DEVELOPMENT AND VALIDATION OF TECHNOLOGY-ENHANCED MODULE FOR TEACHING ORAL COMMUNICATION IN CONTEXT

This study was a research and development (R & D) type of research and the main objective was to develop a lesson exemplar that consists of learning materials and software to be used for teaching Oral Communication in Context. An assessment of attitude towards the use of technology-enhanced module was conducted among the senior high school students of School M. Also, they were asked to identify what topics in Oral Communication in Context they were having most difficulties with. The results of these surveys were used as a basis to determine the content and activities included in the technology-enhanced module while localized materials and other references were used in the lesson exemplar. With the aid of an IT expert, the lesson exemplar was then converted into an application which is the technology-enhanced module. This study followed Rapid Application Development (RAD) in software development as an instructional design model which included five phases: design phase, content development phase, system development phase, field try-out phase, and revision phase. After developing the technology-enhanced module, it was subjected to evaluation and validation by English language teachers and IT experts. The results of the evaluation of the English teachers revealed that they strongly agree on the technology-enhanced module in terms of content, screen design, feedback, and performance efficiency; agree in terms of compatibility, and fair in terms of functional suitability. On the other hand, the results of the evaluation of the IT experts reveal that they strongly agree on the technology-enhanced module in terms of functional correctness, resource utilization, capacity, co-existence, appropriateness recognizability, learnability, operability, user interface aesthetics, availability, integrity, non-repudiation, authenticity, modularity, analyzability, testability, and replaceability while they only agree in terms of functional completeness, functional appropriateness, time behavior, interoperability, user error protection, accessibility, recoverability, maturity, adaptability, and installability. Despite some flaws, the technology-enhanced module is found to significantly help students improve their oral communication skills and that it would give them new learning experiences that would add to the students’ repertoire of communicative competencies. It is highly recommended that the technology-enhanced module be subjected to actual utilization of the senior high school students to test its effectiveness