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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

In Tinurik National High School (TNHS), improper waste disposal is one of the

problems that have been going on for years and many things have been done to solve this

but were not able to fully achieve it.

Many students aren’t disciplined when it comes to throwing their waste,

especially throwing that non-biodegradable and biodegradable waste like plastics, papers

and other craps that students are used every single day. This may cause one of the major

problems that people are facing during calamities which occur more frequently in the

places where there so many wastes like in school.

Students nowadays don’t care what possible things would happen in our

surroundings if they didn’t dispose their garbage properly. They are just consumed

whatever they want to consume because they are harmless.

The former principal Mrs. Merlita Trinidad launches the project “Basura Ko Uwi

ko!” 2 years ago to the students of Tinurik National High School, in which the trash bins

are inaccessible and students would bring their trashes in their own after class, it is a goal

for some improvement about the waste management. But in this case some students lose

their discipline. As a result, the surroundings of classrooms are become messier than

before because, there are students who just throw away their trash everywhere.
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Trash bins maybe the one who can help to lessen the trashes that students used

every day. Regarding in this case trash bins may must accessible for students to properly

dispose their waste and helping them to improve self-discipline.

Having a messy school environment means students are lack of discipline. Thus,

the researcher’s comes up with the idea to “The Effects of Inaccessible Garbage Bins to

the Students Sense of Discipline”

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Theoretical Framework

The backbone of this study was based on the

A recent study developed in 2012 on waste management performance of UE

Member states showed that Romania has “major deficits in waste treatment according

to the hierarchy and compliance with the Landfill Directive, the application of economic

and legal instruments and waste management planning as well as prevention

policy” (BiPRO, 2012). The study took into consideration 18 criteria and the overall

score obtained by Romania was 11 from the maximum of 42 taking (BiPRO, 2012).

National objectives and targets for the recycling and recovery of packaging

waste are established by Government Decision no. 247/2011 that amends Government

Decision no. 621/2005 on the management of packaging and packaging waste that

regulates the management of packaging and packaging waste. For 2012 and 2013

these targets are listed below (table 1).

According to waste hierarchy presented by Waste Framework Directive the

priority order used in waste prevention and management legislation and policy is as

follows: (a) prevention, (b) preparing for re-use, (c) recycling, (d) other recovery,

e.g. energy recovery and (e) disposal (European Parliament, 2008).

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A target to reduce with 15% the amount of collected municipal waste that is

disposed to landfill was introduced by Environmental Fund Law, since 2010.

In case of failure, the public local authorities have to pay 100 lei/ton on the

difference between the target established and the target actually achieved through
selective

collection and recovery (Romanian Official Monitor, 2010).

Moreover, as a measure of raising the degree of selective collection of
waste, public institutions are required to set a selective collection system for the
following types of waste: paper, cardboard, plastic, metal and glass following the
adoption of Law 132/2010. The financial penalties start from 500 lei and may get
up to 10.000 lei (Romanian Official Monitor, 2010).
Furthermore, Government Decision no. 247/2011 provides fines that ranges
between 600 lei and 1.000 lei for natural person and a fine between 10.000 and
20.000 for public institutions, associations and foundations for non-compliance with
the fact that packaging generators of waste are required to selectively dispose their
packaging waste in different containers, labeled accordingly, specially installed by
the local public authorities (Romanian Official Monitor, 2011).
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INPUT THROUGHPUT OUTPUT

The Effects Of
Inaccessible Garbage
Bins to a Student’s
Sense of Discipline as
perceived by:

1.) Students Validation of

2.) Teachers Questionnaires

Proposed Action Plan

Effects of towards the proper
Inaccessible Garbage uses of trash bins and
bin to a Student’s Improvement of the
Sense of Discipline in self-discipline of the
terms of: Computation of students
gathered data
through statistical
a.) Improper treatment data
Disposal of
Trash
b.) Lack Self-
Discipline
c.) Improper
Use of
Trash Bins

THE EFFECTS OF INACCESSIBLE GARBAGE

BINS TO A STUDENT’S SENSE OF DISCIPLINE
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Figure 1. Conceptual Paradigm of the Study

Figure 1 shows the effects of the inaccessible trash bins to the students.

Furthermore, this aims to figure out the perceptions of the two groups of respondents, its

differences and diagnose where the students learn most and least in the acquisition of

improper disposal, lack self-discipline and improper use of trash bins.

In the first box (input), were the students’ and the teachers’ perceptions on the

proper disposal of trash in school and its effects to the students’ discipline taking into

consideration the acquisition of the improper disposal, lack self-discipline and improper

use of trash bins.

Next to it was the second box (throughput) where the way the researchers’

gathered, computed and interpreted their data was described.

Finally on the last box (output), the action plan towards the proper uses of trash

bins and Improvement of the self-discipline of the students was proposed to

manage the waste of the students of Tinurik National High School (TNHS).
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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Technologies as link to new knowledge, resources and high order thinking skills

have entered classrooms and schools worldwide. Personal computers, CD-ROMS, online

services, the World Wide Web and other innovative technologies have enriched curricula

and have altered the types of teaching available in the classroom. Schools’ access to

technology is increasing steadily every day and most of these newer technologies are now

used even in traditional classrooms (Bilbao et al.,2010).

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The quality of instruction in traditional classroom has been improved. Topics

which the teacher finds to be complex like teaching students macro skills (listening,

speaking, writing, reading, and viewing) can be taught easily to students through

technology integration. The improvement of these competencies has been the sole

concern of English teachers because several other skills uprooted from this. One student

can never understand mathematical problem, scientifical concepts and analyze other

subjects without learning first to read. And one student can never learn to read without

undergoing the very foundation of all – listening.

Listening is a creative skill wherein people hear sounds, words, the rise and fall of

the voice, from all of which they create significance. Developing this skill is important

for students, especially in a communicative language environment where activities often

revolve around interactions between English learners (Ross, For8um, 2011).

In the words of Brown (2010), students with well-developed listening

comprehension skills are able to participate more effectively in class.

Students especially those in secondary tend to be bored when it comes to listening

especially to literary pieces given that the instructions are held within a traditional

classroom. But through technology integration, the teaching of listening can be

developed.

However, survey data like that of Papert (2010); Sammons (2009); and Setzer

(2009), suggest that technology remains poorly integrated into some schools, despite

massive acquisition of hardware, some teachers neglect the fact that students learn better

with technology.
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Thus, the researcher felt the need for this study entitled, “The Impact of the Use

of Technology in the Teaching of English Listening Skills to the Grade Seven Students of

Tinurik National High School: A Basis for a Proposed Action Plan” for it is through

students reliable response that will open the eyes of teachers that they really need to adapt

the innovative changes to instruction in order to help students learn better.

Theoretical Framework

The backbone of this study was based on the Sensory-Stimulation Theory of

David Laird (2009) and Theory of Teaching Listening of Gerry Gebhard (2008). These
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support the idea that teaching listening can be enhanced through proper use of

technology.

In his Sensory Stimulation Theory, the basic premise is that effective learning

occurs when the senses are stimulated, especially when technology is involved (Laird,

2009).Laird quotes research found that the vast majority of knowledge held by adults

(75%) is learned through seeing. Hearing is the next most effective (about 13%) and the

other senses – touch, smell and taste account for 12% of what we know. By stimulating

the senses, especially the audio-visual sense, learning can be enhanced. Moreover, this

theory says that if multi-senses are stimulated, greater learning takes place. Stimulation

through the senses is achieved through a greater variety of colors,volume, levels,strong

statements,facts presented visually,use of a variety of techniques and most especially the

use of technology and media.

According to Gebhard, listening is not a passive skill but an active one because

we need to be receptive to others,which include paying attention to

explanations,questions,and opinions. He stated that,listening is the most fundamental of

all skills and so it should be the first skill to be developed.Similarly,Brown (2010) also

defines that listening is an interactive process involving a number of different

cognitive,psychomotor, and affective mechanisms. Gebhard (2008) states that listening

comprehension can be enhanced through activities and improved discussion involving

technology.In addition, he stated that,students seemed to be excited to receive concepts

when the strategy of teacher in teaching is innovated and not too traditional given that the

students of today are in the 21st century already.

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Gebhard (2008) states that we can provide the students with a variety of listening

activities.The following are some of the listening activities for EFL students as suggested

by Gebhard: (a) identifying linguistic feature, (b) a stress and rhythm listening activity,

(c) a minimal pair listening activity, (d) responding to request and commands, (e)

interacting a listener, (f) eavesdropping, and (g) comprehending extended speech.

Teachers should be familiar with some practical principles for designing listening

comprehension teaching technique. Brown (2010) summarizes some of the listening

teaching technique principles as elaborated in the following. First, in an interactive, four-

skills curriculum, teachers should not overlook the importance of techniques that

specifically develop listening comprehension competence.The second principle is that

teachers should use techniques that are intrinsically motivating. In order to appeal to the

students’ personal interest and goals, teachers should take into full account the

experiences, goals, and abilities of the students in designing lessons. The next principle is

utilizing authentic language and context to enable to see the relevance of classroom

activity to their long-term communicative goals. The fourth is carefully considering the

form of listeners’ responses to see whether or not their comprehension has been correct.

Another principle is encouraging the development of listening strategies because most

foreign language students are simply not aware of how to listen. The last principle in

designing listening technique is that teachers should include both bottom-up and top-

down listening techniques, because both of them can offer keys to determining the

meaning of spoken discourse.

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Conceptual Framework

INPUT THROUGHPUT OUTPUT

The Use of
Technology in
Education and its
Impact to teaching
English Listening
Validation of
skills as perceived by:
Questionnaires
1.) Students Proposed Action Plan
2.) Teachers Towards the
Improvement of
Teaching English
Impacts of
Listening Skills
Technology in
Through Proper Use
Teaching in terms of: Computation of
gathered data of Technology
through statistical
a.) Attentive treatment data
listening
b.) Appreciati
ve listening
c.) Critical
listening

THE IMPACT OF THE USE OF TECHNOLOGY

IN TEACHING ENGLISH LISTENING SKILLS
TO THE GRADE SEVEN STUDENTS OF
TINURIK NATIOMAL HIGH SCHOOL : A BASIS
FOR A PROPOSED ACTION PLAN
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Figure 1. Conceptual Paradigm of the Study

Figure 1 shows the use of technology in education and its impact to teaching

English listening skills. Furthermore, this aims to figure out the perceptions of the two

groups of respondents, its differences, and diagnose where the students learn most and

least in the acquisition of attentive, appreciative and critical English listening skills.

In the first box (input), were the students’ and the teachers’ perceptions on the use

of technology in education and its impact to teaching English listening skills taking into

consideration the acquisition of the attentive, appreciative, and the critical skills. Next to

it was the second box (throughput) where the way the researchers’ gathered, computed

and interpreted their data was described.

Finally on the last box (output), the action plan towards the improvement of

teaching English listening skills through the use of technology was proposed to aid in the

teaching-learning process.

Statement of the Problem

The primary purpose of this study was to determine the effects of the use of

technology in teaching listening. It will involvegrade seven students of Tinurik National

High School.
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Specifically, this study will seek answers to the following questions:

1.What are the impacts of the use of technology in teaching of English listening

skills to the teachers and the students themselves?

2.Is there a difference between the perceptions of the two groups of respondents

on impacts of the use of technology in education in the teaching of English

listening skills?

3. How does the use of technology in education in the teaching of English

listening skills affect the students’ learning in terms of:

3.1 attentive listening?

3.2 appreciative listening?

3.3 critical listening?

4. Is there a significant relationship between the impacts of the use of technology

in teaching English listening skills (SOP1) and the effects of technology in terms

of attentive, critical, and appreciative listening (SOP3)?

5. Based on the findings of the study, what action plan can be proposed to assure

positive impacts on the use of technology in education in the teaching of English

listening skills?

Hypotheses

The study worked on the null hypothesis:

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There is no difference between the perceptions of the two groups of respondents

on the impacts of the use of technology in education in the teaching of English listening

skills.

There is no significant relationship between the impacts of the use of technology

in teaching English listening skills and the effects of technology in terms of attentive,

critical and appreciative listening.

Scope and Limitation

The research paper will focus on the impacts of the use of technology in education

in the teaching of English listening skills limited to the grade seven students ofTinurik

National High School.

Significance of the Study

This study will create more and stronger awareness to all who are responsible for

the attainment of quality education on which technology in teaching listening is also

concerned. Specifically, the findings of this research are meritorious to the following:

Students.For them to realize, it would help them to be aware on the impacts of

technology in education and its contribution to their learning and acquisition of listening

skills.

Faculty members.The findings of this research will help the instructors and

professors to tailor their teaching approaches, methodologies, strategies and techniques to

suit the students they are handling.

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Curriculum planners.This could help them detect some of the strengths and

weaknesses of the current curriculumdesign.For such, the way to improvement and

rectification is paved leading to a quality of education that is improved based on detected

weaknesses.

School head.The result of this study would contribute to the development of the

quality of education in their schools by influencing teachers to cope with the innovative

way of instruction.

Teachers.It would open their eyes to the reality that the students learn better in

listening when instruction is integrated with proper and intelligent use of technology

especially if the topics are quite boring.

Parents.The improvement that the school head and the teacher would implement

as a result of this study would make their children more equipped, skilled, and

knowledge.

Future researchers.This study will give them valuable insights and information

which may be useful as baseline data and off-shoots to conduct similar research.

Definitions of terms

Attentive Listening.Is the most basic type of listening skill wherein the students

are able to attend to, find interest and listen to the sounds or speaker with focus.

Appreciative Listening.It is type of listening skill next to attentive wherein the

students are able to understand the things they have listened to and appreciate it

importance to them.
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Critical Listening.Is the most complicated type of listening skill since it involves

analysis, critical thinking and judgement.

School.It is an educational institution, private and public, undertaking educational

operation with specific age-group of pupils or students pursuing defined studies at

defined levels,receiving instruction from teachers, usually located in a building or a group

of buildings in a particular physical or cyber site.

Students.It refers to those who enrolled in and who regularly attend an

educational institution of secondary or higher level or a person engaged in formal study.

Teachers.They are the key-learning persons who are responsible for

supervising/facilitating the learning processes and activities of the students.

Teaching Listening.It refers to the teachers imparting knowledge and inculcating

to students the English listening skills like attentive, appreciative and critical.

Teaching Strategies.It refers to the organized, orderly, and logical procedure in

imparting knowledge and information among pupils or students.

Technology.It refers to the devices (e.g. Personal computers, CD-ROMS, on line

services, the World Wide Web, cassette tape, radio and other innovative technologies)

which serve as a tool and supplement in the enrichment and enhancement of teaching

process.
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CHAPTER II

Review of Literature

In this part of the study, presented are the literature and studies reviewed by the

researcher which were found to have similarities and differences with the study to be

conducted at present. The literatures were based on books and journals while studies were

from unpublished theses. All the readings made herein presented in their summarized

content.

A. Related Literature

Foreign Literature

English listening competence is a complex skill that needs conscious

development. It can be best developed with practice when students reflect on the process

of listening evaluation. Guiding students through the process of listening provides them

with the knowledge from which they can successfully complete a listening task: it also

motivates them and puts them in control of their learning (Vandegrift, 2012)

Listening is used far more than any other single language skill in normal daily

life. On average, people are expected to listen twice as much as they speak, four times

more than they read, and five times more than they write. This emphasizes that listening

is a reflex, a little like breathing because it seldom receives overt teaching attention in
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one’s native language which has marked the importance and complexity of listening with

understanding in non-native language (Murcia, 2007).

Listening involves more than simply hearing. It is an active process constructions,

retention, and reaction to meanings we assign to information. The importance of listening

is even clearer when people consider how they use it in their personal and professional

lives. It also helps people build and maintain relationships and can even help them

determine whether the persons they’re talking to is being deceitful. The final reason why

listening is important is that listening is directly connected to our ability to think about

and remember information. Effective listening is a skill that one develops throughout life.

No magic list of behavior can help an in effective listener become a listener expert

overnight. Furthermore, it is one of the primary ways in which people discover others,

enrich their relationships, and broaden their knowledge. Being a good listener involves

actively attending to and understanding the messages they hear. Active listening requires

a great idea of energy and sensitivity to other person but this skill can be learned. The

prominence of listening in students’ lives led Vinson and Johnson (2009) to coin the

phrase “lecture listening” which is the ability to listen to mentally process, and recall

lecture information (Pearson et al, 2009).

According to Richards (2008), teaching listening has attracted a great level of

interest in recent years that it did in the past. Now, university entrance exams, exit exams,

and other examinations often include a listening component acknowledging that listening

skills are a core component of second language proficiency, and also reflecting the

assumption that if listening isn’t tested, teachers won’t teach it.

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The student of Gellispie (2009) that students are learning but they are enjoying.

Technology has become one of the innovate ways of driving the interest of the students

effortlessly without even making them notice that they are already learning the lesson.

Technology is useful to teach listening because each type of technology provides

opportunities for students to explore their ranges of listening strategies. And it allows for

more emphasis on certain aspects, such as cross-cultural, interactional, critical, and

contextual dimensions of listening, to be developed. Technology also makes learning

process of listening more entertaining.

According to John Flowerdew (2009),technology also makes the teaching and

learning process interesting. Thus, making students motivated in acquiring and

discovering knowledge.

A second frequently cited rationale for introducing technology was to stimulate

motivation and self-esteem. Through either personal experience or a review of the

literature, many innovators perceived the dramatic effects that technology can have on

students’ interest in class activities and their sense of their own capabilities.

While these benefits are perceived as occurring across the board, our case study

sites, most of whom serve student bodies coming predominantly from low-SES homes,

felt that these benefits would be particularly important for their students. In association

with Cole (2014) that the infusion of technology will help students acquire easily the

different skills they need to survive in a complex and highly technological knowledge-

based classroom.
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Dale (2008) also mentioned that a picture on the screen, music playing as students

enter the classroom and others which include the use of technology all serve to get the

students’ attention and make them highly interested to obtain information.

Although students found PowerPoint entertaining, Szabo and Hasting (2010)

noted aptly that “challenge in the new millennium is not to entertain students but to

improve or to facilitate learning. Such an important will come easily if Parker (2009) is to

be believed. He contended that presenters are concentrating more on “formatting slides –

because it’s more fun to do than concentrate on what they’re going to say”. A major

challenge facing educators will be to convert generally positive disposition of students to

PowerPoint into significant better learning and performance.

Local Literature

Many teachers at case study school like AMA and STI cited a belief that

computer-based technologies could provide support for thinking processes.

Many respondents stressed opportunities that technology provides for acquiring

problem-solving skills – either through instructional software designed to teach problem

solving (including open-ended exploratory software such as LOGO) or through the many

requirements for solving problem that naturally emerge when one is trying to use

computer tools to accomplish a task (e.g., the selection of appropriate software, figuring

out what to do when the system doesn’t behave as you expect it to).
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Some described supports that technology can provide for acquiring complex

concepts, for example by graphically representing abstract concepts such as acceleration,

or by providing scaffolding for thinking, such as the cognitive prompts embedded in

CSILE (Computer-Supported Intentional Learning Environments).

Good listening is an integral part of the speech communication process. It is a

hard lesson to learn. To really hear someone’s speaking, one has to turn himself off, to

look at the person who is talking and to concentrate on what is being said while it is the

speaker’s obligation to make message meaningful and stimulating, it is the receivers

equal task to understand, evaluate and, and respond appropriately to the message. As

listener, one must play his part in order to the completion of the speech communication

process. Failure to perform the listener’s role will cause a breakdown in the process

(Manalo and Fermin, 2006).

In the site NCLRC Paleo (2007)states that by raising students’ responsiveness of

listening as a skill that requires active engagement, it will help the development of

students in handling communication.

B. Related Studies

Foreign Studies

Based on the study of Goh (2008) entitled “Metacognitive Instruction for

Secondary Language Listening Development: Theory, Practice and Research

Implication”, listening has been part of language but many second language listening

scholars have asserted that it should be taught in a more theoretically-informed manner in

classroom. He also mentioned (cite from Brown 200) listening instruction was influenced
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by reading and writing pedagogy. Nevertheless, this began to change with

Communicative Language Teaching Methodology, which emphasized the need to teach

listening for effective oral communication. There were three concepts to inform listening

instruction: (1) difference between spoken and written language, (2) various dimensions

of authenticity, and (3) the contextualization of instructional tasks and language. The

positive impacts of these three continues up to this day.

From the study ofGuo and Wills (2006) entitled “an Investigation of Factors

Influencing English Listening Comprehension and Possible Measures for Improvement”,

listening is the ability to identify and understand what others are saying. The process

involves understanding the speaker’s accent and pronunciation, grammar and vocabulary,

and comprehensive of meaning.

In the study by Szabo and Hastings (2010), over 90% of students said that

PowerPoint “is more attention capturing than the traditional method of learning”, and

85% found “PowerPoint lectures are more interesting than traditional lectures”. They

conclude that PowerPoint lectures, at least in some circumstances, mainly add to the

entertainment rather to than to the education of the students. Apart from possible benefits

on real no significant advantages to PowerPoint were found students like PowerPoint as a

lecturing method. Their preferences for PowerPoint lectures, in contrast to their beliefs

are not accompanied by better academic performance.

Technology may at first entered to the language classroom in the form of

language laboratory. Institutions hastened to dedicate rooms to the installation of multiple

tape-desk-equipped booths where students gathered to listen to native speakers modelling

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the drills of current day’s lesson. According to Levis & Pickering (2011), the application

of the speech visualization technology to language learning environment dates back to

1960’s. Modern language instruction relies more and more on the use of technology in

order to convey ideas and messages with the help of images, symbols, and sounds.

In James Whiting and Stuart Granoff (2010), in the research named “The Effects

of Multimedia Input on Comprehension of a Short Story quoted: “Vander plank (2009),

in a review of research on multimedia in the second-language classroom setting, accepts

that new technologies can have a general benefit on comprehension, but is concerned

with the challenges and choices facing teachers who want to fully exploit digital

technology in language classroom and laboratory”.

Listening comprehension is now generally acknowledged as an important facet of

language learning; nevertheless, much work remains to be done in both theory and

practice (Morley, 2011). Recent advances in computer technology allow the delivery of

digital video and audio in the same interface as written text. Although listening is now

well organized as critical dimension of language learning, it still remains one of the least

understood processes.

Arguments for listening comprehension began to be voiced in the mid-2008 by

Rivers who has been “long an advocate for listening comprehension” (Orley, 2009). In

2010, Noboku Osada from Waseda University in a listening comprehension research

mentioned. According to Morley (2008), during the late 2000, special attention to

listening was incorporated into new instructional frameworks. Many multimedia experts
 25

believe that using multimedia technologies in language setting has a great advantages

(Timucin, 2010)

According to Field (2008), our understanding of the conversation might be

considerably assisted by facial expressions and visual cues. Most elements are affected

on improving listening comprehension as; using video files, audio files, computer

applications, etc. While the other three language skills receive direct instructional

attention, teachers often expect students to develop their listening skill by osmosis and

without help (Mendelssohn, 2012; Oxford, 2009)

Audio tales and stories are effective listening materials for children to develop

listening comprehension and literacy both in their first and foreign language (Dickinson,

2010; Elley, 2010; Isabel 2009; Penno, Wilkinson & Moore, 2011; Raines & Isbell, 2007,

Richards & Anderson, 2008; Zevenbergenn & Whiteburst, 2011). James Whiting and

Stuart Granoff from Plymouth State University quoted: “Herron, York, Corrie, and Cole

2009) compared two foreign-language classes: one that used a packaged curriculum with

video component as its primary means of teaching new material, and a enrichment”.

Vander Plank (2009), in a review of research on multimedia in the second-

language classroom setting, accepts that new technologies can have a general benefit on

comprehension, but is concerned with the challenges and choices facing teachers who

want to fully exploit digital technology in language classroom and laboratory. If we want

to check the approaches of listening comprehension we can mention Paul Brett (2009) im

a statement which said “the new pedagogical approach to the improving listening

comprehension (e.g. Underwood, 2008; Rost. 2008; Anderson & Lynch, 2009) that holds
 26

that the learners are interested in the development of listening by audio and video

authentic materials.”

Local Studies

The study of Lapus entitled “Developing Secondary Students’ listening

comprehension skills in English as Second Language through Interactive Story Reading”,

emphasized that language curriculum continues to be much more likely on reading and

writing than on listening and speaking. The words ignored and neglected frequently

appear in the literature on listening. In spite of its importance in children’s language

development and cognitive learning, and the amount of time students spend listening

while inside the classroom. Even though listening is a frequent activity in school, it is

seldom taught. Teachers often express frustration with the students’ lack of listening

skills but most of them find it hard to fit listening instruction.

For the same study of Lapus, Jalongo (2008) mentioned that it could be the

teachers who do not have the adequate preparation for teaching listening skills to

children even if they may recognize the value of listening.

Studies of motivation and the use of multimedia or interactive video have demonstrated

positive effects (Pineda, 2010; Roxas, 2009). In 2008, Atienza claims the presence of

visual support would allow listeners to make more valid inferences, and this could lead to

improved listening performance.

In the area of relations between listener and native speaker on listening

comprehension we can attend to Listening Education Book (Editor Jennilou Gomez,

Johannes Trinidad and Lawrence Policarpio, 2012) which mentioned Lintan (2007) and
 27

Lejano (2009) agreed that if listeners have the opportunity to anticipate and see the

speakers of the conversation and their relationship before listening, this preview could

allow listeners to make more accurate initial hypotheses about speakers’ roles and the

context of the speaking situation. It also mentioned that according to Mendoza (2010),

our understanding of the conversation might be considerably assisted by facial

expressions and visual cues.

Mike Garcia (2010) said that lapel can help teachers maintain mobility while

ensuring the students throughout the room can hear him as he moves around. But hearing

does not mean merely listening. Lapel and microphones are suggested only if there is a

large number of audience or students. As such, when it is used without considering the

number of students, it may weaken the teaching process. Students prefer to listen to a

teacher with his real voice aloud than to listen to a teacher with lapel maximizing his

voice (Santos, 2008).

Music has positive effects on people’s emotions and creativity. When we sing

together, we synchronize our breathing and feel more connected.

According to Castillo (2009), music is also effective, almost magical medium for

learning and retaining information, it activated three different centers of the brain at the

same time. By inducing emotions, it also creates a heightened condition of awareness and

mental activity. Words paired with music are far easier to return.

Moreover, Asante (2008) said that students would rather prefer other literary

material instead of having poem even when infused with innovative techniques for they

believed that it is hard to interpret and appreciate especially when it has underlying
 28

meaning and images. Students were pre-occupied with the thought that poems are hard to

understand.

Previous studies have suggested that the unique features of movie provide a

powerful teaching device (De Chavez, 2008).“Film reviewers have the ability to actively

participate in the image to which they are being exposed”, (Medina, Gregorio, and

Santos, 2010).

The same study made by De Vera (2008), listening is used in several ways, each

with its own implications. First, listening may pertain to be able to hear or being able to

recognize or discriminate different sounds, or being able to repeat or distinguish changes

in rhythmic patterns and pitch. The second dimension is the comprehension which is the

focus of the study. Listening comprehension has many parallels with reading

comprehension and generally focuses on the same principles, processes and skills in

teaching it. Listeners also need, as in reading, to have a prior understanding into which

they can fir in into coming material. Listeners and readers use both prior knowledge or

experience, and text information to construct meaning.

Synthesis

The abovementioned different literature review were considered significant to the

study because these made the researcher understand better the most fundamental concepts

studied in the research.

The reviewed study dealt with similar concerns on the impacts of technology in

education in the teaching of English listening skills.

 29

The studies of Vandegrift, 2012; Murcia, 2007; Vinson and Johnson, 2009;

Pearson et al, 2009; Richards, 2008; Gellispie, 2009; John Flowerdew, 2009; Cole, 2014 ;

Dale, 2008 ; Szabo and Hastings, 2010 ; Larus and Jalongo, 2007; Means and Olson,

2010, Timucin, 2009; Underwood, 2011, Rost, 2008; Anderson and Lynch, 2007; Paul

Barret, 2009; Chapoux, 2012; Mike Floyd, 2011; Jerger, 2009; Memannis, 2011; Jahan,

2010; and Kane and Lee, 2008 were considered very relevant to the present study for they

had given the researcher the most important concepts related to the study. The reviewed

studies provide meaningful discussion of the effects of technology in teaching listening.

However, studies of Peter Ward, 2008; Chris Cope, 2010, Quiang, 2011, and

Gough and Wendum, 2013, opposes these assetions.

Local writers like Garcia, 2009; De Vera, 2008; Medina, Gregorio, and Santos,

2010; Asante, 2008; Castillo, 2009; De Chavez, 2009; Jennilou Gomez, Johannes

Trinidad and Lawrence Policarpio, 2012; Lapus, Jalongo, 2008; Pineda, 2010; Roxas,

2009; Lintan, 2007; Lejan0, 2009; Mendoza, 2010 have also influenced the researcher;s

mind in understanding the concept this research.

Finally the researchers find valuable insights from the related studies and

reviewed literature mentioned in this chapter which served as the foundation of the

present study since it also attempts to determine the impacts of the use of technology in

education in the teaching of English listening skills to the students.

 30

CHAPTER III

RESEARCH METHOD

This chapter discusses the method of research used, the respondents of the study,

the instrument to be utilized and investigation, data-gathering procedure adopted, and the

statistical treatments to be applied in the study.

Research Design

The researcher utilized the descriptive method of research. This method is

characterized briefly as fact finding with adequate information. It is something beyond

just data gathering. Facts obtained may be accurate expression of central tendency of

duration, or of correlation, but the report is not research unless discussion of these data is

carried up into the level of adequate interpretation. Data must be subjected to the thinking

process in terms of ordered reasoning. (Manese, Ubado 2008)

The researcher deemed it proper to use the descriptive method because the study

was concerned with the description of the possible impacts on the use of technology in
 31

education to the teaching of English listening skills to the selected Grade Seven students

of Tinurik National high School with the use of questionnaire.

Respondents of the Study

To yield reliable and accurate results, the researchers chose the two hundred

twenty-five (225) students who are enrolled in Tinurik National High School for the

academic year 2016-2017.

Respondents of the Study

No. Of Students

Initiative 46

Gratefulness 44

Compassion 45

Dependability 46

Wisdom 44

Table 1. Table of Respondents of the Study

Table one above shows the two hundred twenty-five (225) Grade Seven students

who were composed of forty-six (46) students from section Initiative, forty-four (44)

students from section Gratefulness, forty-five (45) students from Section Compassion,

forty-six (46) from Section Dependability, and forty-four (44) students from Section

Wisdom. They were chosen as respondents for a reason that they are the ones in the
 32

starting point of secondary and at this early, they should be the ones to be equipped with

different listening skills so as they can apply it through the coming years. So certainly,

they will provide the most appropriate and reliable response in the study.

Locale of the Study

The study will be conducted in Tinurik National High School located at Brgy.

Tinurik, Tanauan City, Batangas where the researcher is currently employed as a Grade

seven English teacher. The map where the study is to be conducted is shown on the next

page.

Map of the Locale of the Study

 33

LEGEND: - represents the location of the chosen school, Tinurik

National High School

Figure 2. Map of Tanauan City where Brgy, Tinurik is located.

Research Instrument
 34

In order to elicit the information needed in this study, the present researcherwill

utilize self-constructed questionnaire.

The questionnaire has two (2) parts. Part one (1) is about the students’/teachers’

perception on the impacts of the use technology in education in the teaching of English

listening skills. The respondents were to determine perceptions through the use of rating

scale 1- 5 wherein 5 stands for Strongly Agree, 4 stands for Agree, 3 for Moderately

Agree, 2 stands for Disagree, and 1 stands for Strongly Disagree.

On the other hand, Part 2 was about the types of listening skills namely; Attentive

Listening, Appreciative Listening, and Critical Listening. The respondents were to

determine the perceptions through the use of rating scale 1- 5 wherein 5 stands for

Strongly Agree, 4 stands for Agree, 3 for Moderately Agree, 2 stands for Disagree, and 1

stands for Strongly Disagree.

Below is the table that determines the effects of technology in teaching listening

to respondents.

Table 2. Range to Interpret the Effects of Technology in Teaching Listening

 35

Option Range Verbal Interpretation

5 4.5-5.0 Strongly Agree

4 3.6-4.4 Agree

3 2.7-3.5 Moderately Agree

2 1.8-2.6 Disagree

1 1.0-1.7 Strongly Disagree

Table two shows the equivalent weights of each scale the respondents are going to

choose.

Validity of the Questionnaire

Before each item was included in the instrument, it was carefully analyzed and

validated in the context of its appropriateness to the specific questions in the statement of

the problem. In analyzing and improving the research instrument, the researcher had her

questionnaire validated and checked first by her thesis adviser and later asked another

there experts in the field for further improvement and corrections. Thus, the validity of

the different items as to construction and purpose was established.

Reliability of the Questionnaire

To establish the reliability of the instrument, the test-re-test method will be used

wherein the Grade seven students and English teachers from another school will be the

respondents. To determine the degree of reliability, the weighted average of the response

of the Grade seven students and English teachers of another school will also be
 36

computed. The results of the test and re-test will be analyzed and treated statistically to

disclose the significant errors that may require further minor revisions of the instrument.

Data Gathering Procedure

As soon as the panel of examiners approved the proposal and questionnaire of this

study, the researcher will send letter to the principal of the chosen school for permission

to conduct the study. The set of questionnaires will be explained and distributed to target

respondents and will be interpreted soon after.

In the attempt to get the precise answers to the problems posted, the following

codes and descriptive interpretations were used as the bases in the interpretation and

analysis made.

Statistical Treatment of Data

The author created the questionnaire and planned on the distribution of the

questionnaires to the respondents of the study to gather and evaluate the questions posted

on the statement of the problem. This is done for efficiency and clarity of the data

gathered.

In order to get the defined answers and interpretation to the problems framed, the

following tools were used.

1. Percentages and Rank. It is used to determine the most and least descriptor

through ranking the weighted mean.

Formula:
 37

𝒃𝟎
P% = 𝒙 𝟏𝟎𝟎
𝒃𝟏

Where:

P = represents the number of parts of 100

b0 = represents the base used for comparison

b1 = represents the given data

2. T-test

T= X1-X2

S12+ S22

n1 n2

Where:

t-t-test

X1-mean of first samples

X2- mean of second samples

S1- standard deviation of first samples

S2- standard of deviation of second samples

n1- number of cases of first sample

n2- number of cases of second samples

3. Weighted Mean. It was used to determine the most and the least descriptor on the

perceptions to the impacts of the use of technology in teaching English listening

skills.

4. ANOVA or F-Test
 38

𝑴𝑺 𝒃𝒆𝒕𝒘𝒆𝒆𝒏
F – ratio =
𝑴𝑺 𝒘𝒊𝒕𝒉𝒊𝒏

Where:

F- ratio = the ANOVA

MS = mean squares between

MS = mean squares within

 39

BIBLIOGRAPHY

BIBLIOGRAPHY
 40

A. Books

Abalos, Ceasariano. Teaching Listening. Quezon City R.p. Garcia Pub., Co., 2007.

Andaya, Janeya. Improving Teaching Macro Skills. : The leaser Match Concept. 2009

Aquino, Gaudencio. Administrator’s Theory and Practice. Quezon City: Rex Printing

Co., Inc.,2002.

Brown, H. D. Principles of Language and Teaching (4th ed.) White Plains, NY: Addsion

Wesley Longman (2007)

Celso, Richard. Behavior and Organization of Students Learning in the Macro Skills.

Illinios:2004.

D’sauza, Anthony. Making a Vital Difference. Singapore:Haggani Pub., 2002.

De leon, John. Organizational Dynamics. 2002

Douglas. Harl R. Modern Administration of Secondary School. New York: Blaisdoll

Pub., Co.,2003

Drucker peter. The Effective Executive. New York : Hamper and Row. 2001.

Fiedler, Fred, et. Al. Imorving Leadership Effectiveness the leader match concept. New

York : John wiley and sons. 2001.

Greenfoeld, Bernard. Today’s Leadership practices. Newton;s Pub., 2001

Gregorio, Herman C. Principles and methods of teaching. Quezon City: R.P Garcia Pub.,

Hpuse 2002.
 41

Johnson Allan. Strategies fo effective teaching. Prentice pub., 2001

Moners, Bernard. Improving leadership effective teaching. New York : Reinfold Printing

press 2003.

Ornstein, Alla C. Strategies for effective teaching. Illinois: Richard O. Irwin Inc., 2002.

Peralta, Arnold M. “Every Child a Listener” (Bring Back The Habit of Active Listening):

The Philippine Journal of Education. Vol. LXXXIV, No.4, September , 2005.

Ricardel, Charles. High Performance Leadership for Productivity.2003.

Stoghill, Ralph M. handbook of leadership. New York : Macmillan Pub., Co.,2002.

B. Journals

Adriatico, Julita A “10 Tips in making A school Administrator’s Life Successful and

Enjoyable”. The Modern Teacher. Vol. XLIX, No.5, October 2002.

Alcaide, Felisa P. “Human Relations Practices of Schools Administrators’s Life

Successful in Pozorrubio

District I and II, Pangasinan’ The Modern Teacher. Vol.XI, No.3 August 2002.

Black, Rolf K. “The Roles of Principals in Leading Analysis of Variation in Leadership

of Urban High School”. Journal of Education Research. 2002.

Casareno, Alejandra B. “ The Principal-Teachers Relationship’. The Modern Teacher.

Vol.XXL, No. 8,2004.

Castillo, Ericson. “Changing Teaching Takes More Thatn a One-Shot Workshop’.

 42

Educational Leadership Journal. 2001.

Castro, Bellainada S. “ Portrait of a Modern Administrator’. “The Modern Teacher in

Teaching Listening and Speaking. Vol. XLIX, No. 5.,October 2001

Duque, Rodrigo B. “Teaching Listening for the twenty first century’. The Modern teacher

in Teaching Macro SkillsVol.XLVLL, No.7. December 2003.

Henchiger, R. “Leadership for the twenty-First century’. The Modern Teacher in English.

2001.

C. Unpublished Materials

Ancheta, Arlene. “ Teaching skills for the Acquisition of Listening Skills 2003.

Asinas. Gozalero Vilma. “Problems of Discipline Encountered by Poor Listening in the

Private and Public Elementary School Adninistrators I the Division of Lipa City:

Implications to Administrative and Supervisory Function’. Unpublished Master’s Thesis.

Lipa Ciy 2003.

Blesney, J “ The Relationship Between the Leadership Behavior of elementary School

Principals/Head Teachers’. Unpublished Master’s Thesis, University of San Carlos City

2004.

Crisologo, Teresita B. “The Relationship Between the Perception of the Teacher and

Students in the Acquisition of Macro Skills’. Unpublished Master’s Thesis. University of

San Carlos City 2001.

 43

De Leon, Ma. Ceilita B. “Coping Mechanism of National Secondary School Principals,

School Heads Relative to Solving Problems in Poor Listening and Retention of Students’.

Unpublished Master’s Thesis. Tanauan City 2001.

Estreal, Rosabel.”The Perceived Educational Teaching Practice of Elementary School

Principal of Leyte’. Unpublished Master’s Thesis. Divine Word College, Tacloban 2003.

Ewing,R.J. “A Study of Learning Style and Effectiveness in the Independent Schools of

the Greater Washington, Metropolitan area’. Dissertation abstract International, 2002.

Flors , Arlene G. “Level of performance of pupils in public Elementary Schools in Area

III, Division of Batangas as reflected in Classroom Management Style of teachers,

Leadership Behavior of school heads an parents involvement’. Unpublished Master’s

Thesis. Tanauan Institute. Tanuan City, March 2000.

Goodman, Brayle. “Leadership Quality of School Heads Relationship to Code of ethics

of public school’. Unpublished Master’s Thesis, Manila, Philippine Christian University,

2005.

Liphan, Felisa “ Teaching Strategies in Listening and Reading in Pozzorubio District 1

and 11 in Pangasinan’. Unpublished Master’s Thesis, University of San Carlo 2003.

Manaid, Enrico o. “Academic and administrative Leadership skills of school managers:

Its implication to effective School Management’. Unpublished Master’s Thesis. 2001.

Mendoza, Marl “Educational Skills of Secondary English Teachers ’. Unpublished

Master’s thesis 2003.

 44

Sergiovanni, Sam. “Administrative Leadership skills of Teachers in Teaching English

Skills: Its Implication to Effective Acquisition of Listening Skills. Unpublished Master’s

Thesis 2001.
 45

APPENDICES

Appendix A

Letter of Request

Republic of the Philippines

 46

Region IV-A (CALABARZON)

Division of Tanauan City

Merlita M. Trinidad
Principal 1
Tinurik National High School

Dear Madam:

Greetings of peace!

The undersigned is presently conducting a research entitled, “The Impact of the

Use of Technology in Teaching English Listening Skills to the Grade Seven students of
Tinurik National High School : A Basis for a Proposed Action Plan”. This is as part of
the fulfillment for the requirement of Master of Arts in Education, Major in Educational
Administration and Supervision.

In this regard, I would like to humbly seek permission from your good office so I
may start to conduct this research in your respective school.

Rest assured that the information that will be gathered will be used solely for the
completion of this study and will be treated with confidentiality.

Thank you and God bless!

Very truly yours,

__________________
Kathleen D Landicho
Researcher

Recommending Approval:

__________________________
Nelia P. Mananguit, Ed.D.
Thesis Adviser
Appendix B

Letters to Research Instrument Validators

Department of Education
Region IV-A CALABARZON
 47

Division of Tanauan City

Tanauan City, Batangas

Dear Sir/Madam:

I am a Master Student at Tanauan Institute, Inc., taking up Master of Arts in

Education Major in Educational Administration and Supervision. Presently, I am working
on my thesis writing entitled: “The Impact of the Use of Technology in Education in
the Teaching of English Listening Skills to the Grade Seven Students of Tinurik
National High School, S.Y. 2016-2017: A Basis for a Proposed Action Plan. ”

In view thereof, may I courteously request your expertise in analysing and

validating the survey questionnaire that will be used in pursuing my study. Your
comments and suggestions will be highly appreciated for the betterment of the
instrument.

Thank you very much for your most favourable consideration and preferential
attention.

Very truly yours,

LANDICHO, KATHLEEN D.

Validated:

ANALEE N. ROSITA, Ed.D.

College Professor
Tanauan Institute, Inc.,

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Tanauan City
Tanauan City, Batangas
 48

Dear Sir/Madam:

I am a Master Student at Tanauan Institute, Inc., taking up Master of Arts in

Education Major in Educational Administration and Supervision. Presently, I am working
on my thesis writing entitled: “The Impact of the Use of Technology in Education in
the Teaching of English Listening Skills to the Grade Seven Students of Tinurik
National High School, S.Y. 2016-2017: A Basis for a Proposed Action Plan. ”

In view thereof, may I courteously request your expertise in analysing and

validating the survey questionnaire that will be used in pursuing my study. Your
comments and suggestions will be highly appreciated for the betterment of the
instrument.

Thank you very much for your most favourable consideration and preferential
attention.

Very truly yours,

LANDICHO, KATHLEEN D.

Validated:

GUILLERMA BILOG, Ed.D.

College Professor
Tanauan Institute, Inc.,

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Tanauan City
Tanauan City, Batangas
 49

Dear Sir/Madam:

I am a Master Student at Tanauan Institute, Inc., taking up Master of Arts in

Education Major in Educational Administration and Supervision. Presently, I am working
on my thesis writing entitled: “The Impact of the Use of Technology in Education in
the Teaching of English Listening Skills to the Grade Seven Students of Tinurik
National High School, S.Y. 2016-2017: A Basis for a Proposed Action Plan. ”

In view thereof, may I courteously request your expertise in analysing and

validating the survey questionnaire that will be used in pursuing my study. Your
comments and suggestions will be highly appreciated for the betterment of the
instrument.

Thank you very much for your most favourable consideration and preferential
attention.

Very truly yours,

LANDICHO, KATHLEEN D.

Validated:

NATALIO A. MERCADO, Ph.D.

Dean, College Department
Tanauan Institute, Inc.,

Appendix C

Questionnaire

NAME (optional) : _____________________________ DATE: ___________

 50

YEAR & SECTION: ___________________________

General Directions: Below are the possible effects of the use of technology in

teaching listening. Using the scale, check the number that best corresponds to your

answer. Please answer with your utmost honesty. Rest assured that all gathered

information will be treated confidentially.

5 – Strongly Agree

4 –Agree

3 – Moderately Agree

2 – Disagree

1 – Strongly Disagree

PART I: INDICATORS

5 4 3 2 1

When technology is utilized in teaching listening…

1. I become attentive to learn new concepts.

2. I understand the lesson easier.

3. I become more participative in class discussion.

4. I learn while having fun.

5. I become interactive in group activities.

6. I become receptive to the discussion.

7. I appreciate more the lesson.

 51

8. I am motivated to learn.

9. I find it easy to visualize the underlying principles

of the topic.

10. I am able to enhance easily my listening ability.

PART II:

A. Attentive Listening INDICATORS

5 4 3 2 1

My discriminative/comprehensive listening is

enhanced when…

1. the teacher uses power point presentation in

presenting the lesson.

2. the teacher utilizes pictures while delivering short

stories.

3. the teacher teaches us appropriate

pronunciation/stress/proper pauses and intonation

through listening to audio clips.

4. the teacher incorporates in his/her teaching news

report played on the radio.

5. I am asked to jot down key words and important

details from a video clip.

 52

6. the teacher is using lapel in classroom to maximize

his/her voice

7. I am asked to summarize a story listened from an

audio-tape.

8. the teacher uses music as spring board in his/her

lesson

9. the teacher incorporates social media in the

discussion of lesson

10. I am asked to correct grammar from a recorded

dialogue/interview

B. Appreciative Listening INDICATORS

5 4 3 2 1

My appreciative listening is enhanced when…

1. The teacher plays music in conducting

games/activities.

2. The teacher uses songs as part of the lesson.

3. The teacher asks me to interpret the meaning of

songs after listening to a music player.

4. The poem is correctly delivered by a recording

device.

5. I am asked to view old- films on

 53

desktops/TV/projectors.

6. The teacher incorporates sound effects ( e.g. sound

of nature, wind blowing, telephone ringring, etc.)

while telling us a story.

7. The teacher gives us the chance to hear other

musical instruments ( e.g. saxophone, violin, harp,

trumpet, etc.) that are not readily available in the

classrooms.

8. The teacher asks us to reflect on the emotional

story discussed while music is played.

9. The teacher lets the students pass some of their

outputs through posting it on Social Media

websites.

10. The teacher asks the students to shoot/videotape a

relevant play/commercial relative to the topic

C. Critical Listening

My analytic/evaluate listening is enhanced when I am

to…

1. determine the emotions portrayed by the

characters in an audio clip.

2. write a reaction paper after watching a movie.

3. make judgements about an audio-tape oral

 54

dialogue made by my classmates.

4. identify the main idea/s in a recorded

material/s.

5. provide objective feedback on the news

heard/watched on radio/TV.

6. identify the speaker’s purpose in a speech

delivered in an audio player.

7. supply appropriate word/phrases to a recorded

passage heard wherein selected words/phrases

have been omitted.

8. determine cause and effect by looking on

presented scenic/situational pictures alone

9. summarize what I have learned through

making graphic organizer

10. answer online exercises to further enhance my

knowledge of the topic.

Appendix D

This is to certify that the following people had validated the questionnaires to be

used in gathering the necessary data to finish this study.

 55

___________________________________________

ANALEE N. ROSITA, Ed. D.

______________________________________

GUILLERMA BILOG, Ed. D.

______________________________________

NATALIO A. MERCADO, Ph. D.

______________________________________

NELIA P. MANANGUIT, Ph. D.

Curriculum Vitae

Landicho, Kathleen D.
#029 Brgy.Mabini, Tanauan City, Batangas
Contact number: 0909-890-5728
 56

Email: kathlandicho55@gmail.com

Personal Details

Nickname : Kath
Birthdate : March 30, 1994
Age : 23
Gender : Female
Civil status : Single
Nationality : Filipino
Height : 5’3”
Weight : 55 kgs.
Father’s Name : Hilario R. Landicho
Mother’s Name : FortunataLandicho (deceased)
Language Spoken : English and Filipino
Educational Attainment
Graduate Studies Tanauan Institute, Inc.
Master of Arts in Education Major in
Educational Management and Supervision
Tanauan City, Batangas
2015-present
Tertiary First Asia Institute of Technology and
Humanities
Bachelor of Secondary Education Major in
English
2 President Laurel Highway, Tanauan City,
Batangas
2010-2014
Secondary Tinurik National High School
Tinurik, Tanauan City, Batangas
2006-2010
Elementary Dr. Alcantara Elementary School
Mabini, Tanauan City, Batangas
2000-2006

LANDICHO, KATHLEEN D.
Chapter IV

Results and Discussions

This chapter presents the analysis and interpretation of the data gathered from respondents
through questionnaires. Data presented and analyzed include the respondents’ and the teachers’
perceptions on the impacts of the use of technology in education to the teaching of English
 57

listening skills, the difference in the perceptions between the two groups of respondents, and the
impact of the use of technology to students in learning skills like the attentive, appreciative, and
critical listening.

1. The impacts on the use oftechnology in education in the teachingof English

listening skills as perceived.by the studentsand teachers themselves.

The first object of the study is to seek the perception of the students and teachers on the
use of technology in education and its impact to teaching listening.

Table 2 shows the students’ perception on the effects of technology in teaching listening.

It can be noted that when technology is integrated into teaching listening students reveal interest
in class discussion making them learn while having fun, as ranked first out of ten descriptors,
with the mean of 3.34and a verbal interpretation of Strong Agree. This means that when the topic
is made enjoyable through the utilization of technology, they tend to be learning.
 58

This was supported by Gellispie (2009) stating that students are learning but they do not
realize that they are already learning because they are enjoying. Technology has become one of
the innovative ways of driving the interest of the students effortlessly without even making them
notice that they are already learning the lessons.

It can also be noted that students become motivated whenever the teacher gives a touch of
technology to a listening activity, ranked second out of ten descriptors with the mean of 3.26 and
the verbal interpretation of strongly agree.

According to John Flowerdew (2009), technology also makes the teaching and learning
process interesting. Thus, making students motivated in acquiring and discovering knowledge.

On the other hand it can be noted that students do not become receptive to the discussion as it
was ranked least among the ten descriptors, with the mean 2.96and the verbal interpretation of
agreeand find it difficult to visualize the underlying principles of the topic even when technology
is utilized in teaching listening as ranked second to the least with a mean of 2.98and a verbal
interpretation of agree.

This was opposed by Peter Ward (2006) and Chris Cope (2006) stating that the use of technology
in classroom leads to learning outcomes which involved deeper understanding of concepts.
Technology enhances learning through encouraging and simplifying the seeking and grasping of
the underlying meaning of the content being taught.

Table 3. Teachers’ Perception on the Impacts of the use of Technology in Education to the
Teaching of English Listening Skills

Table 3 shows that teachers’perception on the impacts of the use of technology in teaching
English listening skills.

It can be noted that teachers perceived their students as becoming attentive to learn new
concepts, learning while having fun and being able to enhance easily their listening ability when
their teaching involves technology sharing the same ranking of second out of ten descriptors with
the mean of 3.50 and a verbal interpretation of strongly agree.
 59

This was supported by Cole (2004) that the infusion of technology will help students acquire
easily the different skills they need to survive in a complex and highly technology knowledge-
based classroom. Dale (2006) also mentioned that a picture on the screen, music playing as
students enter the classroom and others which include the use of technology all serve to get the
students’ attention and make them highly interested to obtain information.

However, it can be noted that teachers perceived their students to be inactive during group
activities despite the involvement of technology into instruction as ranked least among ten
descriptors with a mean of 2.50 and a verbal interpretation of disagree.

But, Qiang (2006) refuted this idea. According to him, another effect of technology is an
increased inclination of the part of the students to work cooperatively and interactively in class. It
is through technology that the students are becoming more participative because of the impact
that technology has brought to them. Students tend to feel motivated and so making them
interactive in activities.