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INFORMATION AND COMMUNICATION TECHNOLOGY-BASED RESOURCE KIT IN TEACHING POETRY

RONALD CANDY S. LASATEN

Submitted to the Faculty of the Graduate School Mariano Marcos State University In Partial Fulfillment of the Requirements for the Degree

DOCTOR OF PHILOSOPHY (Linguistics)

March 2012

APPROVAL SHEET

This dissertation attached hereto, INFORMATION AND COMMUNICATION TECHNOLOGY-BASED RESOURCE KIT IN TEACHING POETRY, prepared and submitted by RONALD CANDY S. LASATEN, in partial fulfillment of the requirements for the degree Doctor of Philosophy (Linguistics), is hereby accepted.

MARLINA L. LINO, Ph. D. Chair, Advisory Committee

NELIE S. SALVADOR, Ph. D. Member, Advisory Committee

JOSELITO L. LOLINCO, Ed. D. Member, Advisory Committee

SHIRLEY B. MINA, Ed. D. Member, Advisory Committee

AIDA A. CUANANG, Ph. D. Reader-critic

Accepted in partial fulfillment of the requirements for the degree Doctor of Philosophy in Linguistics.

CARMELO J. ESTEBAN, Ph. D. Dean, Graduate School

____________________________ Date Signed

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ACKNOWLEDGMENTS

The researcher is indebted to many people for their loving kindness and wisdom in the completion of this study. He extends his heartfelt gratitude to: Dr. Marlina L. Lino, chair of his advisory committee, and Dr. Ritha B. Reyes, former chair of his advisory committee, for their scholarly advice and patience in guiding the researcher through the completion of this study; Dr. Nelie S. Salvador, Dr. Joselito L. Lolinco and Dr. Shirley B. Mina, the members of his advisory committee, for unselfishly sharing their time and expertise toward the improvement of the study; Dr. Aida A. Cuanang, the researchers reader-critic and editor, for patiently critiquing, editing and refining the manuscript; Dr. Jurlita U. Basuel, Dr. Eduardo M. Bolaos and Dr. Antonio M. Asuncion, the panel of literature experts, and Prof. Reynold P. Villacillo, Prof. Amelia T. Buan and Prof. Jasper Vincent Q. Alontaga, the panel of ICT experts, for their thorough evaluation, helpful comments and useful suggestions as regards the content and the design characteristics of the resource kit; The student-respondents, for their active involvement during the tryout of the resource kit and for providing him the inspiration and to accomplish this study; Dr. Carmelo J. Esteban, dean of the Graduate School, for providing him constant encouragement;

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Dr. Eduardo T. Borja, dean of the College of Teacher Education, for his support by allowing him to conduct the tryout of the materials with their college students; Dr. Aris Reynold V. Cajigal, the college secretary of the Graduate School, for his generosity and help; Prof. Elvira C. Pojas, the librarian of the Graduate School, for her unending patience in helping him get through with the research work; Mr. Norman Ray Macadangdang, Mr. Ronan Joseph Domingo, Mr. Ulysses Gaygay and Edward Almazan for their selfless contributions in the development of the materials and in the documentation of the resource kit; Mr. Johnson Modesto A. Blanco and Mr. Melchor Castro, for providing him assistance during the tryout of the resource kit; Raquel, Elsa, Evangeline, Prima and Manolito - his siblings, for believing that this study can be realized amidst odds; Mr. and Mrs. Samuel Lasaten, his parents, for their unconditional love and care, for their financial and moral support since the conceptualization of this study; and The Almighty God, for He has not only given him the spirit of fear, but also of love, sound mind, power and strength, wisdom and guidance to pursue this endeavor.

RCSL

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TABLE OF CONTENTS PAGE Title Page Approval Sheet Acknowledgments Table of Contents List of Tables List of Figures Abstract CHAPTER I. THE PROBLEM Background of the Study Statement of the Problem Significance of the Study Scope and Delimitations of the Study Definition of Terms II. THEORETICAL FRAMEWORK Review of Literature and Studies Literature and Literature Teaching and Learning Understanding and Appreciating Poetry The Art of Reading and Trend in Teaching Poetry Pragmatism as a Learning Theory Active Learning Inquiry-based Learning Social Learning Brain-based Learning The Premises of ICT and ICT Use The Learning Pedagogy on ICT Use Inquiry-based Learning Cooperative Learning Project-based Learning Problem-based Learning v 1 1 3 4 5 6 9 9 9 14 17 22 23 26 28 33 36 40 42 44 47 49 i ii iii v xi xii xiii

Instructional Systems Designs for Developing ICT-based Materials Feedback on ICT-based Materials Use Motivation and Participation Performance-indicator Skills Attitude and Achievement The Role of ICT Use in Poetry Pedagogy vis a vis Pragmatism Studies on the Development and Utilization of ICT-based Materials in the Classroom Theoretical Underpinnings Conceptual Framework III. METHODOLOGY Research Design Locale of the Study Population and Sample Data Gathering Procedure Research Instruments Statistical Treatment of Data IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA Features of the ICT-based Resource Kit in Teaching Poetry The Facilitators Guide The Interactive Compact Disc (CD) Content and Design Characteristics Validity of the ICT-based Resource Kit Content Validity of the ICT-based Resource Kit Design Characteristics Validity of the ICT-based Resource Kit Students Perception on the ICT-based Resource Kit in Teaching Poetry V. THE INFORMATION AND COMMUNICATION TECHNOLOGY-BASED RESOURCE KIT IN TEACHING POETRY The Facilitators Guide Title Page vi

51 55 55 57 59 60 64 66 70 73 73 74 74 75 81 81

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83 84 89 95 95 102 113

118 122 123

Dedication Acknowledgments The Parts of the Facilitators Guide Table of Contents Overview The Facilitators Guide: The ICT-based Plans Lesson 1: Haiku by Matsuo Basho Lesson 2: The Little Rain by Tu Fu Lesson 3: The Road Not Taken by Robert Frost Lesson 4: To Whom Should I Speak Today? by Anonymous Lesson 5: Sonnet 18 by William Shakespeare Lesson 6: Psalm 23 by King David Lesson 7: The Prophet by Kahlil Gibran Lesson 8: Telephone Conversation by Wole Soyinka Lesson 9: The Rubaiyat by Omar Khayyam Lesson 10: Iliad by Homer The Interactive Compact Disc: The ICT-based Lessons Welcome Note Parts of the ICT-based Lessons Overview Table of Contents The Interactive Compact Disc: The ICT-based Lessons Lesson 1: Haiku by Matsuo Basho Logging In Hyperlinking Data Processing Social Networking Logging Out Worksheets The Poem Lesson 2: The Little Rain by Tu Fu Logging In Hyperlinking Data Processing Social Networking Logging Out Worksheets The Poem Lesson 3: The Road Not Taken by Robert Frost vii

124 125 126 129 130 131 132 139 146 154 162 170 177 184 191 201 219 220 221 222 223 225 226 227 229 230 236 239 240 248 249 250 252 253 257 260 261 271 272

Logging In Hyperlinking Data Processing Social Networking Logging Out Worksheets The Poem Lesson 4: To Whom Should I Speak Today? by Anonymous Logging In Hyperlinking Data Processing Social Networking Logging Out Worksheets The Poem Lesson 5: Sonnet 18 by William Shakespeare Logging In Hyperlinking Data Processing Social Networking Logging Out Worksheets The Poem Lesson 6: Psalm 23 by King David Logging In Hyperlinking Data Processing Social Networking Logging Out Worksheets The Poem Lesson 7: The Prophet by Kahlil Gibran Logging In Hyperlinking Data Processing Social Networking Logging Out Worksheets The Poem viii

273 275 276 281 283 284 295 296 297 299 300 305 308 309 324 325 326 328 329 333 336 337 348 349 350 352 353 358 361 362 376 377 378 380 381 386 389 390 402

Lesson 8: Telephone Conversation by Wole Soyinka Logging In Hyperlinking Data Processing Social Networking Logging Out Worksheets The Poem Lesson 9: The Rubaiyat by Omar Khayyam Logging In Hyperlinking Data Processing Social Networking Logging Out Worksheets The Poem Lesson 10: Iliad (Book XXIV) by Homer Logging In Hyperlinking Data Processing Social Networking Logging Out Worksheets The Poem VI. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary Findings Conclusions Recommendations LITERATURE CITED APPENDICES A Letter to Conduct Content Validation of the ICT-based Resource Kit in Teaching Poetry ix

403 404 407 408 413 415 416 426 427 428 430 431 436 440 441 454 458 459 461 462 467 470 471 484

494 494 495 497 498 500 506

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Letter to Conduct Design Characteristics Validation of the ICT-based Resource Kit in Teaching Poetry Letter to Conduct Tryout of the ICT-based Resource Kit in Teaching Poetry Content Validation Checklist of the ICT-based Resource Kit in Teaching Poetry Design Characteristics Validation Checklist of the ICT-based Resource Kit in Teaching Poetry

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509

510

514

CURRICULUM VITAE

519

LIST OF TABLES

PAGE TABLE 1 Results of the content validation of the ICT-based resource kit in teaching poetry Results of the design characteristics validation of the ICT-based resource kit in teaching poetry

96

103

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LIST OF FIGURES

PAGE FIGURE 1 2 3 4 Two-dimension categories of ICT pedagogy Pragmatist sphere Pragmatist diamond vis a vis ICT Use The conceptual framework 41 68 70 71

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ABSTRACT

LASATEN, RONALD CANDY SANTOS. Mariano Marcos State University. March 2012. INFORMATION AND COMMUNICATION TECHNOLOGYBASED RESOURCE KIT IN TEACHING POETRY. Major Adviser: Dr. Marlina L. Lino.

This research focused on the development and validation of ICT-based resource kit in the teaching of poetry in the tertiary education. It adapted the research and development (R & D) methodology using the RACE Model. The ICT-based resource kit was developed based on the learning principles of Pragmatism, the learning pedagogies in the use of ICT, the instructional systems designs for developing ICT-based materials and the Systematic Model for Designing ICT Plans by Wang and Woo (2007). The resource kit consists of the facilitators guide and the interactive compact disc (CD) containing the ICT-based lessons. The facilitators guide, which is intended for literature teachers, contains the following parts: a) Lesson; b) Problem Statement; c) Learning Objectives; d) Technology Required; e) Rationale of Using ICT; f) Strategies for Implementation; g) Student Assessment; and h) Reflections and Suggestions. Its salient features that address the need of poetry pedagogy include: a) Essential Question; b) Reasonable Use of Technology; c) Specified Implementation Strategies; d) Authentic Assessment; and e) Opportunity for Reflections and Suggestions. Meanwhile, the interactive CD, which is intended for students, contains the ICTbased lessons with the following parts: a) Logging In; b) Hyperlinking; c) Data xiii

Processing (a. Word Processing; b. Navigating; c. Configuring; and d. Highlighting); d) Social Networking; and e) Logging Out. Its salient features include the following: a) Readily Accessible Online Information; b) Ready-to-use Learning Resources; c) Student-centered Learning Structure; d) Scaffolded Learning Structure; e) Challenging Group Tasks; and f) User-friendly Instruction. The resource kit includes 10 lessons utilizing 10 poems that were purposively selected from Literatures of the World (Literature 2). A panel of literature experts and ICT experts validated the resource kit in terms of its content and design characteristics, respectively. The resource kit was tried out and evaluated by the students. As regards content, the literature experts agreed that the resource kit is satisfactorily valid as far as objectives, activities, instructional characteristics and evaluative characteristics are concerned. Likewise, the ICT experts revealed that the materials design characteristics are satisfactorily valid. The validity of the resource kit in terms of content and design characteristics was established using the weighted mean. Based on the results of the tryout, the students perceived the resource kit very useful and helpful in their learning, specifically in: a) encouraging and sustaining their interests and motivation; b) developing social interactions, collaboration and cooperation among them; c) improving their problem-solving, critical, analytical and higher-order thinking skills; d) enhancing their creative, language, communication and social skills; and e) developing favorable attitudes and behaviors towards learning; and f) enhancing their creative, language, communication and social skills. xiv

Moreover, feedback from both the experts and the students were noted as bases for the improvement of the resource kit. With all the results indicated, it was concluded that the developed resource kit is valid in terms of content and design characteristics and is very useful and helpful in improving students learning as perceived by the students. The developed resource kit, therefore, could help address the need of literature teachers for available ICT-based material in the teaching of poetry. Thus, it is highly recommended for use by teachers of literature to establish its effectiveness.

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