Philippine E-Journals

Development of a Source Book in Teaching English as a Second Language Using Neuro-Linguistic Programming Technique

Gilbert P. Tamayao | Rohaida P. Maunting

Discipline: Education

 

Abstract:

Most people react strongly to pictures, to sounds, to feelings and sensations and to ideas. Strong visual materials and various auditory skills tend to bring about more positive results and strong logical reasoning. The development of a sourcebook erases the boredom that plugs English classes because it opens opportunities to be more active in school where the impetus to learn is sustained.

The descriptive survey method of research was used to determine the effectiveness of the source book – Sounds of English, which was tried out with the 726 students who were enrolled in English 113 SL and revised until the final form was produced.

While there is an abundance of commercially produced textbooks in English today, most of them are conventional or grammatical in approach. They do not address the needs of the students for communicative competencies in the use of the English language. Therefore, the preparation of the source book, which was responsive to the language needs in a particular social milieu was still encouraged. The Source Book is a good model for a one-hour class only. It could be used for the development of the communicative, contextual, and integrative approaches in language teaching, being in the form of a simple workbook. Inasmuch as the teachers are educationally qualified to teach English, they have potential skills in producing teacher-made instructional materials for language teaching.

This study found out that those English professors who teach speech classes either at the speech laboratory or in the usual classroom should include materials, aural presentations and semi-abstract thoughts in teaching the language. English professors should use various instructional materials that they should not confine themselves only on the conventional approaches in teaching. The preparation of the Source Book went through the following steps: the determination of the types of instructional materials and the types of approaches and strategies to be used; the selection of materials used as context on the basis of values content; suitability to the maturity level, interests and experiences of students; the writing of the first draft and the incorporation of the suggestions solicited from experts and the panelists as well. The first draft of the source book was tried with the first batch of students who were enrolled in English113 and was revised on the basis of the findings of the tryout and the final form was tried to the second batch for refinement until the final form took place.

Based on the findings, the following conclusions were arrived at: While there is an abundance of commercially produced textbooks in English today, most of them are conventional or grammatical in approach. They do not address the needs of the students for communicative competencies in the use of the English Language. Therefore, the preparation of source book, which was responsive to the language needs in a particular social milieu is still encouraged. Also, the Source Book is a good model for a one-hour class only. It could be used for the development of the communicative, contextual and integrative approaches in language teaching, being in the form of a simple workbook. The guidelines on the preparation of the source book are well defined, hence easy to follow especially by amateurs in the production of self-prepared instructional materials. The practical approaches bring paramount improvement in the teaching competencies of teachers in developing the global language skills, social skills and values of students. Inasmuch as the teachers are educationally qualified to teach English, they have potential skills in producing teacher-made instructional materials for language teaching.