Abstract
This quantitative descriptive study aimed to investigate how Project DICE (DICE IT, CREATE, AND ENUNCIATE) affects pronunciation competence among Grade 7 Rose students at Baltazar Nicor Valenzuela National High School, Kapalong, Davao del Norte. It measured Strategies in Talking, Stress on Compound Words, and Strategies for Stress Intonation. Forty-four students participated by completing a survey questionnaire before and after the intervention. Before the intervention, scores were 1.89 for Strategies in Talking, 1.92 for Stress on Compound Words, and 1.90 for Strategies for Stress Intonation, with an average mean of 1.90, indicating low pronunciation competence. After the intervention, scores increased to 4.39 for Strategies in Talking, 4.40 for Stress on Compound Words, and 4.60 for Strategies for Stress Intonation, with an overall average of 4.46, indicating significant improvement. This demonstrated that Project DICE (DICE IT, CREATE, AND ENUNCIATE) effectively enhanced students’ pronunciation competence. Additionally, the study investigated the effectiveness of Project DICE (DICE IT, CREATE, AND ENUNCIATE) and gathered insights from teachers and students. Fourteen participants, including students and teachers from the same school, took part in in-depth interviews and focus group discussions. The data revealed three themes regarding the effectiveness of Project DICE (DICE IT, CREATE, AND ENUNCIATE) in developing pronunciation competence: Enhancement of Communication Skills, Increased Student Confidence, and Improved Reading Skills. Furthermore, four themes emerged from the insights shared by teachers and students: Improving Students’ Pronunciation Skills, Enhancing Reading Competence, serving as a Teacher’s Tool for Effective English Teaching, and Encouraging Dedication and Self-Motivation. These findings confirmed that Project DICE (DICE IT, CREATE, AND ENUNCIATE) significantly improved the pronunciation competence of Grade 7 Rose students.
