Jamora and Roxas Car

TABLE OF CONTENTS
Page
TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
DECLARATION OF ORIGINALITY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
CHAPTER
1. THE PROBLEM AND RELATED LITERATURE
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 1
Review of Related Literature . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . 10
Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Objectives of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Null Hypotheses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Scope and Delimitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2. METHOD
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
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Sampling Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Assessment Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Intervention Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Validity and Reliability of the Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Locale of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
3. RESULTS AND DISCUSSION
Presentation Analysis & Interpretation of Data . . . . . . . . . . . . . . . . . . . . . . . . . . 29
4. SUMMARY, CONCLUSION, RECOMMENDATIONS
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
5. REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6. APPENDICES
A – Letter Request for Principal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
B – Letter Request for English Coordinator . . . . . . . . . . . . . . . . . . . . . . . . . . . .
C- Letter Request for Adviser . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
D- Letter Request for Validators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
E – Validation Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
F- Letter Request for Statistician . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
G- Validators Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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H- Statistician’s Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I - Researchers Profile. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
K- Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
LIST OF FIGURES
Figure Title Page
1.0 Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
1.1 The Map of Bislig City National High School. . . . . . . . . . . . . . . . . . 25
1.2 Level of Reading Proficiency of the Grade 7 students
before the conduct of the strategic use of vowel sounds and
diphthongs via audio-visual approach. . . . . . . . . . . . . . . . . . . . . . . . . 30
1.3 Level of Reading Proficiency of the Grade 7 students
before the conduct of the strategic use of vowel sounds
and diphthongs via audio-visual approach. . . . . . . . . . . . . .
. . . . . . . 31
1.2 Vowel sound and diphthong that is hard for the students to
Pronounce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . 34
LIST OF TABLES
Figure Title Page
1.0 The Number of Grade 7 Students. . . . . . . . . . . . . . . . . . . . . . . . . . . 18
1.1 The Intervention Plan. . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
1.2 Letter Identification and Letter-Sound Re tention Test Scale . . . . . 27
1.3 Level of reading proficiency of the grade 7 students before
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the conduct of Audio-Visual Approach. . . . . . . . . . . . . . . . . . . . . . . . . . . 29
1.4. Level of reading proficiency of the grade 7 students after
the conduct of Audio-Visual
Approach. . . . . . . . . . . . . . . . . . . . . . . . 31
1.5 Vowel sound and diphthong that is hard for the students
to pronounce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
1.6 Significant difference on the Grade 7 students’ level of reading
proficiency through strategic use of vowel sounds and diphthongs
after being expose to Audio-Visual Approach . . . . . . . . . . . . . . .. . . . 34
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ACKNOWLEGEMENT
The researchers would like to extend their gratitude and acknowledgement to the
following, without them this research paper would not have been completed.
First and Foremost, to our Almighty God for his guidance, for letting the
researchers have the ideas to survive this journey. Thank you for the wisdom, strength
and for the countless blessings and for providing resources even during the difficult
times. A million thanks for your unending guidance as the researchers spend sleepless
nights of working on this paper. The researchers would have not done this without your
presence, again they will be forever grateful to you Lord.
The researchers would want to use this occasion to convey their heartfelt gratitude
and admiration for these following people:
The researchers would also like to extend their appreciation to their classmates and
friends who were kind enough to let them borrow resources, for the suggestion and ideas
that helped a lot for the improvement of this study. Thank you very much for your help.
To the researchers parents, words of gratefulness will never be enough to express

their gratitude for your support. Thank you for being there since day one, the researchers
are even more thankful for the understanding and patience you showed during their busy
and sleepless nights.
To all the people who are not specifically mentioned in this document, the
researchers truly appreciate the help you’ve contributed; you are all part of the success of
this study.
And lastly, a special thanks to our research instructor Mrs. Lorly P. Caperida who
have been very patient to all of us, thank you very much for giving the researchers the
opportunity to develop their selves under your department. Thank you for attending to
our concerns even during your busy time. You have guided us on what to do on our study.
Thank you for being considerate, patient and understanding.
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DEDICATION
To our respective families
To our friends and classmates
Most especially,
To our Almighty God
To the Saviour Jesus Christ
To the Holy Spirit the Source of Wisdom
This piece of work is dedicated to all of you
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Republic of the Philippines
North Eastern Mindanao State University
COLLEGE OF EDUCATION
Bislig Campus, Maharlika, Bislig City
www.sdssu.edu.ph
DECLARATION OF ORIGINALITY
We, Mariel M. Jamora and Joeliena M. Roxas, declare that this research is original to the
best of our knowledge. We declare further that this activity was undertaken by us.
MARIEL M. JAMORA
Researcher
JOELIENA M. ROXAS
Researcher
DECEMBER 2023
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ABSTRACT
This research was conducted to determine the effectiveness of the strategic use on
vowel sounds and diphthongs via Audio-Visual Approach in enhancing the level of
reading proficiency of the Grade 7 students of Bislig City National High School. The
developmental growth of the grade 7 students enhancement on reading proficiency was
conducted by developing an intervention plan through the strategic use of vowel sounds
and diphthongs via Audio-Visual Approach for two weeks. It is possible that the strategic
use of vowel sounds and diphthongs via Audio-Visual Approach, stimulated the interests
to the point that it is indeed effective in enhancing the grade 7 students reading
proficiency. The findings of the research can be beneficial for both students and teachers
to make the learning process more effective.
Keywords: audio-visual approach, developmental, diphthongs effectiveness, enhancing,

growth, intervention, proficiency, strategic, vowel sounds
Chapter 1
INTRODUCTION
Rationale
Learning to read is one of the most critical goals for young children. It is the
foundation upon which all other further learning often occurs. Research shows strong
correlations between the development of strong early literacy skills and academic success
in the primary school years and beyond (National Reading Panel, 2015; Snow, Bums, &
Griffin 2018).
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The ability to read is an essential skill that is required in almost all aspects of
daily life. Following directions, taking medicine, sending a letter or e-mail, taking part in
a religious service, reading road signs, or even ordering from a menu all require the
ability to read in one way or another. Developing strong readers is one of the primary
goals of early childhood educators (Eunice Kennedy Shriver National Institute of Child
Health and Human Development, NIH, DHHS, 201 0; National Early Literacy Panel,
2008; National Reading Panel, 2013; Smith, Simmons, & Kame'enui 2018; Snow et al.,
2018).
Considerable time and research has been spent determining the necessary
components of reading and identifying the best ways to promote literacy development in
young children. The process of learning to read can be quite complex. It involves the
acquisition of a variety of sequential sub-skills that children use in combination in order
to develop into effective readers. There are five core areas of literacy that children need
to develop in order to achieve reading success: phonemic awareness, phonics, vocabulary,
fluency, and comprehension (Leaming Point Associates, 2014).
When focusing on literacy instruction in early childhood, the National Reading
Panel (2000) identifies phonemic awareness as the first core area of focus. Every word is
made up of a combination of individual units of sound, called phonemes. The English
language has 44-45 2 phonemes, and are represented by the 26 letters, either individually,
as with consonant and vowel sounds, or in combination, such as digraphs and diphthongs
(International Communication Leaming Institute, 2011). Phonemic awareness is the
ability to hear, identify, and manipulate these individual units of sound (Leaming Point
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Associates, 2016). It is the most fundamental skill children need to acquire when learning
to read.
The word “vowel” originates from the Latin word “vox,” which means “voice.”
Vowels are a crucial part of the language. Without them, humans wouldn’t be able to
speak or sing. They’re also important for learning how to read and write English. Every
beginner reader needs to learn vowels in order to sound out written words, since each
syllable in the English language contains a vowel sound. The human mouth is designed to
include vowels in their speech sound. They create vowel sounds even when they laugh or
cry, regardless of the native language they speak. They also need vowels to sing. Try
singing a consonant sound like “k” or “t” or “b’’. You’ll quickly find that it’s impossible
to sing a consonant without using a vowel. For example, you can sing the sound “kay” or
the sound “tee,” but that’s because you’re singing the vowel sounds “ay” and “ee.” The
consonants “k” and “t” only last for a moment. If you pay attention to professional
singers you’ll notice that they often draw out the vowel sounds, ending on consonants
only at the very end. Unless you’re humming, you need to use vowels to sustain a sound
for a long time (Hanna Yang, 2022).
The English language has five different vowels, with a more rarely considered
sixth. These are: a, e, i, o, u, and sometimes ‘’y’’. The rest of the letters of the alphabet
are considered consonants. Vowels are what we refer to as speech sounds. These letters
can make up the more prominent sounds in some words, but they can be silent in other
words. What separates the vowels from the consonants is that they can be produced
without any friction, meaning you can make these sounds without controlling your vocal
tracts. They also only produce one sound in their syllable. Vowels are a fundamental
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concept that we all learn at a very young age, whether in school or from our parents.
They also happen to be among the first sounds a child can quickly produce without
any direct teaching. However, diphthongs are a less well-known concept (Mathew Lynch,
2022).
The word "diphthong" comes from the Greek and means "two voices" or "two
sounds." In phonetics, a diphthong is a vowel in which there is a noticeable sound change
within the same syllable. The process of moving from one vowel sound to another is
called gliding, which is why another name for a diphthong is a gliding vowel but they are
also known as compound vowels, complex vowels, or moving vowels. The sound change
that turns a single vowel into a diphthong is called diphthongization. Some sources cite
eight diphthongs, even syllables containing a single vowel can contain a diphthong. The
rule of thumb is: If the sound moves, it’s a diphthong; if it's static, it’s a monophthong.
Each of the following diphthongs is represented by its phonetic symbol (Richard
Nordquist , 2019).
/aɪ/ This diphthong creates sounds similar to "eye" and most often occurs with
letter combinations that include /i/, /igh/, and /y. Examples: crime, like, lime.
/eɪ/ This diphthong creates sounds similar to “great” and is most often used with
letter combinations that include /ey/, /ay/, /ai/ and /a/. Examples: break, rain,
weight.
/əʊ/ This diphthong creates sounds similar to “boat” and most often occurs with
letter combinations that include /ow/, /oa/ and /o/. Examples: slow, moan, though.
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/aʊ/ This diphthong creates sounds similar to “ow!” and most often occurs with
letter combinations that include /ou/ and /ow/. Examples: brown, hound, now.
/eə/ This diphthong creates sounds similar to “air” and most often occurs with
letter combinations that include /ai/, /a/, and /ea/. Examples: lair, stair, bear
/ɪə/ This diphthong creates sounds similar to “ear” and most often occurs with
letter combinations that include /ee/, /ie/ and /ea/. Examples: beer, near, pier.
/ɔɪ/ This creates sounds similar to “boy” and most often occurs with letter
combinations that include /oy/ and /oi/. Examples: oil, toy, coil.
/ʊə/This diphthong creates sounds similar to “sure” and most occurs with letter
combinations that include /oo/, /ou/, /u/, and /ue/. Examples: lure, pure, fur.
According to the National Reading Panel Report, several decades of scientific
research shows that there are five critical areas associated with effective reading
instruction; phonemic awareness, phonics, fluency, vocabulary, and comprehension
(National Institute of Child Health and Human Development [NICHD], 2016). The first
area, phonemic awareness, is the foundation upon which the remaining core areas build
upon. It is sometimes referred to as a subcategory of phonics and has been defined as the
ability to hear, identify, and manipulate the individual sounds, or phonemes, in spoken
words. Before children can learn to read written print, they must become more aware of
how the sounds in words work. They need to understand that words are made up of
individual sounds, or phonemes, and then they must be able to connect those phonemes to
written letters.
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Phonemic awareness development itself is a sequential process. Simpler skills,
such as isolating phonemes and blending phonemes together, need to be mastered before
more complex tasks such as deleting, adding, or substituting phonemes can be mastered
(Leaming Point Associates, 2014).
The phonological acquisition of a second language is a complex process that
requires learners not only to integrate the new linguistic features of the second language
to their own system, but also to be able to materialize that knowledge through the correct
perception and articulation of the sounds (Iruela, 2014, pp. 50-51). Without question, this
can be very challenging for the students and especially if their first language differs
considerably from the second one. This also explains why for some learners it is
extremely difficult to achieve proficiency in phonological perception and to attain an
intelligible production (Snachez, 2019).
According to the National Institute for Literacy, one of the strongest and most
consistent early predictors of later conventional literacy skills is the ability to manipulate
the sounds of spoken language. Developing strong phonemic awareness skills, such as
being able to break words apart into their smaller sound units, or phonemes, consistently
leads to better overall literacy skills later on (National Early Literacy Panel, 2018).
Children who struggle to identify the individual sounds and/or connect them with written
letters have a high probability of future reading difficulties.
With that be said, there is no way to bypass the decoding process of vowels and
diphthongs retention. A deficiency in these skills cannot be appreciably offset by using
context to figure out the pronunciation of unknown words. In essence, while one learns to
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read for the fundamental purpose of deriving meaning from print, the key to
comprehension starts with the immediate and accurate reading of words. In fact,
difficulties in decoding vowel and diphthong sounds and word recognition are at the core
of most reading difficulties (G. Reid Llyon, 2023).
Moreover, students who have a limited exposure to both oral language and print
before they enter school are at-risk for reading failure. In contrast to good readers who
understand that segmented units of speech can be linked to letters and letter patterns, poor
readers have substantial difficulty in developing this “alphabetic principle.” The culprit
appears to be a deficit in phoneme awareness – the understanding that words are made up
of sound segments called phonemes. Difficulties in developing phoneme awareness can
have genetic and neurobiological origins or can be attributable to a lack of exposure to
language patterns and usage during infancy and the preschool years. The end result is the
same, however. Children who lack phoneme awareness have difficulties linking speech
sounds to letters – their decoding skills are labored and weak, resulting in extremely slow
reading (G. Reid Llyon, 2023).
As students learn phonics, this understanding of an ordered sequence of letters
and sounds will facilitate strong and efficient decoding skills. Finally, research has shown
that learning about letters frequently leads to interest in their sounds and in the spellings
of words. (Baron, Treiman, Wilf, & Kellman, 2016) Many letter names share an auditory
link with their sounds, bridging the gap between phonemic awareness and letter
identification to phonics.
In case of English language use in the world according to Jenkins (2013) the
position of English language can be in the field of entertainment, business or science is
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undeniably dominant. English is an international language with speakers all over the
world, that is why English is very important as a global communication which is raised
among companies or important institutions such UN (United Nations), WHO (World
Health Organization) etc., English language is the official language that the country used
and it’s understood because people around the world used more English than their own
language, English is global because it is used by many countries; can be in Asia, Europe,
Africa as well in France.
However, in countries of Africa, Asia and Europe including France still has
difficulty in using English language. One of the worst problems is pronunciation as what
the other experiencing. Siebens (2016) says that English is the first choice of foreign
language in France, and the issues associated with the teaching and learning of English
particularly controversial. The learning of modern language is of undeniable importance
for school children, as teaching; especially English is frequent and sometimes polemical
subject of discussion.
The writer had ever lived for 16 years in Geneva and from her observation,
French teenagers still have difficulty to distinguish vowel like A, I, U, E, O and also in
pronouncing English vowels words. The reason why the writers decide to choose this
research because from the experience of the writer, the writer had lived in Switzerland for
16 years and as long as the author lives in Switzerland, the writer also finds that the
friends of the writer and other Swiss teenagers are still having difficulty in English,
especially when they pronounce the vowel.
Some reading problems existed on the English students in Indonesia. Wijana
(2017) stated Indonesian belongs to the language of six vowels respectively /i/, /u/, /e/,
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/o/, /a/, and /ə/. Whereas, English has twelve 3 monophtongs respectively /iː/, /ɪ/, /e/,
/æ/, /ɜː/, /ə/, /ʌ/, /ɑː/, /uː/, /ɔː/, /ʊ/, /ɒ/. Rachman, A., Hidayat, R., Nugroho, H. A (2017)
stated that the Indonesian vowels /e/, /ə/ and /ɛ/ generally have different characteristic
value from each other. Because of those differences, it may have correlation with the
most popular theory about reading problems in Indonesia (Ramelan 2013).
In comparing the phonological systems of Chinese and English, Chinese and
English differ greatly in the number of vowels. While English has 15 vowels (Ohata,
2004), Chinese has only 5 vowels (San, 2007). Because of this difference, Chinese
learners need to learn how to pronounce many new vowels when they start to learn
English. Even when a vowel exists in both Chinese and English, the sound’s manner of
articulation and place of articulation is different from that in English (Feifei Han, 2017).
John Amos Comenius a Bohemian educator, was one of the first to propose a
systematic method of audiovisual education. His Orbis Sensualium Pictus (“Picture of the
Sensual World”), published in 1658, was profusely illustrated with drawings, each
playing an important role in teaching the lesson at hand.
It is a well-known fact that audio-visual materials are a great help in stimulating
and facilitating the learning of a foreign language (Çakir, 2016). In other words, the use
of audio visual has a positive contribution to language learning as long as they are used at
the proper time, in the right place. Because multimedia consists of tools that appeal to the
human senses such as visual and audio tools used in foreign language teaching increasing
the number of emotional inputs, the level and quality of one's language skills also
increases. The quality and the quantity of the output such as writing and speaking skills,
which are of utmost importance for language learning, becomes higher. From this point
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of view, video and pictures, which are audio tools, are important resources for students
while developing lingual skills. The audio-visual aids have an important role in
improving the speaking skills of the students, because there are so many advantages we
can take by using audio-visual aids. Practically the use of audio–visual aids is one of the
appropriate techniques to improve students’ speaking skills. Through audio–visual aids,
the students are more enthusiastic. Students enjoyed the process of teaching and learning
more. Teaching speaking using audio–visual aids gives a big chance to the students to
speak. It also provides an opportunity to develop accuracy, fluency and keeps the learners
highly motivated.
Review of Related Literature
Teaching is a complex process which aims to bring a positive change in the
behavior of the learner; it is possible when the teaching would be result-oriented, easy,
effective and interesting. There are so many models; methods and technique existing to
make teaching process effective for best learning outcomes. Rao (2016)stated that now-a
days , teaching became a complex process due to the age of science and technology
which has enter the field of education to make it accessible. The class room is to be just
like the laboratory where different hardwares and softwares are used to teach the
students; undoubtedly, audio-visual aids are devices/technique which is used in the class
room to encourage learning. It is integrated process of teaching.
Lestage (2019) said that integrating technology into the classroom begins when a
teacher prepare lessons that use technology in meaningful and relevant ways. Use of
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audio-visual aids gives scope for innovative and creative practices in the classroom.
Audio-visual aids, teaching aids, instructional or teaching materials are same; these are
projected (OHP, transparencies sheets ,opaque and slide projector, film, film stripes etc.) ,
non-projected (maps, charts, globes, flash cards, posters ,graphs, cartoon, news papers,
comic strips, dimensional aids, models, display and bulletin boards etc.) and activity aids
(field trips, excursion, exhibitions, museums, demonstrations and dramatization).
In fact, Ode (2014) stated that teaching and learning take place when an
individual has direct experience with the subject under study, in order to learn best by
doing; it is because attention, motivation, concentration and retention of facts are
enhances through the use of audio-visual materials.
Moreover, Lestage (2019) pointed out that technology can never replace the
human mind, but it can help expand it. It is a duty of the teachers to use audio-visual aids
relevant to the lesson and students; wrong use and selection of the teaching aids will be
the wastage of time and energy for nothing.
Sunder (2010), stated that leaning is more effective when sensory experiences are
stimulated. Audio-Visual aids stimulate the behaviours of the students towards learning.
The learning experience is made quite relevant, effective and meaningful by these aids as
these motivate the child’s learning by arousing his interest in a number of ways and make
teaching learning process more interactive and knowledge-centered.
In that connection a study entitled ‘’ Improving Pronunciation Ability by
Using Animated Films’’ was administered. This study intends to improve the students’
pronunciation ability by using Animated Films. The subject of this research were the
students of first semester of English Department of STKIP PGRI Tulungagung in the
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academic year of 2016/2017. This research used Classroom Action Research Method.
The research was conducted in two cycles from Octoberuntil Decemberat the first
semester students of English Department of STKIP PGRI Tulungagung. The research
data were collected by using techniques of observation, interview, and test (pre-test
and post-test). The research findings prove that Animated Films could improve the first
semester students’ pronunciation ability. The result of the research implies that English
teachers need to choose the appropriate media in teaching pronunciation.
A study on ‘’The Effectiveness of Audio-Visual Aids in Teaching Learning
Process’’ was also conducted. The research investigation is a sincere attempt to be
acquainted with the effectiveness of audio –visual aids in the process of teaching-
learning. Twenty teachers and one hundred students of 10th both male and female of
private and government senior secondary schools of Gohana City (Haryana) comprised
the sample, and it was found that the effectiveness of audio-visual aids were significant
in teaching-learning process
Another study was conducted by Suryanti, Nova (2018) regarding ‘’The Effect
of Audio Lingual Method Toward Students Pronunciation Of Prosodic Features at
The Eleventh Grade Students of SMA Negeri 1 Bungaraya Siak’’. This research was
done to investigate The Effect of Using Audio Lingual Method toward Students
Pronunciation of Prosodic Features at The Eleventh Grade Students of SMA Negeri 1
Bungaraya Siak. One of methods that can be used in practicing the ability of the
pronunciation is Audio Lingual Method. It is a suitable method to help the students in
pronunciation. By applying the Audio Lingual Method, the students must do the task
and pronounce the stress, intonation and rhythm in better way. The finding of the
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research was there was a significant effect of Audio Lingual Method on students’
Pronunciation of prosodic features. This conclusion is based on the increasing of the
mean score of the students’ pronunciation.
A study by Iaian Palu (2017) on ‘’Utilizing Audio-Visual Aids to Improve
English Speaking Skill for the Grade 8 Students of SMP Negeri 3 Banawa’’ was
conducted where they found out that the school has problems on learning English,
especially learning how to speak. The researcher used audio visual aids to improve
students' speaking skill.
Shaeffer, J (2011) assisted a study about, ‘’Using Mnemonic strategies for
teaching letter-name and letter-sound correspondences,’’. In this study, a double
mnemonic treatment was proposed in order to facilitate and accelerate students’
foundational knowledge of alphabet letters and their phonetic sounds. The use of pictorial
alphabetic cards in conjunction with spoken coordinating jingles was used in this
treatment to create a memorable long-term association between the individual alphabet
letters, their typical sounds, and a familiar object or action. N this study, the presentation
and practice would take place in small groups of five or fewer students on a weekly to
biweekly basis. In addition treatment based on music and mnemonic strategy would be
used. Each song would contain a kinaesthetic action to represent the letter.
Another study was conducted by Isgett, Jessca and Mann, Leslie (2018)
regarding, ‘’Using iPads to Increase Students’ Letters and Letter Sounds Knowledge’’.
The purpose of this action research was to see if using a program called Phonics Island
would improve students’ knowledge of letters and letter sounds. Data was gathered
through teacher observation and checklists created by the teacher. Data on students’
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attitudes towards letters and letter-sounds was also analyzed to determine whether
students’ attitude towards letter changed after incorporating technology. Every day
students were given iPad for about fifteen minutes. The letters were classified into
groups, and the researchers determined which group the student needed to complete for
the day. The students did show growth. The researchers also gave many teacher-led
lessons, and the students also completed many student-led, independent lessons that did
not include technology. The researchers believe the outcome was due to the combination
of iPad lessons, teacher led lessons, and independent lessons,
In 2018, another study was administered entitled, ‘’The Design and Development
of an Early years Literacy iPad Application to support Letter-Sound Learning’’. The
study explores the design, development and evaluation of childhood literacy iPad
application, focusing on the Englih Alphabet called ‘A to Z Safari’ tested in Australian
classrooms. The sad application was designed to assist students in the building their
knowledge on letter-sounds. Generally, the study suggested that A to Z Safari, based on
user statistics and teacher interviews, demonstrated ease of use and usability of the app
and, provided a usable and educational app for learning letter-sound associations. The
researchers also recommended that ‘’When designing an educational app for children,
interaction and learning should be strongly considered through all stages of
development’’. This research uncovered the importance of observing use of apps in the
classroom environment to determine what modes of communication (e.g. aural, visual)
are best suited to support learning (Mckenzie, S al., 2018).
Additionally there was a study conducted entitled, ‘’Using Incremental
Rehearsal to Teach Letter Sounds to English Language Learners’’ in West Virgnia
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University. The purpose of this study was to see how incremental rehearsal (IR) affected
letter-sound expression on English learners who were below the district benchmark for
letter-sound fluency. To assess the effect of IR on letter-sound expression and fluency, a
single-subject multiple baseline design was used across sets of unknown letter sounds
(Rahn, N. 2015).
Moreover, there was also a study administered entitled, ‘’The Effects of
Technology on Students’ Retention of Letters and Sounds in St. Catherine University’’.
Data for this study were gathered through district-wide alphabet assessments, teacher
observation journals, student conferences, and student checklists administered by
classroom instructional assistant. The alphabet’s letters were divided into two equal
groups based on letter formation and level of difficulty discovered through research. One
group of letters and sounds was taught entirely through technology, while the other group
was taught entirely through classroom materials and no technology. Later, final
assessment data revealed that teacher-led lessons using classroom educational materials
produced a higher overall growth rate than technology-led lessons during the SMART
board. However, the findings suggested that a combination of technology-driven and
teacher-driven lessons might be the most effective (Garcia, 2016)
In fact, Keeb, Kristina (2011) conducted a study about, ‘’Phonics Strategies and
Letter-Sound Acquisition of Knowledge’’. The study addressed the question of how
phonics strategies contributed to letter-sound acquisition knowledge through the use of
three different phonic strategies. In fact the study emphasizes that the use of phonics
strategies in support to instruction increased the students’ identification knowledge of
letters and sounds. The date was collected through utilizing three phonics strategies, letter
22 | P a g e
and sound assessments, interviews, questionnaires, and observations. Subsequently, the
researcher found out that four out of five students were able to increase their letter-sound
acquisition knowledge by identifying more letters and sounds on the assessments
following the initial.
In the Philippines, similar study about ‘’Home Experiences that Foster
Readiness for Letter and Sound Recognition: An Exploratory Study’’ in De La Salle
University, Manila, Philippines was being handled. The study’s description is based on
interviews with 50 mothers, and it aims to investigate the content of parents’ letter and
sound recognition teaching practices. According to the findings, all respondents used
technology, specifically the iPad, for letter sound recognition. Furthermore the
respondents state that the use of technology to display the letters aided the children in
letter recognition (Orillosa, 2014).
Theoretical Framework
There are varied of theories that have been introduced by means of establishing
the effectiveness of the said study. The Cognitive Theory of Multimedia Learning was
developed by Richard E. Mayer to explain how multimedia learning works and how we
can best use it. Additionally, the theory indicates that the basic premise with multimedia
learning is that students can learn more deeply from words and pictures together than just
words alone. This basic premise might explain why so many people are able to pick up
new hobbies or learn new skills from YouTube videos. This theory have two channels on
how they work, the first channel is for visually represented material and the second is for
auditory represented material. When a learner is presented visual information, including
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pictures, videos, charts or printed words, all of that information goes on the visual
channel and is processed there. Auditory information includes spoken words in a
narration and other non-verbal sounds, and these are processed by the brain separately
from the visual (McGraw, Hill 2019).
Additionally, Connectivism Theory holds that learning is no longer solely an
internal process. Students should be able to connect knowledge and ideas, seek
understanding independently and connect with others to share knowledge through
technology (EDUPEDIA, 2018).
Further idea that was established by the cognitivists is the use of AVM (Audio-Visual
Materials) which is correlated in MBE (Multimedia-Based Education) where special
consideration is given to the audio and visual presentation of the material in order to
improve comprehension and retention (Prateek, M. 2019)
In fact, teachers says that the use of audio-visual aid makes the subject matter easy to
understand and explain and students learn quickly which supports the findings of Gopal
(2016) that use of audio-visual aids methods do seem to facilitate the acquisition,
retention and recall of lessons learned. Teachers also stated that students took interest in
lesson which supports the claim of Hills (2010) audio-visual materials contribute in
stimulating interest. They also stated that audio-visual aids help the teachers to control
the class room and overcome the physical difficulties which support the results of Dahiya
(2015) that teaching aids help the teacher in maintaining discipline in the class room;
Gopal (2010) also supported that audio-visual aids help the teacher to overcome physical
difficulties. Teachers also explained that use of audio-visual aids save energy and time
which supports the findings of Aina (2006) that use of teaching aids in teaching learning
24 | P a g e
process also save time and helps teachers in completing their syllabus timely; it also
supports by Yunus (2015) these aids in teaching literature is less time consuming and as a
result teachers have ample time to create enjoyable classroom activities and conduct an
effective teaching and learning process. Respondents also stated that use of audiovisual
aids helpful for students in high academic achievement which supports the findings of
Dahiya (2017) that audio-visual aids enhance the academic achievement of students.
They also recommended that teaching aids make teaching learning process effective and
result-oriented that supports Rasul (2011) A.V aids make teaching learning process
effective and motivates to teachers and students.
Saima Rasul / Procedia – Social and Behavioral Sciences 00

(2011) 000–000
2
Audio- Visual aids are those instructional devices
which are used in the classroom to encourage
learning and
make it easier and interesting. The material like
charts, maps ,models, film strip, projectors radio,
television etc
called instructional aids.(Rather,2004)
Audio visual aids are effective tool that ”invest the
past with an air of reality.”A.V aids provide the
learners with
realistic experience, which capture their attention and
help in the understanding of the historical
phenomena. They
25 | P a g e
appeal to the mind through the visual auditory senses.
(Jain,2004)There is famous Chinese proverb “ one
seeing is
worth, a hundred words” it is fact that we receive
knowledge through our senses. There is another
proverb that” if
we hear we forget, if we see we remember, and if we
do something we know it” so it means that use of
A.V aids
make teaching learning process more effective. As
Kishore(2003) said “A.V aids stimulated thinking
and
understand.” The use of A.V aids in teaching learning
process has multifarious values(Mohanty,2001).A.V
aids give
chance to speakers to make a more professional and
consistent presentation. The teaching profession is
filled with
countless opportunities to enrich the academic lives
of students, while some concepts and educational
objectives will
be easy for students to grasp, other will require you to
think creatively to ensure that important learning
objectives
are met. Using A.V aids in teaching is one way to
enhance lesson plans and give students additional
ways to process
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subject information (Kunari,2006).A.V aids are
devices present unit of knowledge through auditory
of visual stimuli
both with a view to help learning. They concretize
the knowledge to be presented and help in making
learning
experience apple real, living and vital. They
supplement the work of the teacher and help in the
study of the text
books. The great educationist Comenius has well
said: The foundation of all learning consists in
representing clearly
to the senses and sensible objects so they can be
appreciated easily(Singh,2005
(2011) 000–000
2
learning and
television etc
learners with
27 | P a g e
phenomena. They
seeing is
proverb that” if
A.V aids
and
aids give
filled with
objectives will
objectives
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ways to process
of visual stimuli
learning
study of the text
(2011) 000–000
2
learning and
television etc
29 | P a g e
learners with
phenomena. They
seeing is
proverb that” if
A.V aids
and
aids give
filled with
objectives will
30 | P a g e
objectives
ways to process
of visual stimuli
learning
study of the text
learners with
phenomena. They
31 | P a g e
seeing is
proverb that” if
A.V aids
and
aids give
filled with
objectives will
objectives
ways to process
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of visual stimuli
learning
study of the text
appreciated easily(Singh,2005)
Conceptual Framework
The input, process and output on the study of the effectiveness of the Audio-
Visual Approach in Enhancing the Reading Proficiency of the Grade 7 students through
the strategic use of vowel sounds and diphthongs.
Figure 1.0 Conceptual Framework

INPUT PROCESS OUPUT
Audio-Visual Intervention
Approach Enhanced Reading
Integration of Proficiency of the
 Excellent Audio-Visual Grade 7 students
Level Approach through the strategic
 Satisfactory use of vowel sounds
Level  Videos and diphthongs.
 Needs  Audio-
Recorded
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Level Materials
Figure 1.0 The framework of the study on enhancing the grade 7 level of reading proficiency through the strategic
use of vowel sounds and diphthongs via Audio-Visual Approach.
Statement of the Problem
This study is focused mainly on the effectiveness of Audio Visual Approach in
Enhancing the Reading Proficiency via vowel sounds and diphthongs of the Grade 7
Students of Bislig City National High School, Poblacion, Bislig City.
Explicitly, this study seeks to answer the following:
1. What is the level of reading proficiency of the grade 7 students before the conduct
of Audio-Visual Approach?
2. What vowel sound and diphthong is hard for the students to pronounce?
3. Is there a significant difference on the Grade 7 students’ level of reading
proficiency through the strategic use of vowel sounds and diphthongs after being
exposed to Audio-Visual Approach?
Objectives of the Study
1. To ascertain the level of reading proficiency of the grade 7 students before the
conduct of Audio-Visual Approach.
2. To determine what vowel sound and diphthong is hard for them to pronounce.
3. To determine the significant difference on the grade 7 reading proficiency through
the strategic use of vowel sounds and diphthongs after being exposed to Audio-
Visual Approach.
Significance of the Study
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The result of this study significantly helps the following:
Respondent. This study is dedicated to the Grade 7 students of Bislig City
National High School of Poblacion to realize the effectiveness of Audio-Visual Approach
in enhancing their reading proficiency.
The Teachers. This study would benefit the teachers in teaching their students on
enhancing their reading proficiency through Audio-Visual Approach and of course in
preparing a classroom that is fully equipped and accessible to become globally
competitive.
Parents. This would benefit them because Audio-Visual Approach is very
accessible at home.
Researchers. This will be a great help for the future researchers to determine the
effectiveness of Audio-Visual Approach in enhancing the students reading proficiency.
Null Hypothesis
There is no significant difference on the Grade 7 students’ level of reading
proficiency after being exposed to the strategic use of vowel sounds and diphthongs via
Audio-Visual learning Approach.
Scope and Limitation of the Study
This study dealt mainly with enhancing the level of reading proficiency through the
strategic use of vowel sounds and diphthongs via Audio-Visual Approach of the Grade 7
students. This study was conducted to the Grade 7 students of Bislig City National High
School located at Barangay Poblacion, Bislig City, as subject of the study during the
35 | P a g e
school year 2023-2024. Also this study yearns to identify the level of reading proficiency
of the students. Research made and validated instructional materials, was used.
This study was done through Audio-Visual Approach for the developmental study.
By their strategy the researchers was able to know if Audio-Visual Approach driven
lessons helped enhance the level of reading proficiency of the Grade 7 students.
Definition of Terms
To have a common idea of the terms use in the study, the researcher defined the
following terms:
 Approach is a way of dealing with something.
 Audio is the sound, especially when recorded, transmitted, or reproduced
 Audio-visual (AV) learning is a type of learning which is described by delivery
and the use of instructional content that involves sound (auditory stimuli) and
sight (visual stimuli).
 Effectiveness the degree to which something is successful in producing a desired
result; success
 Enhance intensify, increase or further improve the quality, value, or extent of.
 Intervention is the action or the process of intervening.
 Proficiency a high degree of competence or skill; expertise.
 Reading is the process of looking at a series of written symbols and getting
meaning from them.
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 Via by way of; through.
 Video the recording, reproducing, or broadcasting of moving visual images
Chapter 2
RESEARCH METHODOLOGY
Presented in this chapter is the methodology used to answer the research questions
posed.
Research Design
This type of research is a developmental study that shows progressive changes base
on the intervention. It is also developmental in a sense that with the results gathered by
the researchers or the pre-test assessment tool, the researchers have developed an
intervention plan that would solve the problem of the Grade 7 students in Bislig City
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National High School in relation to their difficulty on reading proficiency. The
intervention plan was created based on the existing research suggestions and
recommendations on reading proficiency through the strategic use of vowel sounds and
diphthongs via Audio-Visual approach that was proven to be effective to enhance the
reading proficiency of the grade 7 students.
Participants
The participants of this study are the Grade 7 students of Bislig City National High
School since they perform at the Needs Improvement level of the reading test scale.
Table 1.0 The Number of Grade 7 Students
Students
Gender No. of Students
Male 18
Female 9
Total No. of Participants 27
Table 1.0 shows the number of Grade 7 students of Bislig City National High School which composes of 18 males and
9 females with the total number of 27 students.
Sampling Design
This action research utilized purposive sampling design to identify the participants
of the study. The Grade 7 students who fell to the Needs Improvement level in reading
proficiency were the participants in this action research. They were selected because they
were the ones who need to undergo a learning intervention to enhance their reading
proficiency.
Research Instruments
Assessment Tools
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Research Instrument was a vowel sounds and diphthongs checklist that was taken
from Nicole Watts (2006) and also her test scale for the purpose of interpreting the test
results to figure out the effectiveness of the strategic use of vowel sounds and diphthongs
via Audio-Visual Approach in enhancing the reading proficiency of the Grade 7 students.
Intervention Tools
The intervention tools were a lesson design in which the activities were anchored
on the identified vowel sounds and diphthongs.
Table 1.1 The Intervention PlanvPRE-TEST

INTERVENTION WEEK
DAY LESSON INTERVENTION DATE TIME
Day 1 /ɪ/ /i:/ November 20, 2023
Day 2 /e/ /ɑ:/ November 21, 2023
Day 3 /æ/ /ɔ:/ November 22, 2023
Day 4 /ʌ/ /ɜ:/ November 23, 2023
Day 5 /ʊ/ /u:/ November 24, 2023
VIDEOS 7:30-8:30 A.M
Day 6 /ɒ/ /ə/ November 27, 2023
Day 7 /oʊ/ /aʊ/ November 28, 2023
vdvDay 8 /eə/ /ɪə/ November 29, 2023
Day 9 /ɔɪ/ /aɪ/ November 30, 2023
Day 10 /eɪ/ /ʊə/ December 01, 2023
POST-TEST
EVALUATION
Table 1.1 The Intervention Plan that the researchers developed for the students who fell under the Frustration level of reading proficiency
though the strategic use of vowel sounds and diphthongs via Audio-Visual Approach.
 Lesson designs were used to introduce the vowel sounds and diphthongs.
 1O days of intervention through the strategic use of vowel sounds and diphthongs
via Audio-Visual Approach to enhance the level of reading proficiency of the
grade 7 students.
Validity and Reliability of the Instrument
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The researchers adopted Nicole Watts (2006) study assessment tool for the
level of reading proficiency of the Grade 7 students. The said assessment tool was
found out to be valid for it was already examined and evaluated by several
researchers including Nicole Watts.
To make the reliability of the test certain, the Grade 7 students of Bislig City
National High School were chosen as reliability testing respondents.
In computing the reliability of the research instrument, the researchers made
use of Kuder Richardson’s 21 formula. The formula is shown below.
k
r= ¿]
k−1
Locale of the Study
The study has been conducted in the premises of Bislig City National High School
with the supervision of the school principal, Ma’am Teresa Dumaran-Buray. The school
is located at Poblacion, Bislig City, Surigao del Sur.
Figure 1.1 The Map of Bislig City National High School.
Figure 1.1 This map shows the location of Bislig City National High School
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Data Gathering procedure
The researchers followed several steps in conducting the research.
Pre Implementation Phase
 A letter of request was prepared and was given to Ma’am Teresa Dumaran-Buray,
the principal of Bislig City National High School to ask permission to use the
Grade 7 students as respondents for the conduct of the said research.
 The researchers conducted the pre-test.
 The researchers analyses the pre-test result of the Grade 7 students and developed
an intervention plan for those students who fell under the Frustration Level.
 After the official respondents are confirmed, the researchers then started their
intervention for 2 weeks
Implementation Phase
 The researchers conducted the two weeks (1 hour per day) intervention to the 27
respondents.
 The intervention took place at Bislig City National High School, located in
Poblacion, Bislig City with 27 respondents as subject for the intervention
program.
 The intervention was conducted face to face.
 The researchers used Audio-Visual Approach in conducting the lesson.
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 On Day 1, the researchers introduced the short vowel sound, /ɪ/ and the long
vowel sound /i:/.
 On Day 2, the researchers introduced the short vowel sound /e/ and the long
vowel sound /ɑ/.
 On day 3, the researchers introduced the short vowel sound /æ/ and the long
vowel sound /ɔ:/.
 On day 4, the researchers introduced the short vowel sound /ʌ/ and the long vowel
sound /ɜ:/.
 On day 5, the researchers introduced the short vowel /ʊ/ and the long vowel
sound /u:/.
 On day 6, the researchers introduced these two short vowel sounds, /ɒ/ and /ə/.
 On day 7, the researchers introduced these diphthongs, /oʊ/ and /aʊ/.
 On day 8, the researchers introduced these diphthongs, /ɪə/ and /eə/.
 On day 9, the researchers introduced these diphthongs, /ɔɪ/ and /aɪ/.
 On day 10, the researchers introduced these diphthongs, /eɪ/ and /ʊə/.
Post Implementation
 The researchers conducted the post test to figure out how Audio-Visual Approach
helps in enhancing the reading proficiency of the Grade 7 students
 The same test sheets in the pre-test was used in the post-test
 The researchers recorded the results collected.
 The researchers analyzed the results given to come up with an exact conclusion.
Data Analysis
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1. To determine the participant’s level of reading proficiency, the researchers
adopted Nicole Watts’ (2006) test scale that used inferential statistic on reading
proficiency for the interpretation of the pre-test and post test result.
Table 1.2 Letter Identification and Letter-Sound Retention Test Scale
SCALE DESCIPTION SCALE NO. OF MODEL WORDS

CORRECTLY READ
Excellent 75%-100% 15-20
Satisfactory 56%-74% 11-14
Needs Improvement 55% and below 10 below
Adapted from: Nicole Watts (2006) ‘’ASSESSMENTS OF VOWELS AND DIPHTHONGS SUMMARY.’’ Retrieved from: ACQuiring Knowledge in
Speech Language and Hearing website: https://www.speechpathologyaustralia.org.au/library/ACQvol6no1c.pdf
2. 100% of the total population of the Grade 7 students fell under the Needs
Improvement level of reading proficiency that’s why all of them became
participants of the intervention program.
3. To assess students’ enhancement of reading proficiency the researchers used
Paired Sample Statistics with the pre-test and post-test result.
4. To evaluate the significant difference on the level of letter identification and
letter-sound retention, the researchers based the result on the pre-test and post-test
with the use of T-Test Paired Sample Statistics.
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Chapter 3
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Included in this chapter are the presentations, analysis and the interpretation of the
data gathered based on the results from the vowel sounds and diphthongs assessment test
conducted for this study.
The researchers assessed the level of reading proficiency through the strategic use
of vowel sounds and diphthongs via audio-visual approach, of the Grade 7 students of
Bislig City National High School, the students’ scores were categorized into three
different levels namely: Needs Improvement, Satisfactory, and Excellent level. The
tudents’ who fell under the needs improvement level served as the basis in crafting the
intervention plan in order to enhance their reading proficiency.
The total population of the Grade 7 students of Bislig City National High School is
27. Thus the researcher agreed that the convenient sample of the students was well
presented and could be accepted.
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Table 1.3 Level of reading proficiency of the grade 7 students before the conduct of
Audio-Visual Approach.
Variable Mean Verbal

Description
Level of 7.07 Needs
Proficiency Improvement
The table above shows the level of proficiency of grade 7 students before the
conduct of Audio-Visual Approach. It has a mean of 7.07 with a verbal description of
needs improvement. This means that before the conduct of the said approach the students
can only read an average of 7 words out of 20 words.
Figure 1.2 Level of Reading Proficiency of the Grade 7 students before the conduct
of the strategic use of vowel sounds and diphthongs via audio-visual approach.
Pre-Test Result
Excellent
Satisfactory
Needs Improvement
The pie graph above shows the level of reading proficiency of the grade 7
students before the conduct of strategic use of vowel sounds and diphthongs via audio
visual approach, it can be clearly seen that 100% of the total population of the grade 7
students fell under the needs improvement level that’s why all of them was chosen as
respondents of the said research.
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Some reading problems existed on the English students in Indonesia. Wijana
(2017) stated Indonesian belongs to the language of six vowels respectively /i/, /u/, /e/,
/o/, /a/, and /ə/. Whereas, English has twelve 3 monophtongs respectively /iː/, /ɪ/, /e/,
/æ/, /ɜː/, /ə/, /ʌ/, /ɑː/, /uː/, /ɔː/, /ʊ/, /ɒ/. Rachman, A., Hidayat, R., Nugroho, H. A (2017)
stated that the Indonesian vowels /e/, /ə/ and /ɛ/ generally have different characteristic
value from each other. Because of those differences, it may have correlation with the
most popular theory about reading problems in Indonesia (Ramelan 2013).
Table 1.4. Level of reading profiency of the grade 7 students after the conduct of
Variable Mean Verbal

Description
Level of 14.67 Satisfactory
Proficiency
The table above shows the level of proficiency of grade 7 students after the
conduct of Audio-Visual Approach. It has a mean of 14.67 with a verbal description of
satisfactory. This means that after the conduct of the said approach the students can
already read an average of 14.67 words out of 20 words.
Figure 1.3 Level of Reading Proficiency of the Grade 7 students before the conduct
of the strategic use of vowel sounds and diphthongs via audio-visual approach.
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Sales
11
Excellent
Satisfactory
Needs Improvement
30 50%
The pie graph above shows the level of reading proficiency of the grade 7 students after
the conduct of strategic use of vowel sounds and diphthongs via audio visual approach, it
can be clearly seen that 56% of the students was able to reached the excellent level of
reading proficiency, 30% reached the satisfactory level and the 11% remained at the
needs improvement level.
Allen, 2008 as cited in Garcia, 2016 stated that students were given supplemental
activities including songs to target vowel sounds and diphthongs recognition. All these
students showed significant progress within six weeks. This study proved the idea that
Audio-Visual Approach is effective.
Additionally, Sunder (2010), stated that leaning is more effective when sensory
experiences are stimulated. Audio-Visual aids stimulate the behaviours of the students
towards learning. The learning experience is made quite relevant, effective and
meaningful by these aids as these motivate the child’s learning by arousing his interest in
a number of ways and make teaching learning process more interactive and knowledge-
centered.
Table 1.5 Vowel sound and diphthong that is hard for the students to pronounce.
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Vowel sounds Model Pre- Post Mean
and diphthongs Words Test Test
/ɪ/ pick 14 25 19.5

/e/ set 5 21 13
/æ/ flat 16 23 19.5 The table above
/ʌ/ cut 8 22 15
shows /ʊ/ put 8 23 15.5 the number of
/ɒ/ dog 22 25 23.5
times the words
/ə/ about 17 22 19.5
/i:/ feet 3 20 11.5
pronounced
/ɑ:/ park 12 20 16
correctly /ɔ:/ fork 5 20 12.5 by the students in
/ɜ:/ heard 1 10 5.5
both pre- /u:/ boot 2 17 9.5 test and post-test.
/eɪ/ place 14 19 16.5
It also /oʊ/ home 7 18 12.5 shows the mean
/aʊ/ mouse 14 20 17
between /ɪə/ clear 2 16 9 the two, to
/eə/ care 4 12 8
identify 24.5
the hardest word
/ɔɪ/ boy 24 25
/aɪ/ find 9 19 14
to pronounce. As
/ʊə/ tour 1 17 9
shown on the table the word “heard” which represents /ɜ:/the long vowel e is the hardest
word to pronounce since during the pres-test, only one student was able to pronounce it
right away and after the students were expose to Audio-Visual Approach only 10 students
got it correctly which is still the lowest when compared to other words. It also has a mean
of 5.5 which is the lowest among all mean which indicates that this word is indeed the
hardest to pronounce.
Figure 1.4 Vowel sound and diphthong that is hard for the students to pronounce.
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30
25
20
15 Pre-Test
Post Test
10
0
/ɜ:/ / /ɪə/ / /u:/ /i:/ /ɔ:/ / /e/ /aɪ/ /ʌ/ /ʊ/ /ɑ:/ /eɪ/ / /ɪ/ /æ/ /ə/ /ɒ/ /ɔɪ/
eə/ ʊə/ oʊ/ aʊ/
In this table you can clearly see that the long vowel /ɜ:/ with its model word heard
only one student during the pre-test was able to accurately read it, the same with the
diphthong /ʊə/ wit its model word tour, but the difference is that in the post test 17
students was able to read the diphthong sound /ʊə/ , yet only 10 students was able to
accurately read the long vowel /ɜ:/.
In fact Pachina 2020, mentioned that one of the most striking errors that Filipino
students make is interchanging or mix up several vowels. For example, students will
substitute the /i/ in a word for an /e/.
Table 1.6: Significant difference on the Grade 7 students’ level of reading

proficiency through strategic use of vowel sounds and diphthongs after being expose
to Audio-Visual Approach
Variable t - statistics p - value Significance Decision
Pre-Test and -14.4 ˂.001 Significant Reject Ho

Post-Test
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The table above shows the result on significant difference on Grade 7 students’
level of reading proficiency through strategic use of vowel sounds and diphthongs after
being expose to Audio-Visual Approach. The t-value of our test is-14.4 that indicates a
difference between the pre-test and post-test. The p-value is ˂ 0.001 which is less than
0.05 level of significance. This means that there is a significant difference onthe Grade 7
students’ level of reading proficiency through strategic use of vowel sounds and
diphthongs after being expose to Audio-Visual Approach.
Decision: Reject the null hypothesis at 0.05 level of significance.
There is enough statistical evidence to prove that there is a significant difference
on the Grade 7 students’ level of reading proficiency through strategic use of vowel
sounds and diphthongs after being expose to Audio-Visual Approach. This indicates that
there is indeed a change in the level of reading proficiency of grade 7 students after being
expose to Audio-Visual Approach and that Audio-Visual Approach is an effective way to
aid students reading ability.
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CHAPTER 4
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Presented in this chapter are the summary of the findings, conclusions and
recommendations of the researchers.
Summary
This study is descriptive and developmental which geared towards enhancing the
reading proficiency of the Grade 7 students of Bislig City National High School through
the strategic use of vowel sounds and diphthongs via audio-visual approach. The
respondents was taken purposively, there were a total of 27 students in this study.
1. What is the level of reading proficiency of the grade 7 students before and after
the strategic use of vowel sounds and diphthongs via Audio-Visual Approach?
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2. What is the vowel sounds and diphthongs that is hard for the students to
pronounce?
3. Is there a significant difference on the grade 7 students level of reading
proficiency through the strategic use of vowel sounds and diphthongs via Audio-
Visual Approach?
This study’s respondents were Grade 7 students from Bislig City National High School.
Following the provision of a reliable tool, researchers administered an Assessment Test
to the grade 7 students as a means of determining their reading proficiency enhancement
before and after their exposure to the strategic use of vowel sounds and diphthongs via
Audio-Visual Approach, with their scores being classified into Excellent Level (75%-
100%), Satisfactory Level (56%-74%) and the Needs Improvement Level (55 below).
Furthermore the students who fell under the Needs Improvement level of the pre-test
became the respondents, the researchers then crafted an intervention plan that served as
guide in conducting the lessons that are technological driven. The intervention was
conducted for two weeks to enhance the reading proficiency of the grade 7 students
through the strategic use of vowel sounds and diphthongs via audio-visual approach.
After the intervention week the researchers then evaluated and analyzed the data
collected.
Conclusion
Based on the findings of this study, the researchers attained the following
conclusions:
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1. The level of reading proficiency of the grade 7 students improved after the
students’ exposure to the strategic use of vowel sounds and diphthongs via
2. The long vowel sound /ɜ:/ is the hardest vowel sound for the grade 7 students.
3. There is a significant difference on the Grade 7 students’ level of reading
proficiency after being exposed to the strategic use of vowel sounds and
diphthongs via Audio-Visual learning Approach.
Recommendations
Based on the conclusions, the researchers proposed the following
recommendations:
1. Within the same institution, conduct the same research with different respondents
to identify other students’ who requires assistance on their reading.
2. Teachers must design lessons that are technology driven, specifically using
Audio-Visual Materials to easily track students development.
3. Parents are highly encouraged to open their interest and to realize the importance
and the effectiveness of integrating Audio-Visual Materials at home in teaching
their children, given the fact that it is very accessible.
4. Future researchers should allocate a long span of time in conducting a study
especially when performing a vowel sounds and diphthongs intervention to
enhance reading proficiency.
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=1028&context=education_theses
Keeb, Kristina, (2022). Phonics Strategies and Letter-Sound Acquisition Knowledge.

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1198&context=education-ETD-masters
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Process
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for the Grade 8 Students of SMP Negeri 3 Banawa.
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57 | P a g e
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PERSONAL INFORMATION
Name : Mariel Mendavia Jamora
Age : 22 years old
Contact Number : 09630658251
Address : P2 Sibaroy Bislig City, Bislig City
Birthdate : April 14, 1998
Birthplace : Bislig City
Mother’s Name : Gerrylyn T. Mendavia
Father’s Name : Romeo C. Jamora
EDUCATIONAL ATTAINMENT
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LEVEL SCHOOL YEAR GRADUATED
Elementary Sta. Cruz Elementary School 2005-2010
Secondary Sta. Cruz National High School 2010-20214
Professional North Eastern Mindanao State University – 2023-present

Bislig Campus
PERSONAL INFORMATION
Name : Joeliena Moreno Roxas
Age : 22 years old
Contact Number : 09516521212
Address : P3 Sibaroy Bislig City, Bislig City
Birthdate : August 21, 2001
Birthplace : Bislig City
Mother’s Name : Jerrielyn Moreno Roxas
Father’s Name : Jovanie Sollo Roxas
EDUCATIONAL ATTAINMENT
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LEVEL SCHOOL YEAR GRADUATED
Elementary Bebiano Alba Elementary School 2007-2012
Secondary Sta. Cruz National High School 2013-2018
Bucto National High School
Professional North Eastern Mindanao State University – 2019-2023

Bislig Campus
VALIDITY AND RELIABILITY TEST
STUDENTS SCORES VARIANCE SQUARED

VARIANCE
Student 1 8 -1.1 1.21

Student 2 8 -1.1 1.21
Student 3 7 -0.1 0.01
Student 4 6 0.9 0.81
Student 5 6 0.9 0.81
Student 6 10 -3.1 9.61
Student 7 2 4.9 24.01
Student 8 8 -1.1 -1.1
Student 9 9 -2.1 4.41
Student 10 10 -3.1 9.61
Student 11 6 0.9 0.81
Student 12 8 -1.1 -1.1
Student 13 10 -3.1 9.61
Student 14 10 -3.1 9.61
Student 15 5 1.9 3.61
Student 16 7 -0.1 0.01
Student 17 6 0.9 0.81
Student 18 9 -2.1 4.41
Student 19 9 -2.1 4.41
Student 20 6 0.9 0.81
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Student 21 5 1.9 3.61
Student 22 7 -0.1 0.01
Student 23 8 -1.1 -1.1
Student 24 3 3.9 15.21
Student 25 4 2.9 8.41
Student 26 6 0.9 0.81
Student 27 4 2.9 8.41
187 = 6.9 125.87 =4.66
67 | P a g e
k
r= ¿
k−1
27
r= ¿
27−1
27
r= ¿
26
27
r= ¿
26
r =1.03[1−0.23]
r =1.03[0.77]
r =0.79
SCALE DECISION RULE
› + 1 (greater than 1) Not Reliable
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0.00-0.99 Reliable
‹ -1 (less than 1) Not Reliable
DOCUMENTATION
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TABLE OF CONTENTS

1. THE PROBLEM AND RELATED LITERATURE

Review of Related Literature . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . 10

Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Objectives of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Scope and Delimitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Validity and Reliability of the Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Locale of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

3. RESULTS AND DISCUSSION

Presentation Analysis & Interpretation of Data . . . . . . . . . . . . . . . . . . . . . . . . . . 29

4. SUMMARY, CONCLUSION, RECOMMENDATIONS

A – Letter Request for Principal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B – Letter Request for English Coordinator . . . . . . . . . . . . . . . . . . . . . . . . . . . .

C- Letter Request for Adviser . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

D- Letter Request for Validators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

F- Letter Request for Statistician . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Figure Title Page

1.0 Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

1.1 The Map of Bislig City National High School. . . . . . . . . . . . . . . . . . 25

1.2 Level of Reading Proficiency of the Grade 7 students

before the conduct of the strategic use of vowel sounds and

diphthongs via audio-visual approach. . . . . . . . . . . . . . . . . . . . . . . . . 30

1.3 Level of Reading Proficiency of the Grade 7 students

before the conduct of the strategic use of vowel sounds

and diphthongs via audio-visual approach. . . . . . . . . . . . . .

Figure Title Page

1.0 The Number of Grade 7 Students. . . . . . . . . . . . . . . . . . . . . . . . . . . 18

1.1 The Intervention Plan. . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

1.2 Letter Identification and Letter-Sound Re tention Test Scale . . . . . 27

1.3 Level of reading proficiency of the grade 7 students before

1.4. Level of reading proficiency of the grade 7 students after

the conduct of Audio-Visual

1.6 Significant difference on the Grade 7 students’ level of reading

proficiency through strategic use of vowel sounds and diphthongs

after being expose to Audio-Visual Approach . . . . . . . . . . . . . . .. . . . 34

To the researchers parents, words of gratefulness will never be enough to express

To our respective families

To our friends and classmates

To our Almighty God

To the Saviour Jesus Christ

To the Holy Spirit the Source of Wisdom

This piece of work is dedicated to all of you

Keywords: audio-visual approach, developmental, diphthongs effectiveness, enhancing,

acquisition of a variety of sequential sub-skills that children use in combination in order

to develop in order to achieve reading success: phonemic awareness, phonics, vocabulary,

fluency, and comprehension (Leaming Point Associates, 2014).

When focusing on literacy instruction in early childhood, the National Reading

made up of a combination of individual units of sound, called phonemes. The English

(International Communication Leaming Institute, 2011). Phonemic awareness is the

for a long time (Hanna Yang, 2022).

sounds." In phonetics, a diphthong is a vowel in which there is a noticeable sound change

Each of the following diphthongs is represented by its phonetic symbol (Richard

According to the National Reading Panel Report, several decades of scientific

instruction; phonemic awareness, phonics, fluency, vocabulary, and comprehension

(Leaming Point Associates, 2014).

The phonological acquisition of a second language is a complex process that

extremely difficult to achieve proficiency in phonological perception and to attain an

intelligible production (Snachez, 2019).

letters have a high probability of future reading difficulties.

diphthongs retention. A deficiency in these skills cannot be appreciably offset by using

of most reading difficulties (G. Reid Llyon, 2023).