Classroom Action

Research
Abstract
Improving letter and sound
recognition of four kindergarten
pupils with the
use of Feel-Touch-Listen
activities was investigated in
this study. Data was collected
in a variety of ways
throughout this action
research project, which
include
observations, oral interviews
and evaluation completed by the
pupils. Observations
were done for three months
during the time where
researchers were having their
practice teaching, and the
intervention was conducted
only for four days.
Researchers presented the
Cebuano Alphabet and let the
pupil identify each letters
and its sounds to get a data on
what letters and sounds still
needs to work out.
Upon completion of this
observation, researchers used
Feel-Touch-Listen activities as
the intervention. These
activities enabled pupils feel
and touch rough and hard
textures of letters by tracing it at
the same time hearing its
corresponding sound
using the recorded audio made
by the researchers. Results of
this study showed that
the intervention made by the
researchers was successful in
helping improve the
letter and sound recognition of
the four kindergarten pupils.
This result made the
researcher realized that the use
of different senses in teacher’s
instruction has an
impact on enhancing literacy
skills of the kindergarten pupils.
Classroom Action
Research
Abstract
Improving letter and sound
recognition of four kindergarten
pupils with the
use of Feel-Touch-Listen
activities was investigated in
this study. Data was collected
in a variety of ways
throughout this action
research project, which
include
observations, oral interviews
and evaluation completed by the
pupils. Observations
were done for three months
during the time where
researchers were having their
practice teaching, and the
intervention was conducted
only for four days.
Researchers presented the
Cebuano Alphabet and let the
pupil identify each letters
and its sounds to get a data on
what letters and sounds still
needs to work out.
Upon completion of this
observation, researchers used
Feel-Touch-Listen activities as
the intervention. These
activities enabled pupils feel
and touch rough and hard
textures of letters by tracing it at
the same time hearing its
corresponding sound
using the recorded audio made
by the researchers. Results of
this study showed that
the intervention made by the
researchers was successful in
helping improve the
letter and sound recognition of
the four kindergarten pupils.
This result made the
researcher realized that the use
of different senses in teacher’s
instruction has an
impact on enhancing literacy
skills of the kindergarten pupils.
Classroom Action
Research
Abstract
Improving letter and sound
recognition of four kindergarten
pupils with the
use of Feel-Touch-Listen
activities was investigated in
this study. Data was collected
in a variety of ways
throughout this action
research project, which
include
observations, oral interviews
and evaluation completed by the
pupils. Observations
were done for three months
during the time where
researchers were having their
practice teaching, and the
intervention was conducted
only for four days.
Researchers presented the
Cebuano Alphabet and let the
pupil identify each letters
and its sounds to get a data on
what letters and sounds still
needs to work out.
Upon completion of this
observation, r
ANGEL H. PACHEJO BEED 1- A ED
211

Classroom Action Research

Abstract
Improving letter and sound recognition of four kindergarten pupils with the use of Feel-
Touch Listen activities was investigated in this study. Data were collected in a variety of
ways throughout this action research project, which include observations, oral
interviews, and evaluations completed by the pupils. Observations were done for three
months during the time when researchers were having their practice teaching and the
intervention was conducted only for four days. Researchers presented the Cebuano
Alphabet and let the pupil identify each letter and its sounds to get data on what letters
and sounds still need to work out. Upon completion of this observation, researchers
used Feel-Touch-Listen activities as the intervention. These activities enabled pupils feel
and touch rough and hard textures of letters by tracing it at the same time hearing its
corresponding sound using the recorded audio made by the researchers. Results of this
study showed that the intervention made by the researchers was successful in helping
improve the letter and sound recognition of the four kindergarten pupils. This result
made the researcher realized that the use of different senses in teacher’s instruction
has an impact on enhancing literacy skills of the kindergarten pupils.
Introduction
The Learning Competencies of the Sub Domain Alphabet Knowledge (AK) and
Phonological Awareness (PA) of the K to 12 Kindergarten Curriculum Guide indicates
that a Kindergarten pupil should be able to give the sounds of each letter of the
Alphabet, Match each letter sound to its letter form, Identify the sounds of letters
orally given as well as learn all the letters of the alphabet throughout
their
Kindergarten years. However, during the practice teaching of the researcher’s on the
fourth quarter of the school year in one of the public schools in
Davao City,
Philippines, they observed and encountered common problem on the pupils on their
respective Kindergarten classes; failure in recognizing letters of the alphabet and its
corresponding sounds.

Introduction
The Learning Competencies of the Sub Domain Alphabet Knowledge (AK) and
Phonological Awareness (PA) of the K to 12 Kindergarten Curriculum Guide indicates
that a Kindergarten pupil should be able to give the sounds of each letter of the
Alphabet, Match each letter sound to its letter form, Identify the sounds of letters orally
given as well as learn all the letter of the alphabet throughout their Kindergarten years.
However, during the practice teaching of the researchers on the fourth quarter of the
school year in one of the public schools in Davao City, Philippines, they observed and
encountered common problem on the pupils in their respective Kindergarten classes;
failure in recognizing letters of the alphabet and its corresponding sounds.

This action research aimed to answer the question; how does feel-touch-listen
activities help improve the letter and sound recognition of Kindergarten Pupils? This
study was conducted mainly to help improve the Kindergarten pupil’s letter and
sound recognition using Feel-Touch-Listen Activities and thus prepare them for Grade
1. Also, for teachers in general, it will give them an idea on how they can address
this kind of problem with the use of these Feel-Touch-Listen activities
that the
researchers improvised. According to CNRS (Delegation Paris Michel-Ange, 2009),
the sense of touch allows us to make a better connection between sight and hearing
and therefore helps us learn to read. Also, Blake (2016) stated that students who
engage in sensory literacy activities are likely to show progress in motor, language,
reading, and writing skills.
Given the facts stated above, this particular study was intended and limited
only for the four identified kindergarten pupils from the two different kindergarten
classes as chosen respondents by the researchers. The researcher’s observations for
these pupils were done for only three months and the intervention was only given
for four days.
This action research aimed to answer the question; how does feel-touch-listen activities
help improve the letter and sound recognition of Kindergarten Pupils? This study was
conducted mainly to help improve the Kindergarten pupil’s letter and sound recognition
using Feel-Touch-Listen Activities and thus prepare them for Grade
1. Also, for teachers in general, it will give them an idea on how they can address this
kind of problem with the use of these Feel-Touch-Listen activities that the researchers
improvised. According to CNRS (Delegation Paris Michel-Ange, 2009), the sense of
touch allows us to make a better connection between sight and hearing and therefore
helps us learn to read. Also, Blake (2016) stated that students who engage in sensory
literacy activities are likely to show progress in motor, language, reading, and writing
skills.

Given the facts stated above, this particular study was intended and limited only for the
four identified kindergarten pupils from the two different kindergarten classes as chosen
respondents by the researchers. The researcher’s observations for these pupils were
done for only three months and the intervention was only given for four days.

Method
In this part, the researchers present the research participants and the data
gathering procedure which includes the implementation of the intervention and the
assessments before and after intervention.
This study was conducted to Improve Letter and Sound recognition of
Kindergarten pupils using Feel-Touch-Listen Activities. The researchers
conducted
this study in one of the Public School in Davao City particularly in Two Kindergarten
classes. Four identified non-reader pupils from the two Kindergarten classes were
selected to be the participants of this study. They were identified and labeled as non-
reader pupils based on the results on the assessment on their reading
skills
conducted by the Grade 1 teachers but, prior to this, the researchers
already
observed that these pupils have difficulty on recognizing the Uppercase
and
Lowercase letters of the alphabet and its corresponding sounds through
their
performance in their everyday classes. Also, the teachers have their own reading
assessments and we observed that the pupil’s notebooks were marked “Practice
reading at home”, “Needs Improvement” or a sad face.
The researchers conducted first the Pre intervention assessment to the pupils
using the written Cebuano Alphabet letters on a piece of paper and they identified
the unrecognized letters and sounds of each pupil. The researchers provide Feel-
Touch-Listen multisensory activities as an intervention to help Kindergarten pupils
improve their letter and sound recognition skills. The researchers made a feel touch
instructional materials with rough and hard textures as well as record the letter
sounds and downloaded some music about letters and it sound for the listening
activity. The researchers chose this kind of intervention because, they observed that
the Teachers way of teaching the letters and sounds to the pupils doesn’t involved
any multisensory activities and they also didn’t used instructional materials
that
involve the senses of the pupils.
The researchers gradually presented the materials for five days. Five upper
and lower case letters were presented as well as the five unrecognized sounds on
 the first day and another five letters were added each day for four
days
Method

In this part, the researchers present the research participants and the data gathering
procedure which includes the implementation of the intervention and the assessments
before and after intervention. This study was conducted to Improve Letter and Sound
recognition of Kindergarten pupils using Feel-Touch-Listen Activities. The researchers
conducted this study in one of the Public School in Davao City particularly in Two
Kindergarten classes. Four identified non-reader pupils from the two Kindergarten
classes were selected to be the participants of this study. They were identified and
labeled as non- reader pupils based on the results on the assessment on their reading
skills conducted by the Grade 1 teachers but, prior to this, the researchers already
observed that these pupils have difficulty on recognizing the Uppercase and Lowercase
letters of the alphabet and its corresponding sounds through their performance in their
everyday classes. Also, the teachers have their own reading assessments and we
observed that the pupil’s notebooks were marked “Practice reading at home”, “Needs
Improvement” or a sad face. The researchers conducted first the Pre intervention
assessment to the pupils using the written Cebuano Alphabet letters on a piece of paper
and they identified the unrecognized letters and sounds of each pupil. The researchers
provide Feel- Touch-Listen multisensory activities as an intervention to help
Kindergarten pupils improve their letter and sound recognition skills. The researchers
made a feel touch instructional materials with rough and hard textures as well as record
the letter sounds and downloaded some music about letters and it sound for the
listening activity. The researchers chose this kind of intervention because, they
observed that the Teachers way of teaching the letters and sounds to the pupils doesn’t
involved any multisensory activities and they also didn’t used instructional materials that
involve the senses of the pupils. The researchers gradually presented the materials for
five days. Five upper and lower case letters were presented as well as the five
unrecognized sounds on the first day and another five letters were added each day for
four days consecutively. By providing the materials, each pupil will touch and feel the
uppercase and lower case of their unrecognized letters and recite the letter name
afterwards. They will also listen to the sounds of the letters and repeat it several times
for them to remember more. The participants also undergone a series of assessment
every after intervention to know if they really improve using the Feel- Touch-Listen
Activities. The researchers gathered all the scores on the series of test that they
provided to the participants, to know if there is a difference between the scores.

REFLECTION
This Classroom Action Research gave us the chance to look into problems
with regards to the pupils inside the classroom and make some solutions
or
interventions out of it.
As we go over along with our problem and our chosen intervention, we
learned that it’s not easy to teach the pupils how to read or even recognized the
letters and sounds. From the making of the Instructional Materials up to doing the
intervention, we really had a hard time doing it especially during the intervention
because, the pupils tend to loss their full attention to the activities we presented and
we need to think again things that would catch their attention for them to participate
and really listen to us. Due to lots of school works, activities and holidays, we had
limited time to give intervention and it was done for four days only and we know
that it’s not enough to test if the learning of the pupils will really last.
We’ve realized that if only we had a longer time in implementing the
 intervention we could have helped each pupil recognize more letters and sounds of
the alphabet. We knew that our chosen intervention does not only helped the pupils
who have hard time in recognizing letters and sounds but also the Teachers because,
we believed that applying the same kind of activities to the class would help pupils
to develop more their literacy skills. We learned in the study that the use of different
senses in teacher’s instruction has an impact on enhancing not just the reading skills
but also the writing skills of the kindergarten pupils.
Also, we knew that in making materials, it requires more time and effort but,
as long as the teacher is committed to his/her work and really passionate in helping
the pupils learn without minding the effort and time exerted, then we believed that
all kindergarten pupil would not go to Grade-1 having a hard time in recognizing
letters and sounds.
REFLECTION

This Classroom Action Research gave us the chance to look into problems with regards
to the pupils inside the classroom and make some solutions or interventions out of it. As
we go over along with our problem and our chosen intervention, we learned that it’s
not easy to teach the pupils how to read or even recognized the letters and sounds.
From the making of the Instructional Materials up to doing the intervention, we really
had a hard time doing it especially during the intervention because, the pupils tend to
loss their full attention to the activities we presented and we need to think again things
that would catch their attention for them to participate and really listen to us. Due to
lots of school works, activities and holidays, we had limited time to give intervention
and it was done for four days only and we know that it’s not enough to test if the
learning of the pupils will really last. We’ve realized that if only we had a longer time
in implementing the intervention we could have helped each pupil recognize more
letters and sounds of the alphabet. We knew that our chosen intervention does not only
helped the pupils who have hard time in recognizing letters and sounds but also the
Teachers because, we believed that applying the same kind of activities to the class
would help pupils to develop more their literacy skills. We learned in the study that the
use of different senses in teacher’s instruction has an impact on enhancing not just the
reading skills but also the writing skills of the kindergarten pupils. Also, we knew that in
making materials, it requires more time and effort but, as long as the teacher is
committed to his/her work and really passionate in helping the pupils learn without
minding the effort and time exerted, then we believed that all kindergarten pupil would
not go to Grade-1 having a hard time in recognizing letters and sounds.

QUESTIONS:

What is the problem all about?

ANSWER: The problem is all about the poor letter and sound recognition of four
kindergarten pupils.

What is the intervention/solution applied by the teacher?

ANSWER: They used Feel-Touch-Listen activities as the intervention. These activities
enabled pupils feel and touch rough and hard textures of letters by tracing it at the
same time hearing its corresponding sound using the recorded audio made by the
teachers.
 What is the result of the intervention?
ANSWER: The result of intervention was successful in helping improve the letter and
sound recognition of the four kindergarten pupils. This result made realized that the use
of different senses in teacher’s instruction has an impact on enhancing literacy skills of
the kindergarten pupils.