TITLE:DEVELOPMENT AND IMPACT OF STRATEGIC INTERVENTION

MATERIAL USING TASK-BASED INSTRUCTION AND SDAIE MODEL FOR THE

LEAST MASTERED SKILL IN ENGLISH 7

Proponent: Richard E. Parcon Mobile no: 09051321784

Co-author: Joanne A. Santos Mobile no: 09177034162
School: Tañong High School
Division: Division of City Schools Marikina

CONTEXT English language education has been the subject of fast changing
development in order to address the various issues in the developing and
improving competencies and academic achievement of Filipino students.
However, with the continuous introduction and implementation of
language policies, curriculum design, language teaching and production
and adaption of instructional materials, teachers continuously engage in
various trainings and seminars to abreast themselves in fast changing
development in English language education.
Tolentino (2012) stated that Philippine education system is greatly
affected by several issues specifically the production and implementation
of instructional materials. Valerio (2015) cited in her article that in order
to implement the K to 12 curriculum, the Department of Education
(DepEd) requires modularized learning or the use of learning packages in
teaching all the competencies presented in the English language
curriculum guide. Moreover, the K to 12 curriculum demands the
implementation of instructional packages for grade 7 English teacher in
order to meet the required competencies that are being measured during
the quarterly examination. Teachers are required to find out the most and
the least mastered skills measured in the quarterly assessment by
constructing percentage of mastery level based on result of the quarterly
assessment. Once the teacher validated the result, they will focus on the
students’ least mastered skill. In order to help the students improve the
least mastered skill, intervention program is being conducted.
Saclao (2016) stated that intervention for students with learning
difficulties in mathematics and even in other subjects is commonly based
on a behaviorist framework of learning. In addition to what Saclao (2016)
reported, these students under the intervention program might acquire
knowledge but are weak in process skills and without sufficient
conceptual understanding. In order to address this problem, the teacher
should develop learning materials as part of the intervention program.
This learning material is called Strategic Intervention Material.
Bunagan (2012) pointed out that Strategic Intervention Material is
meant to reteach the concepts and skills specifically the least mastered
one. It is a material given to the students to help them master competency-
based skills which they were not able to develop during a regular
classroom teaching. In the website of Sun Star.com Strategic Intervention
Material (SIM) can be presented using several tools either with the use of
technology or printed materials. In addition to what Sun Star.com
discussed, there should be enough activities to lead the learners in the
mastery of competency. Activities should be short, simple, as well as fun
for the learners not to get bored. As cited in by Saclao in the study of Dutt
(1998) about the Effect of Self-Learning Modules on Achievement of
Senior Secondary Students in Relation to their Sex and Place of Residence
it was found that Male students significantly got higher mean post
achievement test scores than female students. Students belonging to both
rural and urban places of residence achieved almost identical mean post
achievement scores. In the study conducted by Parcon (2016) about task-
based instruction in teaching oral English using a proposed enhancement
 of instructional module in Oral English subject found out that teaching
Oral English using TBI which was applied in the enhancement of
instructional module was highly effective because students perform the
task in the classroom and gradually learn to use the target language.
In the case of Tañong High School, teachers are religiously conducting
an intervention program in order to help the students cope with the lesson
in every subject. However most of the teachers used downloaded materials
or worksheet from the internet. Since they do not have a luxury of time to
modify the downloaded materials, they will use it in order to meet the
requirement of the program of the school. With this, there is really a need
to come up with an appropriate instructional material for the intervention
program. In English 7, based on the result of three consecutive quarterly
assessment, the top 3 least mastered skills by the students are the
following; subject-verb agreement, predicting outcomes, using direct and
indirect speech in various context.
PROPOSED Based on the empirical observation, the researchers prompted to
INTERVENTIO conduct this study in order to develop, implement, and assess an
N, instructional material specifically the Strategic Intervention Material in
INNOVATION, English 7, this proposed Strategic Intervention Material in English 7 is
STRATEGY anchored in the following instructional model which are the “Task-Based
Instruction (TBI)” wherein According to Larsen-Freeman (2000), task
based language teaching is an approach seeking to provide learners with a
natural context for language use. As learners work to complete task, they
have abundant opportunity to interact. The other instructional model is
Specifically Designed Academic Instruction in English (SDAIE) wherein
Moughamian et al (2009) pointed out that this instructional model gives
the student an access to the core curriculum.
Moreover, the proposed Strategic Intervention Material will be highly
localized and contextualized in order to meet the needs of the students
especially in developing the intellectualization and acceptability of
English language.
Research Question in order to meet the proposed project, the following research questions
will be answered:
1. What are the distinct features of Strategic Intervention Materials
for Grade 7 least mastered skills?
2. How do the students, teachers, and experts evaluate the strategic
intervention material for Grade 7 English based on the following
parameters:
2.1 Design
2.2 Clarity and Simplicity of Directions/ Instructions
2.3 Usability and Functionality
2.4 Replicability
3. What is the impact of the proposed Intervention Materials to the
7th grade class under the experimental group after having been
exposed to the intervention program which used the proposed
Strategic Intervention Material?
Research Methods Preparatory Stage: this include the conceptualization of materials based
(participants, on the result of quarterly exam for the past 2 years. The preparation of
source of data materials and other pertinent aspects in the development of the SIM will
information, data be established in this stage.
gathering method, Development of Strategic Intervention Material (SIM): This includes
and data analysis) the design and development of the learning materials. The following steps
were undertaken in the development of the SIM: (1) construction of a
rationale; (2) Deciding on specific aims and learning outcomes; (3)
Thinking about the content; (4) discovering and matching the learning and
teaching strategies and the appropriate learner support; (5) Focusing on
assessment; (6) Considering learner support; (7) Planning evaluation
 strategy.
Evaluation of the Proposed Strategic Intervention Material (SIM):
Before the implementation of the proposed SIM, selected English teachers
from the Tanong High School will serve as the in-house validator and
editor while, linguist and Language Specialist will becoming outside the
school will serve as the external validator and editor of the proposed SIM
using the evaluation tool. After the testing stage, the experimental group,
the one that used SIM, served as the evaluators of the learning materials.
Evaluation of SIM will be based on the aforementioned parameters in the
statement of the problem.
Participants: the participants who will serve as experimental and control
group will be the 45 grade 7 students
Instruments:
 The researcher will use a teacher-made pre and post test as a tool
during the evaluation of SIM’s effectiveness
 Survey instrument will be used to evaluate the Strategic
Intervention Material based on the aforementioned parameter in
the statement of the problem. The SIM itself will be evaluated by
students, teachers, and external editors.
 Proposed Strategic Intervention Material: the researchers will
come up with 3 Strategic Intervention Materials to be used during
the experimentation.
Data Gathering Procedure:
 Since the least mastered skills are already identified a pretest will
be given among the respondents. The first group was known as the
experimental group and the other was known as the control group.
The intervention will be done using the proposed Strategic
Intervention Material. Then post-test will be given to the
respondents.
REFERENCES Bunagan F. (2012). Strategic Intervention Material. Retrieved on February 2018
fromhttp://Www.Slideshare.Net/Felixbunagan/Strategicinterventionhttp://84.22.16
6.132/Learning-And-Teaching-Guide/Deep-And-surfaceapproches- Learning.Html
Dutt, S and Kumer D. (1998). Effect of Self-Learning Modules on Achievement of
Senior Secondary Students in Relation to their Sex and Place of Residence.
Journal of Educational Research and Extension: Abstract, 46 (3), 10.
Larsen- Freeman, D. (2000). Techniques and Principles in Language Teaching.
Oxford University Press
Moughamian et al (2009). Instructional Models and Strategies for Teaching and
English Language Learners. Center on Instruction at RMC Research Corporation.
USA
Parcon, R. (2016). Task-Based Instruction in Teaching Oral English: A Basis for
Enhancing Instructional Module. Rizal Technological University. Unpublished
Thesis
Saclao, J. (2016). Development And Impact Of Sim-Mod (Strategic Intervention
Material And Module Combined) On Students’ Academic Achievement In
Mathematics At The 8th Grade Level. Presented in the 13th Nationa Convention
on Statistics (NCS)
Valerio, M T. (2015). Factors Affecting English Instruction Of Grade 7 K To 12
Curriculum As Perceived By High School English Teachers Of The Division Of
Quirino. Retrieved on February 2018 from http://www.eajournals.org/wp-
content/uploads/Factors-Affecting-English-Instruction-of-Grade-7-K-to-12-
Curriculum-as-Perceived-by-High-School-English-Teachers-of-the-Division-of-
Quirino2.pdf

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