2.-THESIS-Body

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CHAPTER I
INTRODUCTION

This chapter presents the background of the study,
the statement of the problem, the significance of the
problem, and the scope and delimitations of the study.
BACKGROUND OF THE STUDY

Most of the learners get the information they need
in books for they are notably known as the best sources of
information and the macro skill that is manipulated to
achieve the acquisition of learning is reading. Reading,
one of the four crucial elements in language learning, is
described as a process involving recognition of words and
making meaning to comprehend what has been read (Grabe,
1991, cited by Celce-Murcia, 2001). Hedge (2000) also
described relationship between a text and the reader as
dynamic since the reader struggles to make sense of the
text. A learner uses a lot of effort to absorb the
information in order to comprehend a text. But there are
students who struggles in reading and comprehending a text
and although they exerted a lot of effort, it is still a
waste for they weren’t able to achieve their goal which is

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to understand what they have read. They consider themselves
as stupid as what Hutton (2013) describe in her article,
“Helping Auditory Learners Succeed.” On the bright side,
students who struggles in reading must not fret for they
still have that learning style which they have yet
discover: and that is through listening and speaking.
People hear things and listen to them if it is worth
listening. They may or may not understand it but if given
focus, meanings could be pulled out of it. Those students
who can easily understand information through listening or
speaking are called as “auditory learners” (or aural
learners). Auditory learning is a one of the three learning
preference which was popularized by Fleming (1978) in his
VARK Model claimed that students have different individual
learning preferences in order to acquire knowledge.
Auditory learning (or Aural learning) is defined as a style
in which learners best learn through listening. Based on
the article of Tazbir (2008) entitled “Incorporating Visual
Learning in Classroom”, auditory learners are approximately
30 percent of the population. And now in abundance of
technology in education, innovative ways in supporting
instruction had been formed, introduced, and utilized until

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now. One of the best strategies that teachers must utilize
for auditory learners, as said by Fleming in his work,
“VARK A Guide to Learning Styles,” is the ‘books-on-tape’.
It is considered as a supplemental material which is
defined as a support instruction for the necessities of the
learners. Books-on-tape are substitute version for old-
fashioned reading for it is a recording of what is directly
written from the book. These are basically utilized by a
single listener only through headphones or earphones
because it is intended to be used for multitasking. In some
cases, this device is also applicable for numerous users
like in classroom setting. Instead of individual usage
through headphones, a loud speaker will serve as an
alternative.

Spoken word recordings first became possible with
the invention of the phonography by Edison(1877) in
"Phonographic books" were one of the original applications
envisioned by Edison which would "speak to blind people
without effort on their part." The initial words spoken
into the phonograph were Edison's recital of "Mary Had a
Little Lamb", the first instance of recorded verse. In
1878, a demonstration at the Royal Institution in Britain

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included "Hey Diddle Diddle, the Cat and the Fiddle" and a
line of Tennyson's poetry thus establishing from the very
beginning of the technology its association with spoken
literature.

As argued by Prahallad (2010), in using this kind of
material, it is still important to consider the quality of
the text. Although the format of the instructional material
has progressed and will continue to transform, the purpose
remains the same.

Using these kinds of media as innovation in teaching
is fresh and new to the students and will surely capture
their interest. According to Blazic in her work “Teaching
Literature and Multimedia – Presentation of Slovenian
Project Work World from Words”, students learn more
effectively and more efficiently when teaching methods
match their preferred learning styles. They apply a wide
range of strategies to experience, comprehend, interpret,
and evaluate texts. They are most highly motivated by a
variety of integrated teaching materials, methods, and
contexts. In the work of Kutz (2011) entitled “Research on
Multimedia and Learning” she argued that students who are
now used to the integration of media in other areas of

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their lives, are likely to be more engaged when they find
such media being used in their courses. “By incorporating
multimedia in instruction, teachers can capture attention,
engage learners, explain difficult concepts, inspire
creativity, and have fun,” stated by Nyirenda (2013) in her
article titled “Using Multimedia Approach in Education.”
Blazic, of University of Ljubljana, Slovenia, added that
using multimedia is new and attractive, compared to
conventional textbooks in which verbal meaning
predominates. With that, this prompted the researchers to
conduct this research.

This study provides numerous of benefits to
students: first and foremost, the use of this audio devices
could improve prosodic features like intonation contours,
pitch accents, and phrasing patterns (Prahallad: 2010).
Once a learner hears a word that is unlikely pronounced
from what he was used to, he could easily apply and emanate
it occasionally. Audio devices might help reinforce certain
points and may help some learners retain more information.
Students could easily rewind the parts where they find
unclear, or repeat the parts they need to give emphasis, in
fact, they are in-control of their learning. Once they are

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satisfied in knowing that the information has retained in
their brain, they could easily move on. In addition, this
device allow students to multi-task. They could listen to
the material while walking, jogging, washing dishes, doing
little chores and other peaceful activities. However, it is
the discretion of the child if they will attend or
concentrate in one task or not. By engaging multiple
senses, listening along with the text can improve reading
comprehension, increase vocabulary, and improve fluency, as
stated in the website, LearningAlly.Org. Another reason is
that this device is inexpensive than buying the actual
book. Obtaining this device is very easy. The accessibility
in most places serves as a benefit to the students because
it does not require lights to access unlike in reading a
book. Interacting with this device comes very handy and
mobile. However, it needs battery or electronic power to
operate the device. Most importantly, this study aims to
provide benefits to those visually impaired, dyslexic
students and other physically challenged children. These
impediments are the cause why these people are having a
hard time in reading, but because of the innovation in
technology, they don’t need to worry anymore. Through the

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use of their sense of hearing, they can now absorb what
they need and want to know. They will also be able to
understand the syntax and meaning of words, remember
information, argue their point of view, and analyze the
language usage (Flemming: 2001).

In addition, the said study is also conducted due to
few Filipino teachers have a background on the said matter.
Not to mention, the teachers become trapped in using the
conventional way of teaching. Students are looking for new
learning styles, especially a timely one. But this research
does not debunk the beauty of conventional teaching, this
will just introduce a strategic way that can be added in
the teacher’s list of strategies. Also, the researchers
chose to conduct a further study in order to inform
teachers that there is still different but effective
instructional material that they could use to teach the
lessons to students.

With the issues and reasons stated above, this study
is chosen to be conducted to determine the impact in using
the audiobook as a tool in a certain field which is
Literature for language majors wherein the researchers come
up with the thesis title, “The Development and Evaluation

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of Audiobook as an Instructional material in Teaching of
Literature for the Bachelor of Technical Teacher Education
Second Year English majors, Academic Year 2014 - 2015”.
STATEMENT OF THE PROBLEM

This study attempts to develop and evaluate a sample
instructional material using Audiobook in the Teaching of
Literature for Bachelor of Technical Teacher Education,
Second Year English majors of the Marikina Polytechnic
College during the first semester of the school year, 2014
– 2015.

More specifically, it seeks to answer the following
questions:

1. What sample lessons could be developed through an
Audiobook in the teaching of Literature as indicated in the
course syllabus?

2. How do the general education language teacher and
literature teacher respondents evaluate the lessons
developed through an Audiobook in the Teaching of
Literature in terms of the following aspects?

a. Accuracy
b. Consistency
c. Reliability

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d. Completeness
e. Usability
f. Clarity
3. Is there a significant difference between the
evaluations of the two group of respondents in the
developed instructional materials?
4. What comments and suggestions do the general
education language teachers and literature teachers offer
to further improve the level of comprehension skills of the
BTTE Second Year English Major?
SIGNIFICANCE OF STUDY
This study is significant through the benefits it
offers to the following reasons:
To the students, the result of this study could help
the students improve their learning comprehension through
listening. This will also help them discover new
information in a more advance way once it is promoted for
it is fresh and new. For them to obtain an audiobook, they
must have an internet access. They can share the file
through Bluetooth and other means of technological file
sharing and spread it out to the whole class who does not
have any internet access.

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To the parents, this study will lessen the expenses
of the parents with regards to buying books and visiting
bookstores because Audiobook is downloadable, obtainable,
and accessible anywhere and anytime. They will also realize
the need for their active involvement in developing the
listening skill of their children.

To the administration, this will help the
administration to have an advance teaching method in the
subject Teaching of Literature.

To the future researchers, this study will serve as
related study to future researchers. They may expound the
study on how to develop an Audiobook through the criterion
catered by the researchers.
SCOPE AND LIMITATION OF THE STUDY

This study will focus on the sample lessons for the
development and evaluation of an instructional material in
the Teaching of Literature (ENG215) using Audiobook. The
researchers limit their study only for the Second Year
English majors, Academic year 2014-2015 of the Marikina
Polytechnic College. The researchers will use descriptive
method of assessment. Five general education language
teachers and five literature teachers will evaluate the

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developed instructional material. Questionnaires will be

used for the evaluation of the instructional materials’

accuracy, consistency, reliability, completeness,

usability, and clarity.

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CHAPTER II
CONCEPTUAL FRAMEWORK

This chapter includes the related literature, the
related study, the conceptual model, the definition of
terms, the hypothesis, and the objectives.
REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature. The researchers of this study
scrutinized a number of books, articles, journals,
magazines, and other publications in order to get insights
that would guide them in accomplishing this research
project. The pertinent ones are presented in the
informative discussions.

A change in teaching styles is very current. Today’s
generation varieties of teaching approach emerges. These
approaches help the teaching-learning-process more
effective. Teachers today make use of different teaching
strategies and techniques which seize the interests as well
as encourage learners to be involved in the process of
learning.

One of these approaches is the Multimedia Approach
in teaching. The use of technology has a great impact on

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the attention of the learners and it can maintain the
curiosity of the students. Multimedia approach has
strategies which can help the teacher in teaching-learning-
process; one of the strategies is the use of audiobook.

Using audiobook as medium of instruction can lead to
effective teaching. It enhances the learning’s of the
students. Audiobook has numbers of benefits for teachers
and students. Using audiobook is the safe way of storing
information which improves not only the reading skill of
the learner, but most importantly, the listening and
speaking skills.

According to Allmang (2009) in her article,
“Audiobooks on iPods Building a program for a research
library”, she exemplified Audiobooks as digital sound
recordings of books read aloud—have become widely used over
the past few years. Their typical play time is between
eight and fifteen hours. While listeners can enjoy
audiobooks on a personal computer, they generally listen to
them on portable media players while they do other things.
As with their precursors, Books on Tape, audiobooks are
particularly suited to content intended to be read from
beginning to end. Since this does not include textbooks or

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technical books, many research libraries have yet to
include audiobooks in their collections.

In Johnson’s (2014) article entitled “Benefits of
Audiobooks for All Readers,” she stated that Audiobooks
have traditionally been used with second-language learners,
learning-disabled students, and struggling readers or
nonreaders. In many cases, audiobooks have proven
successful in helping these students to access literature
and enjoy books. But they have not been widely used with
average, avid, or gifted readers. This article lists the
benefits of audiobooks for all students:

1. It introduces students to books above their
reading level

2. It models good interpretive reading
3. It teaches critical listening
4. It highlights the humor in books
5. It introduces new genres that students might not
otherwise consider
6. It introduces new vocabulary or difficult proper
names or locales
7. It helps to sidestep unfamiliar dialects or
accents, Old English, and old-fashioned literary styles

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8. It provides a read-aloud model
9. It provides a bridge to important topics of
discussion for parents and children who can listen together
while commuting to sporting events, music lessons, or on
vacations
10. It recaptures "the essence and the delights of
hearing stories beautifully told by extraordinarily
talented storytellers" (Baskin & Harris, 1995, p. 376)
Other linguists who state their views concerning
listening skills are Nielo & Valdez (2009). According to
them, listening provides the aural input that serves as the
basis for language acquisition and enables learners to
interact in spoken communication.
As what have Esteves & Whitten (2011) had stated,
“Experiences with authentic literature and exposure to good
books is a necessary part of any effective reading
program.” However, since textual materials like novels,
short stories, poems and etc. are widely utilized in
Literature subjects, students end up having ideas that
diverge with their peers regarding on what they have read.
As a result, the ideas affect their comprehension due to
how they used their prosodic features.

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According to Forbus (2010) in using an audiobook,
the material help enhance the reading experience of her
students who struggled with reading the printed word and it
resulted well for they improved their “reading” skills and
absorbed the story, the symbols and the themes accordingly.

Soteriou (2009) has written that audiobooks allow
teachers to meet the needs of various learning styles by
differentiating instruction for struggling students who
might encounter a difficult text and believe it to be
boring and unreachable. While audio recordings have in the
past been used primarily with struggling readers,
audiobooks also allow for the learning styles of average to
high-achieving students wishing to read beyond their own
level to access more difficult text, explore new genres for
literature, or improve fluency.

Lastly, Serafini (2004) stated in his work
“Audiobook and Literacy: An Educator’s Guide to Utilizing
Audiobooks in the Classroom” the road to becoming a reader
begins with hearing stories read aloud. In fact, a
Commission on Reading report entitled “Becoming a Nation of
Readers” states, “The single most important activity for
building the knowledge required for eventual success in

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reading is reading aloud to children.” Reading aloud to
students fosters the process of phonemic awareness by
introducing the sounds of written language, allows access
to the structure of written language, demonstrates
appropriate phrasing and intonation, and provides a model
of fluent reading. It serves as an introduction to the
important lessons and stories of our culture and provides
access to literature. Reading aloud with young children is
the key to developing lifelong reading ability. In
addition, Serafani (2004) also said, Audiobooks help
children become better readers and develop a desire to read
for themselves. With parents’ and teachers’ time at a
premium, audiobooks can help readers explore new worlds
through literature. If we want children to read for
themselves, they must have stories read to them and must
have the opportunity to discuss what they hear. There is no
such thing as a child who hates to read; there are only
children who have not found the right book.

Audiobooks serve the classroom by:
 supplementing teachers’ and parents’ ability to

read to their children and students

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 providing access to new vocabulary, a key to
success in reading

 providing demonstrations of fluent reading
 providing readers access to books they are unable

to read for themselves
 creating opportunities for discussing stories, in

order to better comprehend them
 supporting struggling readers by helping them

focus on meaning rather than the decoding of text
 inviting children to enter the magical world of

literature
 fostering a love of literature and reading.
Related Studies. Various researches have been
reviewed in order to get insights on how to conduct this
present study. These are presented hereunder.
One of the related studies that is related to the
present study was conducted by Jamela (2011) on the
development and evaluation of learning activities in HEKASI
IV using cognitive maps for the pupils of San Diego
Elementary School, Division of Quezon City during the
school year 2010-2011.

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This study presented that the developed learning
activities were evaluated by different school principals,
HEKASI coordinators, grade IV HEKASI teachers with the
following criteria: Adequacy, Appropriateness, Clarity,
Comprehensibility, and Usefulness.

This study is related to the present study in terms
of the instrument used. Both studies used questionnaires to
identify the significant difference in the evaluation of
the groups of respondents on the developed instructional
material.

Another relevant study worth mentioning was done by
Vergara (2008) entitled “Development and Evaluation of
Tailored Readeoke Materials in English IV pupils of SSS
Village Elementary School, District II, Division of
Marikina City during the school year 2007-2008.”

Specifically, she came up with the following
results:

1. The least mastered skills of the grade IV pupils
based on the result of the Division Achievement Test in
English IV in their rank order were predicting outcome,
getting the main idea, drawing conclusions, identifying

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referents, vocabulary in context, and noting specific
details.

2. She developed readeoke materials that could
improve the least mastered skills of Grade IV pupils. She
incorporated pre-reading activities, reading text,
comprehension check and feedback.

3. The respondents evaluated the developed tailored
readeoke materials as very highly acceptable in terms of
clarity, relevance, comprehensibility, and usefulness as
evidenced by their overall weighted means of 4.61, 4.73,
4.66, and 4.73, respectively.

4. It was revealed in her study that there is a
significant difference in the level of evaluation of the
pupil and teacher respondents on the developed tailored
readeoke materials – one group, the teacher evaluators had
a higher level over the other group which is the pupil
evaluators, although both evaluations yielded Very Highly
Acceptable.

The study of Vergara is very much related to the
present study because both studies utilized multimedia as
an approach for instruction. The difference is that Vergara
used Grade IV pupil respondents and teachers as her

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respondents while the present researchers used language
teacher respondents and literature teacher respondents.

The study of Gertner (2011) entitled “The Effects of
Multimedia Technology on Learning” counts as another
related study.

This study revealed that Multimedia technology has
the potential and functionality to hold enjoyment for users
compared to that of a standard textbook. Any learning or
teaching should be associated with feelings of pleasure and
enjoyment instead of boredom or fear (Freeman, 1996).
Gertner cited Shavinina and Loarer (1999) that audio
(including speech, music, atmospheric background noise, and
sound effects) is one of the most common multimedia
application.

The reviewed study is related to the present study
in terms of utilizing multimedia approach as one of the
effective approaches in teaching a subject matter. The
difference is that this study does not intend the learning
for Literature, instead, in Psychology.

Another related study was conducted by Türker (2010)
entitled “The Effectiveness of Audiobooks on the Reading

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Comprehension of Selected Texts by University EFL students
at Different Proficiency Levels”.

The findings of this study revealed that students in
the experimental groups, who used audio books, did better
on reading comprehension tests than the control group
students who used only the printed books. In other words,
it was found that audio books have a positive effect on the
ability of university EFL students to comprehend a selected
text.

This study is related to the present study because
both studies developed audiobook to be used as
instructional materials. The only difference is that the
present study intend the instructional material in teaching
literature, whilst, the study of Türker focuses on the
different proficiency levels.

Another related study was conducted by Montgomery,
EdD (2009). In his study, he aimed to use audiobooks as one
of the factors in influencing the academic performance and
behavior of students. Montgomery cited Author (1992) whom
proposed that using audio books generates renewed
enthusiasm for reading and made suggestions for assessment

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and for involvement of public libraries, parents, and
students.

This study is very much related to the present study
due to the fact that audiobook is considered to influence
the academic performance of the students. However, this
study is different because Montgomery’s study is intended
for 7th graders while the present study is intended for
sophomore college students majoring English.

Prahallad’s (2010) study which is entitled
“Automatic Building of Synthetic Voices from Audio Books”
counts as a related study for the present study.

The said study utilized devices such as
synthesizers, speakers and module to developed audiobooks.

This study is related to the present study due to
the utilization of technological devices in developing
audiobooks with the exclusion of synthesizers.

Another related study was conducted by Garzón (2012)
entitled “The Impact of the Audiovisual Aids in the
Teaching Learning Process at the Technical University of
Cotopaxi during the Academic Period March-July 2012.”.

This study is related to the present study because
they promoted Audiovisual aids in teaching academic

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subjects to the students. On the other hand, the present
study aims to promote audiobook to the students who are
studying literature. Although the instructional material in
the present study does not promote ‘visual’, the presence
of audio is still the target.
CONCEPTUAL MODEL OF THE STUDY

The conceptual models that guide the researcher in
conducting the study are presented in Figure 1 and Figure
2.

The input includes the selection of topics taken from
the syllabus of ENGLISH 215 for the developed instructional
materials. Five general education language teacher
respondents and five literature teacher respondents will
serve as the evaluators of the said study.

The process includes the arranging the sequence of
the sample lessons in the course syllabus used by the
literature teachers teaching the subject Teaching of
Literature (ENGLISH 215) developing and recording of the
instructional material.

The output includes the developed instructional
material. The evaluation of the general education language
teacher respondents and literature teacher respondents on

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the sample lessons developed as instructional material in

terms of the following: accuracy, consistency, reliability,

completeness, usability, and clarity.

Fig. 1 Conceptual Model for the Development of

Instructional Material in Teaching of Literature using

Audiobook. PROCESS OUTPUT
 Developed
INPUT  Arranging
the instructional
 Selected sequence of material
topics from the sample
the lessons in  Validation of
syllabus of the course the
ENGLISH 215 syllabus Questionnaires

 Respondents  Developing  Evaluation of
and the language
>Five general recording teachers and
education of literature
language instruction teachers on the
teachers al material sample lessons
developed
>Five instructional
literature material in
teachers terms of the
following:
>Accuracy
>Consistency
>Reliability
>Usability
>Clarity

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Fig 2. Conceptual Model for the Evaluation of
Instructional Material in Teaching of Literature using
Audiobook

INPUT PROCESS OUTPUT
 Developed  Distribution
instructional and retrieval  Evaluated
material using of the instructional
Audiobook questionnaire material
using
 Validation  Retrieval of Audiobook
of the the evaluated
questionnaires instructional  Significant
material difference in
 Evaluation the
of the  Statistical evaluation of
language treatment of the two
teachers and data groups of
literature respondents
teachers on  Analysis and on the
the developed interpretation developed
instructional of data instructional
material in material
terms of the
following:  Comments/
suggestions
>Accuracy for further
>Consistency improvement
>Reliability of the
>Completeness developed
>Usability instructional
>Clarity material

The input includes the developed instructional
material. The evaluation of the language teacher

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respondents and literature teacher respondents on the

developed instructional material in terms of the following:

accuracy, consistency, reliability, completeness,

usability, and clarity.

The process includes the distribution and retrieval

of the questionnaire. It follows the retrieval of the

evaluated instructional material. It also includes the

statistical treatment of data and the analysis and

interpretation of data.

The output includes the evaluated instructional

material using Audiobook and the significant difference

between the evaluations of the two groups of respondents on

the developed instructional material.

HYPOTHESIS

The hypothesis pursued in this study is:

There is no significant difference between the

evaluation of the language teacher respondents and

literature teacher respondents on the developed

instructional material using Audiobook.

DEFINITION OF TERMS

For clearer understanding of the terms used in this

study, below are their meanings:

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Audiobook. A recording of a text being read. It is
also called “talking book” in 1930’s and became “Audiobook”
in 1970’s. In this study, Audiobook is also a recorded
version of different lessons that can be used in the
teaching of literature. It is usually used for individual
purposes. However, it can also be used by numerous
listeners through a loud speaker.

Accuracy. The quality or state of being précised. In
this study, the accuracy of the content of the chosen
lessons was observed as well as the appropriateness and
suitability of the material being used.

Clarity. It means clearness. In this study, clarity
has something to with the clearness of the recorded
lessons. Proper intonation, diction and modulation of voice
are included.

Completeness. Having all the necessary or normal
parts, components and steps. In this study, the
completeness and sequence of the selected lessons were
observed. The simplicity and complexity of the lessons were
observed in the materials.

Consistency. The quality of being condition of
adhering together, arrangement in harmony, or being in

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sequential order. In this study, the consistency of the
material pertains to the logical sequence of the
distribution of the lessons.

General Education. These are obligatory
courses/subjects taken by all the enrollees of every
college.

General Education Language Teachers. These are
teachers who are teaching subjects like English for Study
and Thinking Skills, Oral Communication and Technical
Writing in the Discipline including Fundamentals of
Research.

Literature Teachers. These are teachers who are
teaching Literature subjects.

Listening. The active process of receiving and
responding to spoken and sometimes unspoken messages. In
this study, listening is needed in order to hear the
Audiobook. In order for them to respond with the activities
they need to listen carefully.

Multimedia Approach. An approach that uses a number
of media, devices and techniques in the teaching learning
process. In this study, the use of Audio book as an

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instructional material is very evident as an example of
Multimedia approach in teaching the students.

Reliability. The probability that an item will
perform a required function without failure under stated
conditions for a stated period of time. In this study, the
reliability of the material is concern on its validity of
results and if the students were able to acquire new
information from the material.

Usability. The measure of a product’s potential to
accomplish the goals of the user. In this study, the
usability of material has something to do with the
deliberation of new and relevant information to the
students that they can use in their learning.

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CHAPTER III
RESEARCH DESIGN

This chapter presents the method of research used,
the sources of data, the data gathering instrument, the
data gathering procedure and the statistical treatment of
data.
Methods of Research

Descriptive research is a design which aims to
“describe the nature of a situation as it exists at the
time of the study and to explore the causes of the
particular phenomena.” (Travers, 1978)

According to Rivera (2007: 56), this method is used
to discover facts on which professional judgment could be
based. It involves the description, recording, analysis,
and interpretation of what it is. It is used in many filed
of investigations due to its applicability to solve
different kinds of problems.

This particular method was chosen because it is also
concerned with the determination of the present condition
or evaluation of the developed instructional material.

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Sources of Data
Table 1 represents the total number of distribution

of the respondents of the present study entitled “The

Development and Evaluation of an Instructional Material

using Audiobook for Teaching of Literature.” All the

respondents of this study are teachers at Marikina

Polytechnic College, Marikina City. They are classified

into two groups, the general education language teachers

and the literature teachers. The general education language

teachers are composed of English teachers teaching general

English subjects while the literature teachers are composed

of educators teaching different subjects in Literature.

Table 1

Distribution of Respondents

Respondents Frequency

General Education Language Teachers 5
Literature Teachers 5
10
Total:

Data Gathering Instrument
The questionnaire was the main data gathering

instrument of the study. It was adopted from two
dissertations including G.M. Dominguez’s Development and
Evaluation of Computer-Assisted Instruction Material in

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Meat Processing (2002) and J.S. Teresa’s Development and
Evaluation of Learning Activities in HEKASI IV using
Cognitive Maps. The questionnaire was also modified by the
researchers and validated by seven language teachers. The
criteria used in the questionnaire for evaluating the
instructional materials were based on accuracy, clarity,
completeness, consistency, reliability, and usability.
Data Gathering Procedure

The researchers adopted, and modified a
questionnaire that had been validated by language teachers.
After the retrieval of the questionnaire, it went under
revisions which follows the comments and suggestions of the
validators.

The researchers distributed the instructional
material, which was the audiobook, together with its
transcription for the perusal of the evaluators and the
revised and validated questionnaire. The researchers had
given the evaluators ample time to evaluate.

After the retrieval of the questionnaires from the
evaluators, responses to the questionnaires were tallied
tabulated, computed, analyzed and interpreted. The
researchers computed the weighted mean and traced for its

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range to derive with the “descriptive value”. After getting
the weighted mean of each variable, the researchers
proceeded in computing for the significant difference of
the two respondents with the use of t-test.

In the latter part, the results were tabulated,
computed, analyzed and interpreted.
Statistical Treatment of Data

The statistical tools used to treat the data are the
following:

Weighted Mean. This was used to evaluate the
instructional material using Audiobook in terms of
accuracy, clarity, completeness, consistency, reliability,
and usability.

t-test. This was utilized to find out the
significant difference that exists between the evaluations
of the two groups of respondents.

The scale used in interpreting the data are the
following:

SCALE RANGE DESCRIPTIVE VALUE (DV)
5 4.50 – 5.00 Very Acceptable (VA)
4 3.50 – 4.49 Acceptable (A)
3 2.50 – 3.49 Moderately Acceptable (MA)
2 1.50 – 2.49 Slightly Acceptable (SA)
1 1.00 – 1.49 Not Acceptable (NA)

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CHAPTER IV
PRESENTATION, ANALYSIS, INTERPRETATION OF DATA

This chapter consists of the presentation, the
analysis, and the interpretation of data based on the
chronological arrangement of problems identified.
Instructional material using Audiobook

The lessons indicated are the topics taken from the
syllabus in ENGLISH 215 Teaching of Literature which are as
follows:

INTRODUCTORY LESSONS:
1. History of Literature
2. Importance of Literature
3. General Types of Literature

UNIT I: POETRY
1. Narrative Poetry
2. Lyric Poetry
3. Dramatic Poetry
4. Elements of Poetry
5. Tips in Teaching Poetry

UNIT II: PROSE
1. Elements of Short Story

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2. Sub-elements of Plot
Evaluation of the Developed Instructional Materials by the
Two Group of Respondents

Accuracy. Table 2 presents the evaluation of the two
groups of respondents on the developed instructional
material in terms of accuracy.

Table 2

Evaluation of the Two Groups of Respondents on the

Developed Instructional Material in Terms of the Accuracy

of Content

Criteria Respondents

Accuracy General Literature
Language Teachers
Teachers

WM DV WM DV

1. The lessons presented are 4.6 VA 4.2 A

appropriate for the subject

area

2. The lessons are suitable for 4A 4 A

the knowledge, skills, and

experience of the target

learners.

3. The material is free from 3.8 A 3.6 A

irrelevant details and errors

in grammar.

4. The lessons provide timely and 3.8 A 3.4 MA

accurate information.

OVERALL WEIGHTED MEAN 4.05 A 3.8 A

Based on the table, the General Language Teachers
and the Literature Teachers evaluated the instructional

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material as accurate as evidenced by the overall weighted
means of 4.05 and 3.8 respectively.

This implies that the developed instructional
material using Audiobook is accurate for the students.

Consistency. Table 3 presents the evaluation of the
two groups of respondents on the developed instructional
material in terms of consistency.

Table 3

Evaluation of the Two Groups of Respondents on the

Developed Instructional Material in Terms of the

Consistency of Material

Criteria Respondents

Consistency General Literature
Language Teachers
Teachers

WM DV WM DV

1. The lessons are properly 4.4 A 4.2 A

sequenced.

2. The learning activities are 3.4 MA 4 A

consistent with the students’

abilities and schemata.

3. The material specifications are 3.8 A 4.2 A

consistent with the

instructional theory.

4. The material is maintained with 3.8 A 4.6 VA

relative ease.

OVERALL WEIGHTED MEAN 3.85 A 4.25 A

Based on the table, the General Language Teachers
and the Literature Teachers evaluated the instructional

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material as consistent as evidenced by the overall weighted
means of 3.85 and 4.25 respectively.

This implies that the developed instructional
material using Audiobook is consistent for the students.

Reliability. Table 4 presents the evaluation of the
two groups of respondents on the developed instructional
material in terms of reliability.

Table 4

Evaluation of the Two Groups of Respondents on the

Developed Instructional Material in Terms of the

Reliability of the Material

Criteria Respondents

Reliability General Literature
Language Teachers
Teachers

WM DV WM DV

1. The lessons enable the learners 4 A 4.2 A

to acquire new information.

2. The material is valid and 3.8 A 4.4 A

relevant for the intended

learners.

3. The material complies with the 4.2 A 4 A

requirements of the course.

4. The material achieves its 3.8 A 4 A

intended function well.

OVERALL WEIGHTED MEAN 3.95 A 4.15 A

Based on the table, the General Language Teachers
and the Literature Teachers evaluated the instructional

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material as reliable as evidenced by the overall weighted
means of 3.95 and 4.15 respectively.

This implies that the developed instructional
material using Audiobook is reliable for the students.

Completeness. Table 5 presents the evaluation of the
two groups of respondents on the developed instructional
material in terms of completeness.

Table 5

Evaluation of the Two Groups of Respondents on the

Developed Instructional Material in Terms of the

Completeness of the Material

Criteria Respondents

Completeness General Literature
Language Teachers
Teachers

WM DV WM DV

1. The lessons provide essential 4.2 A 4 A

topics on the subject.

2. The lessons are presented 4 A 4.4 A

clearly.

3. The exercises provide 3.2 MA 3.2 MA

sufficient practice.

4. The lessons provided cater to 3.8 A 3.4 MA

all the needs of the target

learners.

OVERALL WEIGHTED MEAN 3.8 A 3.75 A

Based on the table, the General Language Teachers
and the Literature Teachers evaluated the instructional

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material as complete as evidenced by the overall weighted

means of 3.8 and 3.75 respectively.

This implies that the developed instructional

material using Audiobook is complete for the students.

Usability. Table 6 presents the evaluation of the

two groups of respondents on the developed instructional

material in terms of usability.

Table 6

Evaluation of the Two Groups of Respondents on the

Developed Instructional Material in Terms of the Usability

of the Material

Criteria Respondents

Usability General Literature
Language Teachers
Teachers

WM DV WM DV

1. The lessons encourage a high 4.2 A 3.4 MA

degree of student involvement.

2. The material delivers new and 3.6 A 3.6 A

relevant information.

3. The material provides 4 A 4.2 A

information which the students

need to know.

4. The material offers practical 3.4 MA 3.6 A

application of the lessons

presented.

OVERALL WEIGHTED MEAN 3.8 A 3.7 A

Based on the table, the General Language Teachers
and the Literature Teachers evaluated the instructional

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material as usable as evidenced by the overall weighted
means of 3.8 and 3.7 respectively.

This implies that the developed instructional
material using Audiobook is usable for the students.

Clarity. Table 7 presents the evaluation of the two
groups of respondents on the developed instructional
material in terms of clarity.

Table 7

Evaluation of the Two Groups of Respondents on the

Developed Instructional Material in Terms of the Clarity of

Sound Recorded

Criteria Respondents

Clarity General Literature
Language Teachers
Teachers

WM DV WM DV

1. The recorded voice observes 4.2 A 3.8 A
proper diction. 4 MA 3.6 A

2. The recorded voice observes 4.4 A 4.2 A
appropriate intonation. 4.2 A 3.6 A
4.2 A 3.8 A
3. The recorded voice is well-
modulated.

4. The lessons are delivered in
moderate tempo.
OVERALL WEIGHTED MEAN

Based on the table, the General Language Teachers
and the Literature Teachers evaluated the instructional

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material as clear as evidenced by the overall weighted

means of 4.2 and 3.8 respectively.

This implies that the developed instructional

material using Audiobook is clear for the students.

Comparison of the Evaluation of the General Language

Teacher and Literature Teacher Respondents on the

Developed Instructional Material using Audiobook

Table 8 presents the comparison of the general

language teacher and literature teacher respondents’

evaluation of the developed instructional material using

audiobook.

Table 8

Comparison of the Evaluation of the General Language

Teacher and Literature Teacher Respondents in the

Instructional Material in Terms of Accuracy

Tabular

Respondents Number Mean Standard Computed t Value Decision Interpretation

Deviation t Value 0.05,3df

General 4 4.05 20.83
Language
Teachers 2.64 3.182 Accept Not

Ho Significant

Literature 4 3.8 18.35
Teachers

It can be perceived in the Table 8 that the computed
t Value of 2.64 is less than the tabular t Value of 3.182
at 0.05 level of significance which led to the acceptance

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of null hypothesis. Hence, it can be concluded that there

is no significant difference in the evaluation of the

general language teacher and the literature teacher

respondents. It implies that the proposed instructional

material using Audiobook in Teaching of Literature is

accurate.

Table 9 presents the comparison of the general

language teacher and literature teacher respondents’

evaluation of the developed instructional material using

audiobook.

Table 9

Comparison between the Evaluation of the Language Teacher

and Literature teacher Respondents in the Instructional

Material in Terms of Consistency

Tabular

Respondents Number Mean Standard Computed t Value Decision Interpretation

Deviation t Value 0.05,3df

General 4 3.85 18.83
Language
Teachers 0.97 3.182 Accept Not

Literature 4 4.25 22.96 Ho Significant
Teachers

It can be seen in the Table 9 that the computed t
Value of 0.97 is less than the tabular t Value of 3.182 at
0.05 level of significance which led to the acceptance of
null hypothesis. Hence, it can be concluded that there is

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no significant difference in the evaluation of the general

language teacher and the literature teacher respondents. It

implies that the proposed instructional material using

Audiobook in Teaching of Literature is consistent.

Table 10 presents the comparison of the general

language teacher and literature teacher respondents’

evaluation of the developed instructional material using

audiobook.

Table 10

Comparison between the Evaluation of the Language Teacher

and Literature teacher Respondents in the Instructional

Material in Terms of Reliability

Tabular

Respondents Number Mean Standard Computed t Value Decision Interpretation

Deviation t Value 0.05,3df

General 4 3.95 19.83
Language
Teachers 0.33 3.182 Accept Not

Literature 4 4.15 21.89 Ho Significant
Teachers

It can be seen in the Table 10 that the computed t
Value of 0.33 is less than the tabular t Value of 3.182 at
0.05 level of significance which led to the acceptance of
null hypothesis. Hence, it can be concluded that there is
no significant difference in the evaluation of the general
language teacher and the literature teacher respondents. It

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implies that the proposed instructional material using

Audiobook in Teaching of Literature is reliable.

Table 11 presents the comparison of the general

language teacher and literature teacher respondents’

evaluation of the developed instructional material using

audiobook.

Table 11

Comparison between the Evaluation of the Language Teacher

and Literature teacher Respondents in the Instructional

Material in Terms of Completeness

Tabular

Respondents Number Mean Standard Computed t Value Decision Interpretation

Deviation t Value 0.05,3df

General 4 3.8 18.34
Language
Teachers 1.29 3.182 Accept Not

Literature 4 3.75 17.86 Significant
Teachers Ho

It can be seen in the Table 11 that the computed t
Value of 1.29 is less than the tabular t Value of 3.182 at
0.05 level of significance which led to the acceptance of
null hypothesis. Hence, it can be concluded that there is
no significant difference in the evaluation of the general
language teacher and the literature teacher respondents. It
implies that the proposed instructional material using
Audiobook in Teaching of Literature is complete.

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Table 12 presents the comparison of the general

language teacher and literature teacher respondents’

evaluation of the developed instructional material using

audiobook.

Table 12

Comparison between the Evaluation of the General Language

Teacher and Literature teacher Respondents in the

Instructional Material in Terms of Usability

Tabular

Respondents Number Mean Standard Computed t Value Decision Interpretation

Deviation t Value 0.05,3df

General 4 3.8 18.35
Language
Teachers 1.32 3.182 Accept Not

Ho Significant

Literature 4 3.7 17.40
Teachers

It can be perceived in the Table 12 that the
computed t Value of 1.32 is less than the tabular t Value
of 3.182 at 0.05 level of significance which led to the
acceptance of null hypothesis. Hence, it can be concluded
that there is no significant difference in the evaluation
of the language teacher and the literature teacher
respondents. It implies that the proposed instructional
material using Audiobook in Teaching of Literature is
usable.

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Table 13 presents the comparison of the general

language teacher and literature teacher respondents’

evaluation of the developed instructional material using

audiobook.

Table 13

Comparison between the Evaluation of the General Language

Teacher and Literature teacher Respondents in the

Instructional Material in Terms of Clarity

Tabular

Respondents Number Mean Standard Computed T Value Decision Interpretation

Deviation T Value 0.05,3df

General 4 4.2 22.42
Language
Teachers 2.75 3.182 Accept Not

Ho Significant

Literature 4 3.8 18.35
Teachers

It can be perceived in the Table 13 that the
computed t Value of 2.75 is less than the tabular t Value
of 3.182 at 0.05 level of significance which led to the
acceptance of null hypothesis. Hence, it can be concluded
that there is no significant difference in the evaluation
of the general language teacher and the literature teacher
respondents. It implies that the proposed instructional
material using Audiobook in Teaching of Literature is
clear.

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CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, the conclusions
and the recommendations of the study.
Summary

This study attempted to develop and evaluate a
sample instructional material using Audiobook in the
Teaching of Literature for Bachelor of Technical Teacher
Education, Second Year English majors of the Marikina
Polytechnic College during the first semester of the school
year, 2014 – 2015.

More specifically, it sought to answer the following
questions:

1. What sample lessons could be developed through an
Audiobook in the teaching of Literature as indicated in the
course syllabus?

2. How do the general education language teacher and
literature teacher respondents evaluate the lessons
developed through an Audiobook in the Teaching of
Literature in terms of the following aspects?

a. Accuracy
b. Consistency

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c. Reliability
d. Completeness
e. Usability
f. Clarity
3. Is there a significant difference between the
evaluations of the two group of respondents in the
developed instructional materials?
4. What comments and suggestions do the general
education language teachers and literature teachers offer
to further improve the level of comprehension skills of the
BTTE Second Year English Major?
The respondents of the study were composed of five
general education language teachers and five literature
teachers who are presently employed at the Marikina
Polytechnic College having experienced teaching ranging
from 5 to 10 years.
The descriptive method of research was utilized in
this study along with the questionnaire as the instrument
in gathering the needed data.
Weighted Mean and t-test were used as statistical
tools in the treatment and analysis of data.
The following are the findings of the study:

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1. The topics that are included in the developed
instructional material are based on the course syllabus
utilized by Teaching of Literature teachers at the Marikina
Polytechnic College:

INTRODUCTORY LESSONS:
1. History of Literature
2. Importance of Literature
3. General Types of Literature

UNIT I: POETRY
1. Narrative Poetry
2. Lyric Poetry
3. Dramatic Poetry
4. Elements of Poetry
5. Tips in Teaching Poetry

UNIT II: PROSE
1. Elements of Short Story
2. Sub-elements of Plot

2. The general education language teacher
respondents rated the instructional material with an
overall weighted mean of 4.05, 3.85, 3.95, 3.8, 3.8, and
4.2 in terms of Accuracy, Consistency, Reliability,
Completeness, Usability, and Clarity, respectively which