Textbook for each of the language macro skill in studying pieces of Literature. The results of this study can be used to design workbook and Technology in teaching and studying literature, and the crucial role of technology today in a The identification of which language macro skill should receive the less or the greater use of Using textbooks, worksheets, charts, and posters. Traditional technology teaching group execute the traditional mode of studying Literature Projector, speaker, and TV to use as springboard a piece of literature appealingly, while the Students have experienced also technical media support like audio-visual aids using LCD In the technology-assisted group, aside from the non-technical media, the Was constructed in speaking, listening, reading, writing, and viewing of which the languageĬompetencies were based on the English 10 curriculum guide issued by the Department ofĮducation.
A set of 30-item pretest and posttest questions Using the appropriate statistical techniques. Traditional technology teaching group and significant relationship among the macro skills Pretest and posttest mean scores of the students in technology-assisted teaching and in Pearson correlation, and T-test and whether there was significant difference between the
The teaching and assessment levels of the five macro skills have been shown by mean,
The purpose of this study is to determine the relationship between the language macro skillsĪnd students‘ performance in studying literature when technology is used and when it is
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