Professional Documents
Culture Documents
Complete Final Research
Complete Final Research
Complete Final Research
A Thesis
Presented to the Faculty of
MINDORO STATE UNIVERSITY
Main Campus
Alcate, Victoria, Oriental Mindoro
In Partial fulfillment
of the requirements for Subject
Practical Research 2
by:
significant courses students must master in junior and senior high school.
English curriculum, and the goal of learning grammar is primarily to prepare high
school students to level up their English skills (Biswas and Anis, 2017).
the Spiral Progression Principle key topics are given frequently throughout the
curriculum, but with deeper layers of complexity. Thereby, English learning skills
levels.
Apitong National High School is one of the K-12 curriculum based schools.
One of the thrusts of the English area of the said school is to strengthen its effort
writing is not only crucial to the academic success, but also in the professional
toward curriculum enhancement that will address the English language deficiency
of Apitong National High School students since the result of their PHIL-IRI
assessment in the year of 2020-2021 scored an overall mean of 59.4 for the
macro skills in English in terms of writing, reading and speaking. This indicates a
low profile at the backdrop of international standards. School faculty revealed that
campus often failed to apply the correct use of grammar in their entries for their
what they know and what they really mean in their essays. A learner's ability to
acquire the other four language skills, speaking, reading, writing, and listening,
grammar classes at later levels of school that is why they are being urged by the
schools to take this subject more seriously. In that case, providing stories and
movies as settings in the classroom can help students master all four abilities
to master it correctly.
Even so, recent researches highlighted the effectiveness of using short stories
Short stories are considered as a unique literary genre which can be used by
On the other hand, Lestari (2015) argues that movies are more effective in
motivating and capturing the student’s learning as this will allow the students to
actually hear and see the words and phrases as well as idioms and colloquial
expressions.
However, the fact that reading short stories and watching movies are still
far it is to use short stories and movies as authentic materials in the EFL
Classroom at Apitong National High School. Besides, both textbooks and media
grammatical competence.
Statement of the Problem
This study aimed at investigating the effectiveness of using Short stories and
exposed to reading short stories in pre-test and post test in terms of:
1.3. Punctuation
2.3. Punctuation
1.3. Punctuation
1.3. Punctuation
5. How do reading short stories and movie watching compare in terms of their
From the problem stated in the previous page, the following hypothesis was
formulated:
0.05) in the mean scores of the effect of reading short stories and the
The general intent of this study is to know the effects of reading short
Apitong National high school located at Naujan, Oriental Mindoro. This study
mainly identified the significant difference of using these two teaching materials
during the third quarter of Grade 10 students of Apitong National High School in
Students. The result will help the students to cope up with their difficulty
and struggles in learning English grammar. The result of this research will be
Teachers. The research will benefit the English teachers because it will be
Also, it will help them select the right tool in implementing their lessons and
instruction in their class. It will assist them to improve their teaching skills and
School Heads/ Principal. They may gain insight into the factors that
researcher because it will contributes as their guide in making their first research.
Theoretical Framework
students.
One specific theory that provides a solid foundation for this research is
The Multimodality Theory of Keesh and Van Leeuwen. This theory is concerned
about the resources utilized to make meaning and how diverse channels affect
language and advance the semiotic process. When students interpret the signs
punctuation. It explains how movies are being considered more intelligible source
target culture alongside language; and dealing with text peculiarities are just a
also means that the use of movies as a significant tool in academic writing
Lundgren and Säljö. This theory contributes to the concept of language and
learning by detailing how the authentic materials such as short stories have a
significant impact on the learning process. When acquiring a new language skill,
When acquiring a skill, students use two abilities: language and content. It also
material" through which students have direct contact with native speakers.
theory, short stories served as a language model for pupils to better grasp how
children are involved in a tale, they see language as a natural process that allows
the different usage of words, phrases, phrasal verbs, numerous meanings, and
The study used Edgar Allan Poe's Unity of Impact Functional Theory as a
test to see if participants could write to a higher quality. This approach highlights
subpar writing and calls on writers to raise their grammar standards. According to
Poe's idea, short story can certainly strengthen the learners' communicative
competencies and leave a lasting impression on their minds which held that the
objective of enhancing grammar and make the class dynamic. His judgments
ranged from pointing out the grammatical mistakes to doing a thorough technical
10th grade pupils by using resources like short tales and movies. This theory will
serve as a core foundation since the goal of the research is to determine the
information that can aid in the development of the teaching and learning of
foreign languages. Since books and literature are a rich source of "genuine
and presentation, using short stories will be more helpful when it comes to
This section contains the dependent and independent variables that was
IV
DV
GROUP 1 Reading Short
Stories Grammatical
Competence:
Structure of
Modification
Vocabulary
Proficiency
Punctuation
GROUP 2 Watching Movies
This figure aimed to show that there will be separated test in dependent
variables yet at the end of the result it is hypothesized that the variables will have
a significant difference in terms of their effects on student’s grammatical
competence particularly the structure of modification, vocabulary proficiency and
punctuation. The class sections divided into two groups to perform the given
questionnaire. The first group will answer same questionnaires however the
materials use and approach is different.
Definition of Terms
helping non-native speakers of all ages and levels learn the formal
2019).
Punctuation. It refers as tool that allows to organize thoughts and make it easier
(Wilmer, 2016).
2019).
This chapter presents the related literature and studies which can be
associated with the present study. Having reviewed these literature and studies
manifests ad prestige for these showed the evidences that this study is supported
Related Literature
Movies
Many experts and language teachers have endorsed movies since they
Teaching, but rather in its original context" (Widdowson, 2020). This exposure
boosts students' motivation, provides them with true information about a foreign
speaking, reading, and essay writing are all taught through movies (Ergenekon,
2016).
university writing classes. In this method, writing students can explore ideas
around certain topics, such as family relationships, analyse, brainstorm, and write
more effectively. In addition, he mentions that, while students watch movies, they
learn how to watch with a lot of focus, which helps students become better
writers. Also, because movies are a sort of the mass media, they trigger the skill
of analysis, develop learners’ consciousness and assist them to come up with
new ideas for essay writing (Saeideh & Sepehran, 2014). It is noted that in essay
writing critical thinking is crucial, thus movies might be used to develop students’
language; and dealing with text peculiarities are just a few examples of how
linguistics can help (structure, coherence, topic and main idea). Graphical aids,
technology to teach writing through the use of movies, the following are some
suggestions.
others' thoughts are exchanged, it aids in the improvement of ideas, helps people
Language learners may easily access English movies, and this is one of
the most common activities they engage in during their free time (Grover et al.,
2014; Suh et al., 1999). The fact that leisure activities may be employed as
learning activities that take place outside of the classroom. Out-of-class English
It can be concluded from these research that studies on the use of movies
general, movies can help with language acquisition, which supports Krashen's
issues through literature, which encourages them to read. It's also a means to
learn more about the world we live in, because authors create testimony about
question, understand, connect, and explore," Custodio et al. (2018) write (p. 20).
The literature was chosen for this study because it contains high-quality
children can interact with genuine language through short stories, which is
(2015) writes, "and it can be stated that an engaging class can certainly
impression on their minds" (p. 75). Indeed, one of the benefits of teaching via
teaching atmosphere.
As we've seen, short stories can be used to teach a foreign language; but,
teachers must select materials that are appropriate for their students' language
should take into account the students' requirements, motivation, interests, cultural
background, and language level," Hişmanolu (2005) states (p. 57). In fact,
teachers must come to know and understand their pupils in order to guide
academic work.
are enjoyable to read for personal satisfaction while also assisting students in the
activities to help students enhance their language acquisition. When children are
involved in a tale, they see language as a natural process that allows them to
literature, learners can understand the different usage of words, phrases, phrasal
verbs, numerous meanings, and idioms, among others," Sakthivel, Phil, and
Kavidha (2012) write (p. 230). These arguments demonstrate how short stories
may be used in the classroom because they foster participatory language work
for pupils to better grasp how language works and to improve grammar,
students to share their thoughts, improve written and spoken skills, and discuss
improved as a result of their increased vocabulary and expressions, and they felt
result of the range of activities, students showed interest and happiness during
the creation of this research project. They also had a good time because the
collection of other words for each item of the test, some of which were related in
meaning to the stimulus word and others were not. Rather than producing their
own words, the learners would be required to select relevant terms (or
associates) for the test. The stimulus words and their accompanying associates,
thought to provide insight into the type of information that learners have about a
word and the growth of that knowledge by including specific associates based on
knowledge (e.g., (2012, 2013), there hasn't been much research on the
reading comprehension in ESL students. The DVK was a modified version of the
synonymy and polysemy) and collocation. Scores on the DVK and vocabulary
came to the conclusion that both vocabulary size and vocabulary knowledge
comprehension performance.
However, one flaw in Qian's (2019) study was that he did not control for
affective variables like motivation and self-efficacy, which have been shown to
portions of language from long-term memory. Similarly, Pawley and Syder [29]
of language of phrase length from memory, in addition to knowing the rules of the
came to the conclusion that the learners' increased fluency was due to them
storing learned sequences, and that having a good grasp of collocation is critical
example, Nagy et al. [34] claimed that because a large percentage of English
words have meanings that are foreseeable from their parts, morphological
globally as one of the largest Englishspeaking nations, with the majority of its
population having at least some degree of fluency in the language. English has
always been one of the country’s official languages and is spoken by more than
stakeholders agreed that the country needs to scale up with its efforts to improve
the teaching and learning of English, considering that these are vital skills of the
Filipinos have not fully maximized its potentials. Studies show that the Filipinos'
grasp of the English language is slipping while other Asians are catching up fast.
In 2008, an online article by Karl Wilson in “The National” revealed that Filipinos
scored an overall mean of 6.69 for the macro skills in English in terms of
listening, writing, reading, and speaking. This indicates a rather low profile at the
Filipinos has been consistently stable across 1993 to 2000 before a gradual
decline has been reported in the following years. Even more alarming is the rising
measly 7% in 1993 to 14% in 2006 (UK Essays, 2013). Anent the above,
understood by others. Moreover, one can also produce good quality writings with
elements. However, the researcher who has relatively spent years in the English
language teaching career has noted that one of the main problems of the
obvious and rampant, and it cuts across the different grade levels where students
belong. From the primary school towards the university level, many students are
noted in their speech and writing as not being able to abide with the rules of
professionals who use English in their lectures or those among the honorable
outfits. Errors in subject-verb agreement are becoming wide spread and it seems
as if many people are either no longer aware of the rules or they simply
undermine the importance of grammar rules, for as long as they are able to
convey their message (Tafida & Okunade, 2016). Although the rules on subject-
education, they still face problems in acquiring the linguistic competence in their
communicative command or use of English. Nayan (2009) also concurs with this
that despite being instructed of the grammatical rules at younger age, ESL
pervades not only those in the elementary level but also in the secondary level of
them to cope with the more advanced grammar lessons in the higher levels of
their education.
design, key concepts are presented repeatedly throughout the curriculum, but
are taught at increasing levels of difficulty and sophistication. This allows the
students to progress from the foundational level to higher levels of language use.
Related Studies
result, many people around the world who do not speak English as their first
language have attempted to grasp the language's skills. Due to their limited
have a tough time learning English. English movies are more appropriate for
the English language. It is true that when English lessons are taught utilizing
teachers to capture the learners' full attention in ESL or EFL courses by using
English movies. In this regard, teachers must choose useful and instructive films
that are more appropriate for the topic being taught in the classrooms. The main
students to pay close attention to what they're watching and observing, resulting
in more conscientious and sharper writers. Indrasari (2013) concluded that the
films The Postman Pat and Surprise Present improved the social function and
writing a report text, Tristy (2012) employed a movie ("All about animals") as a
useful tool. Structure, coherence, substance, vocabulary, and grammar have all
improved in narrative text writing according to Anggraini & Radjab's (2014) study
pedagogy and the growth of academic writing teaching and learning was
three key facts about how films may be used to help students improve their
writing skills in a unique and entertaining way. To begin with, movies pique the
It's also vital to note that students study the subject in a visual approach, which
makes it easier for them to comprehend complex information. Finally, in the third
finding, the majority of students praised the use of movies as a learning tool for
academic essay writing. To summarize the literature review, there are various
Several studies have found that watching movies can help learners
enhance their language skills and other areas of language acquisition. Inage et
al. (2013) conducted a study in Manila with undergraduate students from five
movie and Reader's Theatre assignments. The pupils' appreciation of the film
enhanced their motivation to learn the language, according to the study. The
study's participants also said that this practice helped them improve their
pronunciation and vocabulary. The study did not, however, give information on
undertaken to assess students' English learning issues and the ways they solved
these difficulties (Nooreiny & Indira Malani, 2015). The study, which involved 30
undergraduate students majoring in English Language Studies at University of
Santo Thomas, found that one approach students utilize to overcome their
movies. The assisting elements were ascribed to positive attitudes and the
the classroom found that watching English movies is beneficial for vocabulary
a variety of contexts. This research also found that movies aid in the learning of
RESEARCH METHODOLOGY
Research Design
The research design used by the researchers in their topic ‘The Impact of
Research Locale
Apitong Naujan Oriental Mindoro headed by its principal, Mr. Michael Alcala. This
school has a total population of 90 Grade 10 students who are taking English
subject.
National High School. The researchers grouped their participants into two
groups, the first group were the one who will read the short stories and the other
group were the one who will watch the movies. They were grouped based on the
own perspective of the researcher. Grade 10 students were the respondents
since based on the curriculum guide, they must read short stories and watched
movies. Also based on their English teacher most of the students were not doing
Sampling Technique
Table 1
Pegasus 27 13 14
Antilla 30 15 15
Hydra 33 17 16
TOTAL 90 45 45
Research Instruments
parts as the main data gathering instruments based on the curriculum guide of
the Grade 10 students. However, the researchers reassured the credibility of the
questionnaires, the researchers interacted to the three English instructors to
validate the questionnaire. The first part comes with the level of writing ability of
the students in terms of structures of modification, then the second part will test
their vocabulary development, and the last part test their punctuation.
Pola Central, Head Department of English at Pola Catholic School and Research
administered. In-depth analysis and suggestions are made before the final
test items.
To test the reliability of the instrument, the test re-test was used. Ten (10)
non-respondents were asked to answer. After ten (10) days, the questionnaire
was administered again to the same set of respondents. The reliability of the
A request for permission to conduct the study in research locale was sent
to the Principal of Apitong National High School through a letter when the
consultation with some experts. The researchers gave two tests the pre-test and
the post test that were composed of three parts that tested the following:
short stories and answered the questionnaires. Then, the other group were
watching the movie which is the adaptation of the short story that the other group
read, and they answered the same set of questions. In the actual survey, the
respondents were oriented on the purpose of the study and the way of answering
below:
Table 2
Range Descriptions
85-89 High
80-84 Moderate
75-79 Low
statistical treatment. The mean, the percentage, standard deviation, and t-test
1. Percentage
by the total number of participants and multiplying by 100%. This was used to get
2. Mean
subject in the research study. It was used to compute the results of each variable.
3. T-test
A t-test is a statistical test that was used to compare the means of two
groups. It was used to compare the means of the group who read short stories
This chapter presented, analyzed and interpreted data gathered in the light
School”
Stories
test.
Total 45 100
of Grade 10 students in Apitong National High School for Pre-test. It shows that
out of forty-five (45) students there are four (40) students who got an average
(8.89%) from the total respondents. Meanwhile, there are three (3) students who
score an average of 85-89 and are equivalent to six point sixty-seven percent
(6.67%) out of forty-five (45) participants. On the other hand, 19 students who
took the pre-test got an average of 80-84 which is equivalent to forty-two point
twenty-two percent (42.22%). Then the average ranging from 75-79 have three
(3) in frequency, it is equivalent to six point sixty-seven percent (6.67%) from the
total number of participant who read short stories and took the pre-test. The rest
16 students who took the pre-test for the part of the structure of modification got
an average that is below 75 which is thirty-five point fifty-six percent. This results
This implies that the participants are not that comprehensive when it
comes to structure of modification. This supports the Nayan’s (2019) notion which
cited that despite being instructed of the grammatical rules at younger age, ESL
pervades not only those in the elementary level but also in the secondary level of
them to cope with the more advanced grammar lessons in the higher levels of
their education.
Total 45 100
Table 1.2 presents the frequency, percentage, the mean score and its
students in Apitong National High School for Pre-test. It presents that out of forty-
five students who took the pre-test in vocabulary part of the quiz, 4 students got
(8.89%). While, five (5) students achieved an 85-89 average in the pre-test,
particularly the vocabulary part in the quiz, it is equivalent to eleven point eleven
percent (11.11%). The average 80-84, on the other hand, has a frequency of 11
which is equivalent to twenty-four point forty-four percent (24.44%) out of forty-
five (45) Grade 10 students. Meanwhile, the average 75-79 have eight (8)
percent (17.78%). The remaining 17 students got an average below 75, which is
score for the vocabulary section for pre-test scores is seventy-seven point fifty-
Tafida & Okunad (2016), aside from undermining the importance of grammar
Total 45 100
Table 1.3 shows the frequency, percentage the mean score and
students in Apitong National High School for Pre-test. It presents that the
students who got an average of 90 and above and have a description of a very
high effectiveness are nine, which is equivalent to twenty percent (20%) out of
forty-five (45) students who took pre-test, specifically the punctuation part of the
quiz. The average 85-89 that is considered high effective have a frequency of five
(5) which is equivalent to eleven point eleven percent (11.11%). Meanwhile, 80-
84 and 75-79 have the same frequency which is eleven (11), which is equal to
who took the pre-test by reading short-stories. Lasty, the remaining nine (9)
students got an average below 75 which implies a very low performance in terms
It supports Martin’s (2014) notion which states that the students also
mechanism when writing a text. For junior high school students, writing is a skill
test.
Total 45 100
Table 1.4 presents the frequency, percentage, the mean score and
Modification of Grade 10 students in Apitong National High School for Post test. It
shows that twenty-six students got 90 and above average that has a description
seventy-eight percent (57.78%). Out of forty-five students who took the post-test,
only five students got an average of 85-89 percent which is recognized as a high
equivalent to eleven point eleven percent (11.11%). The average 80-84 which
has a corresponding description as moderate level of effectiveness of short
four point forty-four percent ( 24.44%). Meanwhile only 2 students who got an
average of 75-79 which is equivalent to four point forty-four percent from the total
number of participants who read short stories and took the post-test in
one student who got an average below 75 which is described as a low level of
to two point twenty-two percent (2.22) from the total number of participants who
read short stories. From these data we gathered a mean score of 89. 24 which is
modification.
notion which states that by reading a piece of literature like short stories, learners
which found out that short stories served as a language model for pupils to better
grasp how language works and to improve grammar, cohesion, and coherence.
Table 1.5. Level of Effectiveness of Reading Short Story in Vocabulary of
Total 45 100
Table 1.5 reflects the frequency, percentage, the mean score and
Grade 10 students in Apitong National High School for post test. It presents that
twenty (20) students got an average of 90 and above which is describe as a very
(44.44%) from the total number of participant who read short stories and took the
post-test in order to assess their knowledge. On the other hand, seven (7)
has a percentage fifteen point fifty-six percent (15.56%) from the total number of
twenty-six point sixty-seven percent (26.67%). While, four (4) scores beyond the
point seventy-eight percent from the total number of the participants in reading
short stories. There are two (2) students who got an average 75 below this
means reading short stories has a very low level of effectiveness and from the
(8.78%). These data result in a mean score of 87.2 which is described as high
acquisition. It supports Qian (2019) findings which found out that reading any
Total 45 100%
Table 1.6 presents the frequency, percentage, description and the mean
10 students in Apitong National High School for Post test. It shows that 24 out of
forty-five (45) students got an average of 90 and above which is describe as very
(53.33%) from the total number of participant who read short stories. Meanwhile,
effectiveness of reading short stories in the use of punctuation. While, there are
eight (8) students who acquired an average ranging from 80-84, this means a
moderate level of effectiveness of short stories in punctuation and got an
average 75-79 and below 75 have the same frequency which is one (1) which is
equivalent to two point twenty-two percent (2.22%). This table also reveals its
mean score which is 90.13 which means a very high level of effectiveness of
This implies that reading short stories really improves students’ ability to
use punctuation correctly and accurately. This relates to Read’s (2015) notion
which stated that short stories is a comprehensive resource that can aid in the
development of the teaching grammar and understand the generic structure and
language feature of the text and this includes learning punctuation marks.
Table 2. Effectiveness in the Grammatical Competence of Watching Movies.
test.
Scores
Frequency Percentage Description
Fourteen students or 31.11% of the students got 90 and above score. There were
only three students or 6.67% of the students that got 85-89 score in a test. There
were fourteen students or 31.11% of students that got 80-84 score at the test.
Five students or 11.11% of the students, scored 75-79 at the given test. Nine
students or 20% of the students got a score below 75. The students who got a
score of 90 and above, and 80-84 has a higher frequency that the other score.
The overall mean score of the result is 83.47, and it has a moderate impact.
Table 2.2. Level of effectiveness of Watching Movies in Vocabulary of
Scores
Frequency Percentage Description
Table 2.2. shows the result of the pretest of the students in vocabulary
development. There were three students or 6.67% of students who got 90 and
above scores. Just like those students who got 90 and above scores, there were
also three students or 6.67% of the students who got 85-89 scores. Fifteen
students or 33.33% of the students got a score of 80-84. There were ten students
the students got a score below 75. The mean score of the result of the pre-test in
This table indicated that the result of the pre test is low. That supports the
vocabularies is one of the issues that causes students’ poor writing skill. Movies
exposed learners to language in real life experiences, being used in an authentic
Scores
Frequency Percentage Description
students or 17% of the students got 90 and above score. There were five
students or 11% of the students scored 85-89 in the test. Ten students or 22% of
the students got a score of 80-84. There were 9 students or 20% of the students
got 75-79 scores, and thirteen of the students or 28.88% of the students got a
score below 75. &9.86 is the total mean score of the scores of the students.
Table 2.4. Level of effectiveness of Watching Movies in Structure of
Posttest.
Scores
Frequency Percentage Description
Table 2.4 shows the result of the post-test in the structure of modification.
Sixteen students or 35.55% of the students got 90 and above score. There were
seven students or 5.55% of the students that got 85-89 score in a test. There
were twelve students or 26.66% of students that got an 80-84 score on the test.
Six students or 13.33% of the students, scored 75-79 at the given test. Four
students or 8.88% of the students got a score below 75. The students who got a
score of 90 and above had a higher frequency than the other scores. The overall
This relates to Harmer’s (2012) notion which stated that one of the main
advantages of the movie is that students do not just hear the language, they see
it too. This greatly aids the struggles in grammar, since general meaning and
moods are often conveyed through expression, gesture, and other visual clues.
All such, paralinguistic features give valuable meaning clues and help viewers to
see beyond what they are listening to, and this interpret the text more deeply.
Scores
Frequency Percentage Description
Eleven students or 24.44% of the students got 90 and above score. There was
only one student or 2.22% of the students scored 85-89 in the test. Thirteen
students or 28.88% of the students got a score of 80-84. There were nine
students or 20% of the students got 75-79 scores, and twelve students or 28.88%
of the students got a score below 75. The students who got 80-84 scores got the
highest frequency. 81.15 is the total mean score of the scores of the students.
This table shows that after watching the movie has a moderate impact in
speaking, reading, and essay writing are all taught through movies.
Scores
Frequency Percentage Description
Table 2.6. shows the result of the post test of the students in punctuation.
There were seventeen students or 37.77% of students who got 90 and above
scores. There were three students or 6.66% of the students who got 85-89
scores. Thirteen students or 28.88% of the students got a score of 80-84. There
were seven students or 15.55% of the students got a score of 75-79. Four
students or 8.88% of the students got a score below 75. The mean score of the
the effects of using movies in EFL classrooms and highlighted their significant
movies to teach academic writing can help students use punctuation more
provide a variety of approaches and resources for teaching the target language
standards.
t-test
Compared Variables
Mean
t df p value Interpretation
Difference
effectiveness of reading short stories in the grammatical competence for pre and
posttests. The t-test result shows the mean difference of nine point eighty-seven
(9.87) for the structure of modification part of the test, nine point sixty-nine (9.69)
for vocabulary and point seven for the test part of punctuation. The table also
presents the t value, administering the pre and posttest using the experimental
group ( reading short stories), the structure of modification got eight point eighty-
one (8.81) while the vocabulary got eight point six hundred three (8.603) and the
punctuation have seven point seven hundred (7.763). Both control groups have
the common degree of freedom which is forty-four (44). The t-test result reveals
also that all the independent variables (structure of modification, vocabulary and
punctuation) pretest and posttest got a p value of less than point one (<.00001).
This result means that there is a significant difference between the before and
This implies reading short stories has a significant effect in all the
This relates to Custodio et al. (2018) notion which stated that literature becomes
an excellent teaching tool because we are not only teaching a language but also
the habits of a culture. It contains high-quality language models that can be used
to improve language abilities. The result also supports Qian (2019) study which
words and sentence structure which result also in having significant relationship
Compared Variables
Mean
t df p value Interpretation
Difference
test. The table reveals the mean difference of the three different independent
vocabulary has two point seventy-three (2.73) and punctuation has five point
eighty- two (5.82). Table also presents the t value of the variables, structure of
modification has two point four hundred fifty-five (2.455), vocabulary has one
point eighty-six (1.86) and punctuation has four point four hundred ninety-one
(4.491). All variables have a common degree of freedom which is forty-four (44).
modification have (0.018) while vocabulary have (0.069) and punctuation has
significant difference in the before and after watching movies when it comes to
the said variable. Overall this means that watching movies can be really an
National High School except for the structure of modification for the result
remains.
This implies that watching movies has a significant effect to the Grade 10
their vocabulary it reveals that watching movies doesn’t really improve their
vocabulary, thus, the result appears not significant. It relates to Kasper (2020)
notion which stated that assisting students in understanding and using authentic
tools like movies improves their grammar skills; providing linguistic background
for writing; introducing the target culture alongside language; and dealing with
text peculiarities are just a few examples of how linguistics can help (structure,
coherence, topic and main idea). Graphical aids, subject background for writing,
learning to real life), and the development of analytical and critical skills are all
t-test
Compared Variables p Mean
t df Interpretation
value Difference
Watching vs.
Reading SOM 2.26 88 0.013 4.09 significant
not
VOC 0.168 88 0.433 0.29 significant
not
Pretest PUNC -0.69 88 0.247 -1.2 significant
students of Apitong National High School for pre-test. The t-test reveals the mean
-1.2 in punctuation. This table reveals the t-value of the pretest of the students in
Vocabulary development, and -0.69 in punctuation. The t-test also shows that
development and 0.247 for punctuation. This result shows that there was a
punctuation.
t-test
Compared Variables
Mean
t df p value Differenc Interpretation
e
-
1.73
SOM 2 88 0.433 -3.11 significant
Watching
Movies Vs. -
Reading Short 3.64
Stories VOC 3 88 0.000227 -6.67 significant
Post test PUNC -2.67 88 0.004579 -4.44 significant
Table 5.2. Difference in the Level of effectiveness of Reading short stories
students of Apitong National High School for post-test. T test reveals that the
development, and -4.44 for punctuation. All the variables have a common degree
of freedom of 88. This table also shows the t value, 1.732 for structure of
modification, 3.643 for vocabulary development, and -2.67 for punctuation. Also,
t-test also reveals the p-value, 0.433 for structure of modification, 0.00227 for
vocabulary development and 0.004579 for punctuation. These results show that
This chapter presents the summary of findings of the study, the conclusions
drawn from the findings and the recommendations offered by the researcher.
Summary of Findings
This study found that students who had not previously read
who had read short stories and had an overall mean of 87.2.
1.2. Vocabulary
1.3. Punctuation
This study revealed that students before they are exposed to
This study found that students who had not previously watch
2.2. Vocabulary
participants' vocabulary.
2.3. Punctuation
3.2. Vocabulary
in terms of vocabulary.
3.3. Punctuation
in terms of punctuation.
the pretest and posttest of watching movies that assess the Grade
modification.
4.2. Vocabulary
grammar skills by reading short stories and watching movies. The table
demonstrated that reading short stories and watching movies require quite
both the posttest or after exposure to short stories and movies. The
difference between watching movies and reading short stories. Last but
Conclusions
modification rules, and expanding one's vocabulary. She also said that
3. The results of the pre and post-test questionnaires revealed that there
leading the researchers to draw the conclusion that short story reading
on this variable. Thus, this study refuted Zumam and Fujiono's (2020)
5. The researchers came to the conclusion that reading short stories and
According to the study, reading short stories had a greater effect than
The researchers came to the conclusion that teachers should make the
most of short stories to help pupils, particularly those in Grade 10, for it
because students interact with the text directly and literary works help
stories not only piques students' interests but also has a greater
Recommendation
In line with what has been discussed so far and based on the results of the
increase students' interest in English unless such stories are engaging and
the short narrative was carefully picked, taking into account the pupils'
learner’s grammar.
teaching grammar and look for movies that could meet the learners’ level
and interest.
5. The study advised teachers to focus more on literary works than movies
when teaching English grammar since students are in direct contact with
the text and are more likely to pay attention to grammar. This is true
study shows that reading short tales makes students more attention to
language learning.