V.

Data Analysis

The findings of the study have been analyzed and organized. The most common

audio materials used were phonemic chart, songs, conversations etc. The visual aids

used in the classes were pictures, video clips, movie clips, documentary etc. These

audio-visual aids were mostly used either in the ice breaking session or at the beginning

of any task. Also, the audio clips were used to provide the learners with the correct

pronunciation and to check the understanding of the learners. The teacher used a

phonemic audio clip to teach pronunciation. The use of audio-visual aids made the class

interactive and dynamic. It brought variation in the class which removed the monotony of

the lecture-based class. These also helped the teachers to draw the attention of the

students.

Teacher could clarify the subjects to the students clearly and easily with the help

of the audio-visual aids. It made the class alive and participatory. Moreover, it lessened

the pressure of the teachers. Teacher could easily convey the message to the students

by using different audio-visual aids which would otherwise be difficult. Besides, different

audiomaterials helped the teacher to check the listening skills of the students which

could also be difficult in additional ways. Thus, the use of audio-visual aids helped the

language teachers in teaching language skills. Students paid more attention to the

lessons, understood the lessons well and thus participated in the class with enthusiasm,

providing different response. Thus, all the participants agreed that audio equipment help

them to develop their listening skill. If there are colorful pictures in any reading material,

readers become attracted to them. One of the participants pointed out, Reading is

always a boring task. There are a very few number of students who like to read the

books or other reading materials suggested by the teachers. I do not find any interest in

reading those. However, if the reading materials are visually attractive enough, I become
eager to read. Relevant visuals can help readers to understand the reading text better.

Also, if there is something very complicated to understand from a reading text, especially

any data or description of a location, related pictures or graphs can help the readers to

get the message. This is how they responded claiming that different visuals induce them

in reading different literary texts. Use of Audio-visuals to make the class interesting.

Almost all the students came with the idea that use of different audio-visual materials

makes the class interesting and enjoyable. Also they claim that they can pay more

attention to the lesson as it becomes more attractive and attention grabber. It brings

variation in class. Common problems faced by the students when teachers use audio-

visual aids in classrooms Although, all the participants agreed that audio-visual aids

facilitate their language learning, majority of them admitted that sometimes they face

some difficulties when their teachers use different audio visual aids in the classroom.

Few of them mentioned that the first problem they face is the occasional lack of clarity of

the sound of the audio-visual materials. As a result, they face difficulties to get the

meaning. Also, most of the materials are prepared by the native speakers; it is

sometimes challenging for them to grasp their pronunciation. As a result, if there is any

follow-up activity, they cannot do it. The teacher needs to play the audio again and

again. Also there are technical problems which create unexpected situation. Therefore,

the participants came with both the advantages and disadvantages of using audio visual

aids in language classrooms.

In the study conducted, there was a significant improvement on the reading

ability of the Grade 3 Non-readers. Upon using the audio-visual materials, the

respondents seldom absent from school. They become more motivated to attend

classes and got excited when the teacher used audio-visual materials.
VI. Conclusion and Recommendation

The main purpose of this research was to find out how the use of audio-visual

aids facilitates language teaching and learning. After the data analyses it has been found

that both the teachers and the students shoe favorable attitude toward the use of audio-

visual aids agreeing that they facilitate language teaching and learning in diverse ways.

Both parties are benefited by the use of audio-visual materials. By using audio visual

aids in the classroom, teachers can teach languages making the class interesting.

Different visuals bring variation in the classroom teaching which are helpful to draw the

attention of the students toward the lessons. For example, if the language teachers use

different pictures related to the lesson of the class, the classes become lively as well as

learners get some schemata of the topic. It is always better to have something visuals in

front of the students so that they can understand the lesson well. Verily, all the learners

do not learn in the same way. Some learn better by watching, some learn better by

listening and so on. Therefore, having something visuals on the lesson are always

helpful for the learners. Moreover, different related pictures and videos provide the

learners opportunities to be engaged more with the lessons. They can predict the topic

of the lesson by having some related visuals beforehand. Also, teachers can ask

questions about the visuals to elicit ideas from the learners about the text. This creates

an opportunity for a good class discussion which is very important for language learning.

According to the concern of the teachers and the students, the use of the audio-visual

aids provides the learners opportunity to have background knowledge of any topic which

is necessary for the learners. It was found that audio-visual materials can make lessons

easy to understand. Images that a student views on the screen can be easily

comprehended and remembered than descriptive reading materials. Student felt that

information can be retained for longer duration due to the use of audio-visual aids. The
result of the study also indicates that the audio-visual materials motivate the non-readers

learner. These make the classroom more interactive and live as it brings the real world in

the classroom. These work as hints to the learners about the topics and give them ideas

for discussions which ultimately make them ready for speaking. Listening practice

becomes more effective when the teachers use interesting audio/video clips. Learners

can know the correct pronunciation uttered by the native speakers from audio-clips along

with the expressions and different style of speaking.

Also, it has been found that teachers can design different language activities

based on the audiovisual materials. They can design some pre-task questions like

inferring, guessing, naming the lesson. Also, learners can take notes while listening

audio clips or watching videos. Moreover, after listening to the tracks or watching the

videos, teachers engaged the non-readers in different post-listening activities like,

question-answering, group discussions, individual speaking, reflection writing,

summarizing and so on. However, the teachers need to be careful in selecting the audio

visual materials for teaching speaking and listening. There should be a good link

between the audio-visual materials and the lessons; else the students will be confused

which will spoil the whole purpose. Moreover, before using any audio-visual materials in

the classroom, teachers need to check those by themselves carefully to make sure the

quality of the materials. Both the teachers and learners are benefitted from different

audio-visuals materials in language classrooms. Audio-visuals make the language

teaching and learning effective making the class interactive and interesting, motivating

the learners, facilitating language skills and so many. If teachers can utilize the audio-

visual aids prudently, the teaching and learning become effective thus the existing

problem of non-reader learners will be lessened. Soon, all learners will be considered as

readers.
 QUESTIONNAIRE FOR PUPILS

Dear pupils,

This questionnaire is serves as a data collection tool to determine “Factors

attributing the effectiveness of audio-visual materials on the reading performance among
Grade Three Non-readers”. This questionnaire is designed to identify your problems in
reading and how well audio visual aids can motivate and facilitate its teaching process.
You are kindly requested to provide us with your answers to help us accomplish this
research work. Thank you in advance for your contribution.

Section one: General background

1.Your choice of Text was :

English Filipino

2. Justify……………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

Section two: Using audio visual aids in the oral classrooms

3.Does your teacher use teaching aids such as audio visual aids in the classroom?

Yes No

4. How often does your teacher use audio visual aids in the classroom?

a. Always b. Sometimes c. Rarely d. Never

5. Do you prefer to learn with audio visual aids?

Yes No

6. If no

Justify...................................................................................................................
………………………………………………………………………………………………
………………………………………………………………………………………………..
7. What kind of audio visual aids do you prefer to learn with?

a. Audio aids (Tape recorder, radio…)

b. Visual aids (pictures, PowerPoint...)

c. Audio visual aids (videos, computer…)

8. What is your attitude toward using audio visual aids as teaching aids into EFL

classrooms?

a. Positive

b. Neutral

c. Negative

9. Does the class become more interesting if the teacher uses audio visual aids when

teaching you?

Yes No

10. Does your teacher motivate and encourage you to use active vocabulary in classes?

Yes No

11. How important is for you practicing active vocabulary with audio visual aids in Oral

expression sessions?

a. Very important b. Important c. Not very important

12. Teaching reading through audio visual aids can be useful for English speaking

learners.

1. Agree

2. Strongly agree

3. Neutral

4. Disagree

5. Strongly disagree
13. Do you think audio visual aids interest and motivate you to use active

vocabulary successfully?

Yes No

14. Other

Suggestions
…………………………………………………………………….
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………