration on main topics or phrases.
 This action research focuses on helping Dapitan City Central School kindergarten pupils
learn interactively through the usage of the Toontastic app—an audio-visual pre-designed book
as an additional content or an intervention to enhance Mother Tongue (MLE-MTB) pupils'
knowledge of English Translation words and phonics.

Significance of the Study

The study is significant for the following reasons:

1. It measures the efficacy of Toontastic app—an audio-visual predesigned book to Mother

Tongue (MLE-MTB) with English Translation word and phonics recognition as an alternative
supplementary material.

2. The result of this research will be used as a reading instructional tool to improve pupils’
Mother Tongue (MLE-MTB) with word and phonics recognition.

This research was conducted in Dapitan City Central School, in the week 2 to 6 of the
Quarter 1 assessing efficacy of Toontastic app—an audio-visual predesigned book in improving
pupils’ Mother Tongue (MLE-MTB) with English Translation word and phonics recognition.

Action Research Questions

1. What is the level of the pupils’ words and phonics recognition in the pre-intervention and post
intervention during reading activities in Mother Tongue (MLE-MTB) with English Translation?

2. Is there significant difference on the word and phonics recognition level of the pupils using the
Toontastic electronic book-designed audio-visual materials?

3. What action the researcher takes based on the intervention?

Hypothesis

Ho: There is no significant difference on the word and phonics recognition level of the pupils
using the Toontastic electronic book-designed audio-visual materials.
 METHODOLOGY

Participants/Data Source

There were a total of ten (10) participants enlisted as respondents. The target respondents
are group into two, group A will be the control (Radio-based Instruction) and group B
(predesigned Audio-visual app from Toontastic App) will receive a treatment.

Purposive testing strategy was used in this study. Purposive sampling characterizes the
test of the respondents dependent on the particular measure. In this examination, the target
respondents were group into two, group A will be the control and group B will receive a
treatment under quasi-experimental design.

Data Gathering Procedure and Instruments

Quantitative data was collected during the conduct of this study. The data was collected
with the used of the following tools:

1. Word and Sound Picture Flashcard- used in the week 1 pre-intervention stage in assessing the
level of words and phonics recognition. Five (5) different words with prompted sound were used

2. Checklist type of survey questionnaire was used to determine the level of words and phonics
recognition in the pre-intervention and post intervention phase (week 2 to 6 of Quarter 1).

Data Analysis

The data gathered on reading motivation and attitude of Kindergarten pupils is interpreted
using the mean indices in the table below adopted Mercado (2011).

Table 2
Mean Indices and Interpretation

Mean Indices Interpretation

Words Recognition Sound Recognition

0.9-2.49 Poor Low

2.50-5.00 Good High

The data gathered were analyzed and interpreted with the use of appropriate descriptive and
inferential statistics namely:
1). Weighted mean. This is use to determine the word and phonics recognition level of the target
respondents in pre-intervention and post intervention using Toontastic app—an audio-visual
predesigned book.

2) Dependent t-test. An inferential statistic used to test the significant difference of the word
and phonics recognition level in the pre-intervention and post intervention phase using
Toontastic app—an audio-visual predesigned book.

RESULTS AND DISCUSSIONS

Problem No. 1. What are the word and phonic level of the pupils in the pre-intervention and post
intervention during reading activities in Mother Tongue (MLE-MTB) with English Translation?

Figure 1
Mean of Word and Phonics Recognition Level during the Pre-Intervention
and Post Intervention

4.5

3.5

2.5 Pre-Intervention
Post Intervention
2

1.5

0.5

0
Word Recognition Phonics

Figure 1 indicates the term and phonic degree of awareness of the target respondents
depending on the findings of the pre-intervention and post-intervention surveys.
The vocabulary and the level of recognition regarding words and phonics are poor in the pre-
intervention process, as shown on the graph. Although the findings suggest that the level of
recognition regarding words and phonics in Mother Tongue (MLE-MTB) with English
Translation is high in the post-intervention phase.

Problem No. 2. Is there significant difference on the word and phonics recognition level of the
pupils using the Toontastic app—an audio-visual predesigned book?

Summary Table Pre- Post N

Intervention Intervention
Mean 2.05 4.45 5

SD 0.2121 0.0707

SEM 0.15 0.05

95%Cl of mean (0.14)-(3.96) (3.81)-(5.09)

Critical t value (two-tail) = 12.7062

Computed t value (two-tail) = 24.0
P(T<=t) two-tail = 0.0265
Reject the Ho Significant

Table 2 presents the hypothesis test using the dependent t-test. Based on the result, the
observed t statistic (computed t value) is greater than the corresponding t-critical value (12.7062)
at 0.05 level of significance. It is also noted that the p-value (0.0265) is less than the pre-defined
level of significance (0.05 ɑ).

The findings show that the null hypothesis is rejected which means that there is significant
difference in the word and phonics recognition level of the pupils in the pre-intervention and post
intervention phase. Therefore, toontastic app is effective, when used as an audio-visual material,
improved the kindergarten-respondents’’ words and phonics recognition in Mother Tongue
(MLE-MTB) with English Translation in the post-intervention phase.
 CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings

The findings of the study are summarized as follows:

1. The findings show the pre-intervention phase the vocabulary and the comprehension level of
the pupils is low .Whereas, in the post intervention phase the results shows that the word and
phonics recognition level in Mother Tongue (MLE-MTB) with English Translation is high.

2. The findings show that there is significant difference in the word and phonics recognition level
of the pupils in the pre-intervention and post intervention phase. Therefore, toontastic app is
effective, when used as an audio-visual material, improved the kindergarten-respondent’s words
and phonics recognition in Mother Tongue (MLE-MTB) with English Translation in the post-
intervention phase.

Implications / Conclusions

From the results and interpretation the researchers have obtained, the following
conclusions are deduced:

The findings of the investigation demonstrated technology-based tools are increasingly

helpful for centering help for either language literacy advancement. The reading activities in
distance learning modality may be crucial but preschool teachers should find means to cultivate
early stage learners' reading disposition. Thus, the utilization of audio-visual predesigned books
using toontastic app holds a guarantee as a showing instrument for preschool teachers to improve
responsive words and phonics recognition in Mother Tongue (MLE-MTB) with English
Translation among Kindergarten pupils.

Recommendations

After careful review of findings and analysis of data, the following recommendations are
presented:

1) The findings however should be viewed in the context of the study’s research limitations.

2) Future studies can be designed with a larger sample, increase the number of exposures of
children to the storybooks, and further explore children’s reactions to the various features of the
audio-visual predesigned books.
 ACTION PLAN

This action plan is designed to help Dapitan City Central School kindergarten pupils
learn interactively through the usage of the Toontastic app—an audio-visual pre-designed book
as an additional content or an intervention to enhance Mother Tongue (MLE-MTB) pupils'
knowledge of English Translation words and phonics.

Activity Implementation Authority In-Charge

Period

1. Diagnostic testing on

kindergarten students Start or Opening of Kindergarten Teacher

Classes

2. Preparing and making of the

Toontastic app – a pre- SLAC Sessions Kindergarten Teacher

recorded audio-visual Master Teachers

supplementary materials and ICT Coordinator

tools for the intervention for

word and phonics

recognition (Design and

implementation ).

3. Training and workshop on

developing interactive Must be discuss Kindergarten Teacher

supplemental material or tool during SLAC Master Teachers

used for kindergarten word Sessions Head Teachers

 and phonics recognition. ICT Coordinator

REFERENCES

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 APPENDIX A
GANTT CHART

Timeline
Proposed Activities/ Phases Sept Oct Nov Dec
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Phase 1-Planning and Preparation
a. Seeking Permission/Approval
b. Gathering of Baseline Data
c. Securing ethical issues
d. Finalization of timeline and tools
Phase 2-Implementation of Action Plan
a. Implement planned action
b. Gathering Data
Phase 3 – Analysis, Reflection, and Report Writing
a. Data Analysis and Validation of
Results
b. Reflection Writing
c. Packaging of the Final Output

d. Sharing of research results

e. Submission of Final Report
 APPENDIX B
FINANCIAL COST

Particulars Cost
Photocopy of Research Questionnaire Php. 15.00
Printing of Manuscript 90.00
Copy Reader 1000.00
Plagiarism Check 1000.00
Data Statistical Analysis (MiniTab 19) 3000.00
Internet Access for Toontastic Supplementary Materials 1000.00
Transportation & Others 100.00
Total Php 6205.00