Complete Final Research After Defense

A COMPARATIVE STUDY BETWEEN THE EFFECTIVENESS OF READING
OF SHORT STORIES AND WATCHING MOVIESIN GRAMMATICAL

COMPETENCE OF GRADE 10 STUDENTS OF APITONG NATIONAL HIGH
SCHOOL
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:
HANNAH MAE LUPIG

RUTH ANN BALANA
Chapter I
THE PROBLEM AND ITS BACKGROUND
Nature and Importance of the Study
In everyday communication, English is one of the most widely used
languages. It has become a worldwide language. English is taught and studied in
today's society for its obvious practical application, primarily as a medium of
international communication. In the Philippines, it has long been a part of the
curriculum in a variety of academic programs. It has become one of the most
significant courses students must master in junior and senior high school.
English grammar makes up a substantial amount of the Philippines'
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).
Considering spiral progression is used from K to 12, learners are required to
grasp grammar competencies early in their education as a requirement for
dealing with more sophisticated grammar topics at subsequent levels. In addition,
the Spiral Progression Principle key topics are given frequently throughout the
curriculum, but with deeper layers of complexity. Thereby, English learning skills
are taught at increasingly demanding and sophisticated levels. This enables
pupils to graduate from foundational to advanced levels of language use. Thus,
language learners' performance in English, particularly in writing, which focuses
on grammatical competence, is a critical aspect of their language learning
because it has a significant impact on their performance in subsequent grade
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
to prepare students to use English effectively both in their academic and
everyday life. Given this premise, communicating effectively especially through
writing is not only crucial to the academic success, but also in the professional
and career success of the students.
The school administrators and English teachers are continuously adhering
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
their primary concern is about the grammatical competence of the students
particularly the structure of modification, vocabulary development and their
functional grasp of punctuation. Subjectively, the Grade 10 students of this
campus often failed to apply the correct use of grammar in their entries for their
activities. Another concern is the learners’ restricted vocabulary, both in terms of
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,
will be hampered if they lack basic vocabulary knowledge.
Accordingly, Grade 10 students are expected to acquire grammar skills on
the early stage in order to be able to cope with increasingly sophisticated
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
while also improving their grammar accuracy. The researchers plan to
concentrate on teaching grammar through stories and films because it is critical
to understand the fundamental grammar principles in a foreign language in order
to master it correctly.
Nowadays, teachers commonly use literature and media as strategies to
increase student’s motivation to ease the burden of teaching English grammar.
Even so, recent researches highlighted the effectiveness of using short stories
and movies in improving the grammar, vocabulary and punctuation of students.
Short stories are considered as a unique literary genre which can be used by
teachers in developing their grammar structures and vocabularies (Azziz, 2012).
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
uncertain and debatable among researchers in terms of their effectiveness in
grammatical competence. The main purpose of this study is to investigate how
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
are useful and interesting in teaching grammar. Another purpose is to discover
the significant difference between both materials’ effectiveness in terms of
grammatical competence.
Statement of the Problem
This study aimed at investigating the effectiveness of using Short stories and
movies in the Grammatical Competence of the Grade 10 students of Apitong
National High School.
Specifically, it sought answers to the following questions:
1. What is the level of grammatical competence of Grade 10 students
exposed to reading short stories in pre-test and post test in terms of:
1.1. Structure of Modification
1.2. Vocabulary Development
1.3. Punctuation
exposed to watching movies in pre-test and post test in terms of:
2.3. Punctuation
3. What is the effect of reading stories to the grammatical competence of the
respondents in terms of:
1.3. Punctuation
4. What is the effect of movie watching to grammatical competence of the

1.3. Punctuation
5. How do reading short stories and movie watching compare in terms of their
grammatical competence? Is there a significant difference?
Statement of the Hypothesis
From the problem stated in the previous page, the following hypothesis was
formulated:
1.) There are no statistically significant differences at the level (α ≤
0.05) in the mean scores of the effect of reading short stories and the
effect of watching movies on grammatical competence of Grade 10
students of Apitong National High School.
Scope, Delimitation and Limitation
The general intent of this study is to know the effects of reading short
stories and watching movies in grammatical competence in terms of structure of
modification, vocabulary proficiency, and punctuation of the Grade 10 students of
Apitong National high school located at Naujan, Oriental Mindoro. This study
mainly identified the significant difference of using these two teaching materials
in the learning proficiency in grammatical competence. This study was conducted
during the third quarter of Grade 10 students of Apitong National High School in
the School Year 2021-2022.

Significance of the Study
The findings of this study were beneficial to the following:
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
used to make some improvements in students’ grammatical competencies and
possibly, it will ease their burden in writing in English language.
Teachers. The research will benefit the English teachers because it will be
a necessary help to produce an effective strategy like creating collaborative
learning or creating grammar-centered tasks to improve student’s grammar
particularly in terms of structure of modification, vocabulary and punctuation.
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
connect with their L2 learners.
School Heads/ Principal. They may gain insight into the factors that
influence grammatical competence and be able to plan or construct programs
such as English workshop to help students improve their grammatical skills.
Future Researchers. This will also serve as an assistant to future
researcher because it will contributes as their guide in making their first research.
Theoretical Framework
This study anchored on the following relevant theories in the effect of
reading short stories and watching movies to grammatical competence of
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
what is communicated. In multimodality theory, the audience is encouraged to
think about the various meaning-making processes or materials that go beyond
language and advance the semiotic process. When students interpret the signs
used in a multimodal text, such as a movie, interpretations are generated within
the student, allowing interpersonal comprehension to occur.
This theory is adopted because of its applicability on the variables of the
study such as vocabulary development, structure of modification as well as
punctuation. It explains how movies are being considered more intelligible source
compare to written texts because they provide multimodal guidance to the
spectator. It also emphasizes 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 of modification, vocabulary
and punctuation). It states that movies have all improved structure of
modification, vocabulary and the use of punctuation in narrative text writing. It
also means that the use of movies as a significant tool in academic writing
pedagogy and the growth of academic writing teaching and learning.

This study is also anchored on the Sociocultural Constructivism of
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,
the cultural setting has a substantial impact on students' knowledge creation.
When acquiring a skill, students use two abilities: language and content. It also
proposes the implementation of literature because it is a rich source of "authentic
material" through which students have direct contact with native speakers.
Hence, literature is a complete material that can contribute as an approach to
developing the process of teaching and learning a foreign language. In this
theory, short stories served as a language model for pupils to better grasp how
language works and to improve grammar structure and vocabulary. When
children are involved in a tale, they see language as a natural process that allows
them to recognize the functions of words in sentences. Learners can understand
the different usage of words, phrases, phrasal verbs, numerous meanings, and
idioms, among others.
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
analysis of the work at hand.

This theory is used in this study to evaluate the grammatical proficiency of
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
relative effectiveness of reading short stories versus watching movies. It
concluded that compared to movies, short stories are a complete source of
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
material" to teach foreign languages due to its advantages in terms of contents
and presentation, using short stories will be more helpful when it comes to
enhancing the grammatical competence of the learners.

Conceptual Framework
This section contains the dependent and independent variables that was
tested in the study.
IV
DV
GROUP 1 Reading Short
Stories Grammatical
Competence:
 Structure of
Modification
 Vocabulary
Proficiency
 Punctuation
GROUP 2 Watching Movies
Figure 1.1. Hypothesized Relationship Between the Effects of

Reading Short Stories and Watching Movies in Grammatical Competence.
Figure 1 describes the conceptual framework of the study wherein the

input is consisting the dependent and independent variables of the chosen study.
Reading Short Stories and Watching Movie serves as the dependent variable
while on the other hand the grammatical competence particularly the structure of
modification, vocabulary proficiency and punctuation are the independent
variables.
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
To facilitate better understanding this study, the following terms are
defined conceptually or operationally.
EFL. (English as a Foreign Language) It is defined as the learning of English in a
non-English speaking country (Nordquist, 2019).
ESL. (English as a Second Language) It is defined as the teachers specialize in
helping non-native speakers of all ages and levels learn the formal
grammar, vocabulary, and pronunciation of spoken and written English,
while giving them confidence in the common usage of the language in
order to communicate clearly and comfortably with native (Norquist
2019).
Grammatical Competence. It refers as the knowledge of language stored in the
students’ mind specifically in terms of structure of modification, vocabulary
proficiency and punctuation.
Movie. It is defined as recording of moving images that is inclined with short
stories included in Grade 10 modules.
Punctuation. It refers as tool that allows to organize thoughts and make it easier
to review and share ideas. The standard English punctuation is as
follows: period, comma, apostrophe, quotation, question, exclamation,
brackets, braces, parenthesis, dash, hyphen, ellipsis, colon, semicolon
(Wilmer, 2016).
Short Stories. It refers to a piece of prose fiction that typically can be read in one
sitting and focuses on a self-contained incident or series of linked

incidents, with the intent of evoking a single effect or mood (Mitchell,
2019).
Structure of Modification. This is defined in the study as changing the order
and cohesion of their ideas in a phrase or sentence. This takes into
account the subject-verb agreement rules.
Vocabulary. This refers to the collection of words known of the Grade 10
students of Apitong National High School.

Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
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
by concerned authorities. The researcher used the materials available in the
library and websites.
Related Literature
Related literature on the effectiveness of movie watching in grammatical

competence.
Many experts and language teachers have endorsed movies since they
are deemed real materials. "Exposure to real language" is defined as
"experiencing a language that is not developed expressly for English Language
Teaching, but rather in its original context" (Widdowson, 2020). This exposure
boosts students' motivation, provides them with true information about a foreign
culture that is thought to be relevant to their requirements, and encourages them
to be more creative in their classroom instruction. Vocabulary, listening and
speaking, reading, and essay writing are all taught through movies (Ergenekon,
2016).
According to Masiello (2015), students benefit from using movies in their
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’
critical thinking which would be automatically mirrored in a paper for an essay.
When it comes to authenticity, films, according to Dupuy (2021), are a good
source. It can be utilized in informative argumentative and persuasive writing, and
it can be employed in characters, events, plot, narration, and words in the
context. Compositions of reaction-response pairs with the help of movies, Kasper
(2020) emphasizes that relative associations can be strengthened. Learners can
easily picture and comprehend the relationship between causes and
consequences, which aids them in writing a well-organized and cohesive essay.
Assisting students in understanding and using authentic language, as well
as enriching students' vocabulary and improving 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, effective pre-writing exercises (brainstorming),
genuine materials (connecting learning to real life), and the development of
analytical and critical skills are all examples of pedagogical methods.
Psychological: arousing interest and motivation, attracting and concentrating
attention, and attracting and concentrating attention. In terms of using modern
technology to teach writing through the use of movies, the following are some
suggestions.
The following are some of the advantages: motivation of students,
facilitates communication and collaboration in the writing process, makes it easy
to write, substitute a teacher in part (provide spelling and structuring support), as
others' thoughts are exchanged, it aids in the improvement of ideas, helps people
learn on their own terms.
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
language learning aids might be linked to the stress-free, independent
atmosphere that encourages informal learning and implicit learning.
Informal learning occurs outside of the classroom. Out-of-class learning is
characterized by Benson (2021) as self-instructed, naturalistic, and self-directed
learning activities that take place outside of the classroom. Out-of-class English
activities, or outside of the classroom English activities, are defined by
Chusanachoti (2019) as non-assignment activities carried out in English outside
of a formal classroom setting, academic or non-academic linked, done with or
without the purpose of learning English.
It can be concluded from these research that studies on the use of movies
as a language learning tool, whether for in-class or out-of-class activities, exist. In
general, movies can help with language acquisition, which supports Krashen's
theory that subconscious language acquisition can be aided by exposure to the
language. In the Philippines, watching English films is a common motivation for
studying out-of-class activities. While prior studies looked at out-of-class learning
in a broad sense, the current study focuses solely on English movies.

Related literature on the effectiveness of short stories in grammatical
competence.
Students are introduced to a new and amazing world full of new
experiences, adventures, places, people, fantasy, knowledge, and universal
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
people's lives. "Literature can expand horizons of potential, allowing pupils to
question, understand, connect, and explore," Custodio et al. (2018) write (p. 20).
Furthermore, literature becomes an excellent teaching tool because we are not
only teaching a language but also the habits of a culture.
The literature was chosen for this study because it contains high-quality
language models that can be used to improve language abilities. As a result,
children can interact with genuine language through short stories, which is
beneficial to their education, culture, and language learning. Students can
internalize the language at a high level through literature, according to Elliot
(2020), which is important in language learning. "The objective of incorporating
literature in a language classroom is to make the class dynamic," Koutsompou
(2015) writes, "and it can be stated that an engaging class can certainly
strengthen communicative capabilities of the learners and leave a lasting
impression on their minds" (p. 75). Indeed, one of the benefits of teaching via
literature is the change in class dynamic, which adds to a more conducive
teaching atmosphere.
As a result, children generally have a positive attitude toward a wide range
of activities. Furthermore, Riwes (2012) defies the conventional wisdom of using
a textbook to teach a foreign language. He suggests using literature since it is a

rich supply of "genuine content" that allows pupils to interact directly with native
speakers. He also believes that literature is an artistic depiction of a culture's
spoken language. As a result, literature is a comprehensive resource that can aid
in the development of the teaching and learning of a foreign language.
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
abilities. Otherwise, they may find reading to be a challenging chore. "When
picking literary texts to be utilized in language classes, the language teacher
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
activities in a meaningful manner, which can help ensure the success of
academic work.
In addition, Pardede (2012) discovered in his research that short stories
are enjoyable to read for personal satisfaction while also assisting students in the
development of language abilities. As a result, teachers can use motivational
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
recognize the functions of words in sentences. "(;b);By reading a piece of
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
that is both fun and educational.

According to Rodriguez (2016), Short stories served as a language model
for pupils to better grasp how language works and to improve grammar,
cohesion, and coherence. Working in groups also provided opportunities for
students to share their thoughts, improve written and spoken skills, and discuss
their perspectives on cultural and historical issues. Students' communication
improved as a result of their increased vocabulary and expressions, and they felt
more self-assured, especially during the oral interventions. Furthermore, as a
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
stories held their attention from start to finish.
Read (2013) conceived and produced an alternate word association test to
measure college students' word association knowledge in response to Meara's
(2014) recommendation. A stimulus word was provided to test takers with a
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,
according to Read, were chosen based on three sorts of relationships:
paradigmatic, syntagmatic, and analytic. Read's word association exam is
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
these links (2015)
While there has been a lot of study on assessing word association
knowledge (e.g., (2012, 2013), there hasn't been much research on the
relationship between word association knowledge and reading comprehension.

Qian (2019) conducted one study in which this was attempted. Qian used the
Depth of Vocabulary Knowledge test (hereafter DVK) to investigate the
relationships between vocabulary size, depth of vocabulary knowledge, and
reading comprehension in ESL students. The DVK was a modified version of the
original word associate test (2013) and consisted of word association (including
synonymy and polysemy) and collocation. Scores on the DVK and vocabulary
size were found to be favorably related, according to him (, ). Furthermore, his
multiple regression studies revealed that DVK scores contributed a significant
and distinctive (11 percent) contribution to the prediction of reading
comprehension scores beyond that supplied by vocabulary size. As a result, he
came to the conclusion that both vocabulary size and vocabulary knowledge
depth appear to be variables that are significantly connected to reading
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
have worrying effects on L2 learning performance (e.g., (2016). Furthermore,
because the DVK only represents two subcomponents of depth of vocabulary
knowledge (word association knowledge and collocation knowledge), measures
that include other subcomponents, such as morphosyntactic ones, should be
developed and included in future studies for a more complete understanding of
the depth of vocabulary knowledge, as pointed out by Qian (2012).
Much emphasis has been dedicated to examining the importance of
collocation knowledge, another often explored subcomponent of depth of
vocabulary knowledge, in language teaching and learning (e.g., (2017). One
viewpoint is that collocation knowledge is essential because stored word

sequences are the foundations of language learning. For example, Ellis [28]
stated that the preservation of pieces of language in long-term memory without
having to refer to underlying rules can explain a lot of language acquisition.
Language reception and production are made more successful by recovering
portions of language from long-term memory. Similarly, Pawley and Syder [29]
proposed that language users can make native-like sentences (native-like
selection) and fluently produce language (native-like fluency) by extracting units
of language of phrase length from memory, in addition to knowing the rules of the
language. A longitudinal study undertaken by Towell et al. (2013) examined
learners of French as a second language before and after their presence in a
French-speaking country, providing empirical backing for this position. They
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
for attaining native-like fluency and selection.
Numerous academics feel that knowing morphology is beneficial for
reading comprehension since it is a vital subcomponent of vocabulary depth. For
example, Nagy et al. [34] claimed that because a large percentage of English
words have meanings that are foreseeable from their parts, morphological
knowledge is thought to be significant in deciding how learners read and acquire
new, long words, which impacts their reading comprehension.
Related literature about the grammatical competence of junior high school
students.
In an article written by Cabigon (2015), the Philippines is recognized
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
14 million Filipinos. It is the language of commerce and law, as well as the
primary medium of instruction in education. Cabigon further noted that key
stakeholders from the government, academe, private, and nongovernment
sectors acknowledged that even if Filipinos are generally competent in English,
concerns on how much of a competitive advantage have been raised. The
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
workforce. This is an initiative that can potentially strengthen the Philippines’
distinct economic, political or educational advantage in this part of the world,
particularly in the ASEAN economic region.
Despite the economic benefits of being an English-speaking nation,
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
backdrop of international standards. Historically, the English proficiency of
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
percentage of those who are incompetent in English which doubled from a
measly 7% in 1993 to 14% in 2006 (UK Essays, 2013). Anent the above,
grammar is regarded as one of the fundamentals of language. Regardless of any
language, competence in grammar is foundational to one’s ability to

communicate in a particular language. One’s good grasp of grammar implies the
ability to send clearer messages, and the likelihood of being intelligible and
understood by others. Moreover, one can also produce good quality writings with
a competent mastery of grammar (Bradshaw, 2013).
English Grammar presupposes eight parts of speech namely: noun,
pronoun, adjective, adverb, preposition, conjunctions, interjections and verbs.
Students are taught to be competent in the fictional use of these grammatical
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
students is their functional grasp of subject-verb agreement. ESL students’
problematic difficulties in their use of subject-verb agreement are becoming more
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
subject-verb agreement. Errors on subject-verb agreement were found not only in
students’ essays but even in writings of colleagues in universities. The more
worrisome dimension of this problem is that such fiasco extends even to
professionals who use English in their lectures or those among the honorable
members of state and national assemblies or those engaged in varied media
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-
verb agreement have been introduced to students as early as their primary
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
(English as a second language) learners are not adept in deploying their
knowledge of rules in their actual communicative use of English. In the
above context, one of the language learning competencies in the K to 12 program
relates to grammar proficiency. Apparently, the observed deterioration among
students in their application or usage of correct grammar in English language
pervades not only those in the elementary level but also in the secondary level of
education. Since K to 12 uses spiral progression, the grammar competencies are
expected to be mastered by the learners in the early stages as a prerequisite for
them to cope with the more advanced grammar lessons in the higher levels of
their education.
In addition to the above, the K to 12 Basic Education Curriculum uses the
Spiral Progression Principle in English language teaching. In the spiral curriculum
design, key concepts are presented repeatedly throughout the curriculum, but
with deepening layers of complexity. As such, learning competencies in English
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.
Thus, the performance in English of the language learners, especially in writing
which focuses on subject-verb agreement, is a crucial part in their language
learning as it greatly affects their performance in the succeeding grade levels.
Related Studies
According to Pao, R. (2019), the globe has been witnessing linguistic
globalization, and English has played a significant role in this transformation. As a

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
exposure to the natural language learning environment, ESL or EFL students
have a tough time learning English. English movies are more appropriate for
children because they provide a real-time experience of learning the English
language. As a result, English teachers in most ESL or EFL classrooms have
been showing English movies to students in order to provide more exposure to
the English language. It is true that when English lessons are taught utilizing
authentic content in the form of English movies, learners get a fantastic
opportunity to immerse themselves in an authentic English atmosphere.
For students learning English as a second or foreign language, watching
English movies is a popular and effective tool. It is in the power of English
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
focus of this article is on the impact of English movies on English learning in
ESL/EFL courses. It also focuses on the use of audio-visual technology in
English language classrooms, such as English movies, with the goal of
suggesting that these audio-visual technologies be incorporated for ESL or EFL
English language learners.
According to Masiello (1985), presenting movies in the classroom teaches
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
structure of narrative material in general. In order to boost student productivity in

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
of video multimedia. The use of movies as a significant tool in academic writing
pedagogy and the growth of academic writing teaching and learning was
investigated by Baratta and Jones (2018). In their research, they discovered
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
interest and attention of students, resulting in successful teaching and learning.
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
advantages to employing movies to stimulate effective writing.
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
universities to examine the technique of English learning through an English
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
whether or not the pupils' English proficiency had improved.
The function of watching movies as a learning tool is shown in a study
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
learning issues is to engage in extracurricular activities such as watching western
movies. The assisting elements were ascribed to positive attitudes and the
increased motivation that comes with participating in these activities.
Meanwhile, a case study conducted among four English Education
students in Manila to examine their participation in English activities outside of
the classroom found that watching English movies is beneficial for vocabulary
acquisition as well as the learning of colloquial expression and slang, the
conversational aspect of English that is rarely taught in a formal classroom
setting (Chusanachoti, 2019). Furthermore, movies assisted learners in
contextualizing words because characters in movies discuss a variety of issues in
a variety of contexts. This research also found that movies aid in the learning of
pronunciation and various English accents.

Chapter III
RESEARCH METHODOLOGY
This chapter presents the research design, participants of the study,
research locale, sampling technique, research instrument, scaling and
qualification, validation of the research instrument, reliability of the research
instrument, data gathering procedure and statistical used.
Research Design
The research design used by the researchers in their topic ‘The Impact of
Short Stories Reading and Movie Watching in Grammatical Competence of
Grade 10 Students of Apitong National High School is descriptive-comparative. A
descriptive-comparative design is used to describe variables and investigate
differences in variables that occur naturally in two or more groups in a situation.
Research Locale
This study was conducted a Apitong National High School located in
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.
Respondents of the Study
The respondents of the study were the Grade 10 students of Apitong
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
their respective set on their face to face classes, The set A is the group who
watched the movies and the set B is the group who read the short stories. 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 good in terms of writing.
Sampling Technique
The respondents were selected using the Purposive Sampling. It is a type
of non-probability sampling in which researchers choose people of the public to
participate in their surveys based on their own assessment.
Table 1
Distribution of the Respondents of the Study
Section Total Population Total of Group 1 Total of Group 2
Pegasus 27 13 14
Antilla 30 15 15
Hydra 33 17 16
TOTAL 90 45 45
Research Instruments
This study utilized a standardized questionnaire that composed of three
parts as the main data gathering instruments based on the curriculum guide of
the Grade 10 students. The questions used in the questionnaire came from the
modules 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 will test their
punctuation. The researcher used three short stories the A Day in the Country,
The Story of Keesh, and To Build a Fire, same as the movie that the other group
watched.
Validity of the Research Instruments
The questionnaire was validated by the experts- English Instructors at
Pola Central, Head Department of English at Pola Catholic School and Research
Instructor at Mindoro State University (Calapan Campus) before having it
administered. In-depth analysis and suggestions are made before the final
administration of the test to the respondents to check the appropriateness of the
test items.
Reliability of the Instrument
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
questionnaire was determined using T-test.
Data Gathering Procedure

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
research instrument is already prepared and ready for administering after
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:
structure of modification, vocabulary development and punctuation. There were
two groups that took the questionnaire. The first group were the one who read the
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. The researchers personally
went to the Apitong National HighSchool to conduct the study. In the actual
survey, the respondents were oriented on the purpose of the study and the way
of answering it. Health protocol were observed during the actual survey, since we
are still in the middle of the pandemic. The students answered the pre-test before
reading the short stories or watching the movies. The materials were left to the
students so that they can read or watch the movies at home, but beside from that
on the time of their English subject, the researchers and their English Teacher let
them read the materials. After two weeks of the administration they will answer
the post-test.
Scoring and Quantification of Data
Level of effectiveness of the short stories and movie watching to
grammatical competencies of the respondents is described using the range
below:
Table 2
Score and Quantification of Data
Range Descriptions
90 and above Very High
85-89 High
80-84 Moderate
75-79 Low
Below 75 Very Low
Statistical Treatment of Data
To interpret the data effectively, the researchers employed the following
statistical treatment. The mean, the percentage, standard deviation, and t-test
were the tools needed to interpret data.
1. Percentage
Percentage is calculated by taking the frequency in the category divided
by the total number of participants and multiplying by 100%. This was used to get
the rating of the scores of the pre-test and post-test.
2. Mean
The mean is an important measure, it incorporated the score from every
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
and the group who watched movies.

Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presented, analyzed and interpreted data gathered in the light
of the sub-problems and hypothesis raised in the “Comparative Study Between
the Effectiveness of Reading of Short Stories and Watching Movies in
Grammatical Competence of Grade 10 Students of Apitong National High
School”
Table 1. Effectiveness in the Grammatical Competence of Reading Short
Stories
Table 1.1. Level of effectiveness of Reading Short Story in Structure of
Modification of Grade 10 students in Apitong National High School for Pre-
test.
Scores Frequency Percentage Description
90-above 4 8.89 Very High
85-89 3 6.67 High
80-84 19 42.22 Moderate
75-79 3 6.67 Low
Below 75 16 35.56 Very Low
Total 45 100
Mean Score: 79.38 Description: Low

Table 1.1 presents the frequency, percentage and the description of the
level of effectiveness of reading short stories in terms of structure of modification
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
grade of 90 and above which is equivalent to eight point eighty-nine percent
(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
in an overall mean score which is 79.38 and described as low effective.
This suggests that the participants' knowledge of the structure of
modification is lacking. The researchers created and experts-validated
questionnaires that measure students' understanding of grammatical structure
resulted a low percentage, which is a strong indication of the participants' poor
performance in terms of grammar structure. This proves that the English
teachers' earlier research and surveys about their students' performance in
applying grammar rules to sentences were accurate. This supports the Nayan’s
(2019) notion which cited that despite being instructed of the grammatical rules at
younger age, ESL (English as a second language) learners are not adept in
deploying their knowledge of rules in their actual communicative use of English.

In the above context, one of the language learning competencies in the K to 12
program relates to grammar proficiency. Apparently, the observed deterioration
among students in their application or usage of correct grammar in English
language pervades not only those in the elementary level but also in the
secondary level of education. Since K to 12 uses spiral progression, the grammar
competencies are expected to be mastered by the learners in the early stages as
a prerequisite for them to cope with the more advanced grammar lessons in the
higher levels of their education.
Table 1.2. Level of Effectiveness of Short Story in Vocabulary of Grade 10
Students in Apitong National High School for Pre-test.
85-89 5 11.11 High
80-84 11 24.44 Moderate
75-79 8 17.78 Low
Total 45 100
Table 1.2 presents the frequency, percentage, the mean score and its
description of the level of effectiveness of short story in Vocabulary of Grade 10
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
90 and above average which is equivalent to eight point eighty-nine percent
(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)
frequency that is commensurate with a percentage seventeen point seventy-eight
percent (17.78%). The remaining 17 students got an average below 75, which is
equivalent to thirty-seven point seventy-eight percent (37.78%). The total mean
score for the vocabulary section for pre-test scores is seventy-seven point fifty-
one percent (77.51%) that has a description of low.
This suggests that the participants' grammatical proficiency in terms of
vocabulary is not matched by their proficiency in English vocabulary knowledge.
According to the findings, even at their level (Grade 10), students still lacked the
necessary vocabulary skills. However, the researchers also think that the cause
of the results might also be affected because of the questionnaires. It's possible
that the vocabulary requirements for the test were too high for the participants.
According to Tafida & Okunad (2016), aside from undermining the importance of
grammar rules or structure, many students face problems in vocabulary.

Table 1.3. Level of Effectiveness of Short Story in Punctuation of Grade 10
Students in Apitong National High School for Pre-test.
85-89 5 11.11 High
80-84 11 24.44 Moderate
75-79 11 24.44 Low
Total 45 100
Mean Score: 81.07 Description: Moderate
Table 1.3 shows the frequency, percentage the mean score and
description of the level of effectiveness of short story in Punctuation of Grade 10
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
twenty-four point forty-four percent of the whole population of the participants
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
of using punctuation, it has a percentage of twenty percent (20%). Lastly, it
reveals a total mean score of 81.07 which is described as a moderate level of
effectiveness in grammatical competence particularly in punctuation.
This suggests that students still need more practice learning how to
punctuate sentences. Participants lack the punctuation knowledge necessary to
select the right response during the test. This indicates that students are still
confused of how to properly employ punctuation in a sentence even at Grade 10
levels. It supports Martin’s (2014) notion which states that the students also
should pay attention to content, organization, vocabulary, language and
mechanism when writing a text. For junior high school students, writing is a skill
which is important to be mastered as well. They should know how to develop a
paragraph into good composition. It included the ideas, unity of paragraph,
sentence pattern, grammar, correct punctuation, spelling and capitalization.

Table 1.4. Level of Effectiveness of Reading Short Story in Structure of
Modification of Grade 10Students in Apitong National High School for Post
test.
85-89 5 11.11 High
80-84 11 24.44 Moderate
75-79 2 4.44 Low
Total 45 100
Mean Score: 89.24 Description: High
Table 1.4 presents the frequency, percentage, the mean score and
description of the level of effectiveness of short stories in Structure of
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
of a very high effectiveness of reading short stories in grammatical competence
in terms of structure of modification, it has a percentage of fifty-seven point
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
level of effectiveness of reading short stories in grammatical competence, it is
equivalent to eleven point eleven percent (11.11%). The average 80-84 which
has a corresponding description as moderate level of effectiveness of short
stories consists of 11 out of forty-five (45) students, it has a percentage of twenty-
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
grammatical competence in particular to structure of modification. There is only
one student who got an average below 75 which is described as a low level of
effectiveness of reading short stories in grammatical competence, it is equivalent
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
described as a high level of effectiveness of reading short stories in the
grammatical competence of grade 10 students in terms of structure of
modification.
The findings imply that short stories have a good impact on participants'
grammatical proficiency in terms of structure and modification. This is due to the
fact that the questionnaires and the short stories that were chosen make an ideal
pair for evaluating the students' understanding of the structure of modification.
The materials more than satisfied participants' need to provide accurate answers
on the post-test questionnaire. It supports Sakthivel, Phil, and Kavidha’s (2012)
notion which states that by reading a piece of literature like short stories, learners
can understand the structure of modification specifically the grammar rules,
different usage of words, phrases, phrasal verbs, numerous meanings, and
idioms, among others. Moreover, it also relates to Rodriguez (2016) findings
which found out that short stories served as a language model for pupils to better
grasp how language works and to improve the structure of grammar, cohesion,
and coherence.
Table 1.5. Level of Effectiveness of Reading Short Story in Vocabulary of
Grade 10 students in Apitong National High School for Post test.
85-89 7 15.56 High
80-84 12 26.67 Moderate
75-79 4 17.78 Low
Total 45 100
Table 1.5 reflects the frequency, percentage, the mean score and
description of the level of effectiveness of reading short stories in Vocabulary of
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
high level of effectiveness and it is equivalent to forty-four point forty-four percent
(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)
students got an average of 85-89 which is recognized as a high level of
effectiveness of reading short stories in the vocabulary of Grade 10 students, it

has a percentage fifteen point fifty-six percent (15.56%) from the total number of
the participants. Next, 80-84 is described as a moderate level of effectiveness of
short stories, it has a frequency of twelve (12) which is commensurate with
twenty-six point sixty-seven percent (26.67%). While, four (4) scores beyond the
range of 75-79 which is known as low effectiveness of short stories in the
vocabulary of the grade 10 participants. This has a percentage of seventeen
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
total number of participants, it is equivalent to eight point eighty-nine percent
(8.78%). These data result in a mean score of 87.2 which is described as high
level of effectiveness of reading short stories in the grammatical competence
particularly in vocabulary of Grade 10 students of Apitong National High School.
This implies that in grammatical competence in terms of vocabulary,
reading short stories is a highly effective tool to improve students’ English
acquisition. The researchers notice the short stories (The Day in the Country,
Story of Keesh and To build a Fire) that were provided for the students to read
are potent tools to increase the vocabularies of the learners. The materials met
the vocabulary needs of students to answer the questionnaires correctly. It
supports Qian (2019) findings which found out that reading any literary piece
contributed significantly in vocabulary knowledge.

Table 1.6. Level of Effectiveness of Reading Short Story in Punctuation of
Grade 10 Students in Apitong National High School for Post test.
85-89 11 24.44 High
80-84 8 17.78 Moderate
75-79 1 2.22 Low
Total 45 100%
Mean Score: 90.13 Description: Very High
Table 1.6 presents the frequency, percentage, description and the mean
score of the level of effectiveness of reading short stories in Punctuation of Grade
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
high level of effectiveness of reading short stories in the use of punctuation of
Grade 10 students, it is equivalent to fifty-three point thirty-three percent
(53.33%) from the total number of participant who read short stories. Meanwhile,
eleven (11) students got an average of 85-89 which is equivalent to twenty-four
point forty-four percent (24.44%), this average depicts a high level of
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
equivalent percentage of seventeen point seventy-eight percent (17.78%). The
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
reading short stories in the punctuation of Grade 10 students of Apitong National
High School in their posttest.
This implies that reading short stories really improves students’ ability to
use punctuation correctly and accurately. The post test of the participants
revealed a high score that the short stories provided increases the students’
ability to use the punctuations clearly. This implies that the study materials are an
excellent aid for performing well on the test. This demonstrates the connections
between the short stories and questionnaires that were used. 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.
Table 2.1. Level of effectiveness of Watching Movies in Structure of
Modification of Grade 10 students in Apitong National High School for Pre-
test.
Scores
Frequency Percentage Description
85-89 3 6.67 High
80-84 14 31.11 Moderate
75-79 5 11.11 Low
Table 2.1 shows the result of the pretest in structure of modification.
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.
This means that the students who are chosen to watch movies are already
well-familiarized with grammar and the researchers see that those participants
are those potentials of students who had quite knowledge in terms of grammar
that is why the test resulted moderate. This also implies that the tools and
questionnaires used to gauge the student's vocabulary development were
reliable.
Table 2.2. Level of effectiveness of Watching Movies in Vocabulary of
Grade 10 students in Apitong National High School for Pre-test.
Scores
85-89 3 6.67 High
80-84 15 33.33 Moderate
75-79 10 22.22 Low
Table 2.2. shows the result of the pre-test 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
or 22.22% of the students got a score of 75-79. Fourteen students or 31.11% of
the students got a score below 75. The mean score of the result of the pre-test in
vocabulary development is 77.8, which has a low impact.
This table demonstrated the poor pre-test outcome. In our study, the
individuals who utilized short stories and the ones who used movies both had
comparably low vocabulary levels. This suggests that they weren't able to
understand or interpret the language used in the questionnaires. That supports
the study of Wahyuningsih (2018) that states limited exposures to English
vocabularies is one of the issues that causes students’ poor writing skill. This
shows that pupils who watch movies have had little exposure to English
vocabulary, which decreased their test score.
Table 2.3. Level of effectiveness of Watching Movies in Punctuation of
Grade 10 students in Apitong National High School for Pre-test.
Scores
85-89 5 11.00 High
80-84 10 22.00 Moderate
75-79 9 20.00 Low

The result of the pre-test in punctuation is shown in table 3.3. Eight
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 are the total mean score of the scores of the students. The
outcome shows that learners' understanding of punctuation in their prior
knowledge was not very adequate. The pre-exam demonstrated that students
lacked the prerequisite knowledge to succeed on the punctuation test. Because
they lack the background information necessary to recognize proper punctuation
in a sentence, learners scored poorly on their pre-test.
Table 2.4. Level of effectiveness of Watching Movies in Structure of
Modification of Grade 10 students in Apitong National High School for
Posttest.
Scores
85-89 7 5.55 High
80-84 12 26.66 Moderate
75-79 6 13.33 Low
Mean Score: 86.13 Description: high

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
mean score of the result is 86.13, and it has a high impact.
The outcome of post-test suggests that in terms structure of modification a
significant advancement or change that occurs when individuals are exposed to
movies. As a result, movies based on the researchers' short stories are highly
successful methods for teaching grammar, particularly the structure of
modification. This suggests that using this content (movies) to improve students'
grammatical proficiency. 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.

Table 2.5. Level of effectiveness of Watching Movies in Vocabulary of
Grade 10 students in Apitong National High School for Posttest.
Scores
85-89 1 2.22 High
80-84 13 28.88 Moderate
75-79 9 20.00 Low
The result of the posttest in vocabulary development is shown in table 2.5.
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 demonstrates that watching the movie had a moderate effect on
the participants' vocabulary. This means that learners’ expand their vocabularies
after being exposed to movies and the movies featured ( The Canterbury Tales,
The Story of Keesh and To Build A Fire) are good tales that can develop the
vocabulary of the Grade 10 students. This further suggests that the
questionnaires and the movies utilized were poor tools for evaluating the
participants' vocabulary abilities. This supports the findings of Ergenekon (2016),
wherein, it state that vocabulary, listening and speaking, reading, and essay
writing are all taught through movies.
Table 2.6. Level of effectiveness of Watching Movies in Punctuation of
Grade 10 students in Apitong National High School for Posttest.
Scores
85-89 3 6.66 High
80-84 13 28.88 Moderate
75-79 7 15.55 Low
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
result of post-test in vocabulary development is 87.46, which has a high impact.
The outcome suggests that learners experienced significant modifications
or advancements, particularly when the movies shown were ones with subtitles.
The fact that the students could read the language on the screen in addition to
hearing and seeing it is what made the materials extremely effective for the
children and led to a high score.The findings are related to Seferogiu's (2018)
study, in which he examined the effects of using movies in EFL classrooms and
highlighted their significant contribution to the teaching and learning process. He
discovered that using movies to teach academic writing can help students use
punctuation more effectively. It also relates to Khan's (2015) ideas, according to
which movies provide a variety of approaches and resources for teaching the
target language and enhancing students' writing abilities, including grammar and
punctuation standards.
Table 3. Difference of the Level of effectiveness of Reading short stories in
the grammatical competence of Grade 10 students of Apitong National High
School for Pre-test and Post Test.
t-test
Compared Variables
Mean
t df p value Interpretation
Difference
Reading Pre-test
Short vs. Post- SOM 8.81 44 <.001 9.87 significant
Stories test
8.60
VOC 3 44 <.001 9.69 significant
7.76
PUNC 3 44 <.001 9.07 significant
Based on table 3, the data presents the difference of the level of
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
after reading short stories in the grammatical competence of Grade 10 students
specifically in structure of modification, vocabulary and punctuation.
This suggests that reading short stories had a significant impact on
all the study's assessed factors (structure of modification, vocabulary and
punctuation). This shows that the three short stories chosen—The Canterbury
Tales, The Life of Keesh, and To Build a Fire—confirmed a significant
improvement in the participants' pre- and post-test scores. According to the
results, the students didn't do well or had poor scores before being exposed to
short stories, but thereafter, most of their scores increased, which confirms a
favorable impact on the students' grammatical competence for all variables that
the researchers assessed. This also means that the literary works the
researchers chosen have a positive impact on the participants' knowledge of
sentence structure, punctuation, and vocabulary development.
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 attempted to use short stories to investigate the depth of vocabulary
knowledge, words and sentence structure which result also in having significant
relationship between the variables and reading literature. This explains why
students who were exposed to short stories improved on their test results and
why there was a significant difference between the pre-test and post-test for
every variable studied.

t-test
Compared Variables Mean
t df p value Interpretation
Difference
Watching Pre-test
Movies vs. Post- SOM 2.455 44 0.018 2.67 significant
test
not
VOC 1.86 44 0.069 2.73 significant
PUNC 4.491 44 0.001 5.82 significant

Table 4. Difference of the Level of effectiveness of Watching Movies
in the grammatical competence of Grade 10 students of Apitong National
High School for Pre-test and Post Test.
Table 4 shows the difference of the level of effectiveness of watching
movies in grammatical competence of Grade 10 students for Pre-test and Post-
test. The table reveals the mean difference of the three different independent
variables, structure of modification got two point sixty-seven (2.67) while
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).
The p value of each variable is revealed in the table above, structure of
modification have (0.018) while vocabulary have (0.069) and punctuation has
point five (0.00005). Both vocabulary and punctuation are interpreted as a
significant difference while structure of modification reveals that there is no

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
effective tool in the grammatical competence of Grade 10 students of Apitong
National High School except for the structure of modification for the result
remains.
This suggests that watching movies has a significant impact on the Grade
10 students at Apitong National High School in terms of grammatical
competence, particularly in terms of structure of modification and punctuation.
However, it reveals that watching movies has little to no impact on their
vocabulary, so the result appears to be insignificant. Prior to exposure to movies,
learners scored poorly on the questionnaires created by the researchers,
indicating that there are problems or issues with regard to English language
acquisition. However, after exposure to movies, there was a significant impact on
all variables, with the exception of vocabulary. In all honesty, the researchers had
high expectations for the vocabulary test portion, but the findings show that
neither the study's materials—movies—nor its questionnaires—pre and post tests
—were sufficient to determine whether watching movies helps students'
vocabulary.
The result 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, effective pre-writing exercises
(brainstorming), genuine materials (connecting learning to real life), and the

development of analytical and critical skills are all examples of pedagogical
methods. However, the findings of the study, doesn’t support Kasper’s (2020)
notions that assisting students in understanding and using authentic language, as
well as enriching students' vocabulary and improving their grammar skills.
Table 5.1. Difference in the Level of effectiveness of Reading short stories
and Watching Movies in the grammatical competence of Grade 10 students
of Apitong National High School for Pre-Test.
t-test
Compared Variables p Mean
t df Interpretation
value Difference
Watching Pre-test
vs. SOM 2.26 88 0.013 4.09 significant
not
Reading
VOC 0.168 88 0.433 0.29 significant
not
PUNC -0.69 88 0.247 -1.2 significant
Table 5.1. shows the difference in the Level of effectiveness of reading
short stories and watching movies in the grammatical competence of Grade 10
students of Apitong National High School for pre-test. The t-test reveals the mean
difference 4.09 for structure of modification, 0.29 in vocabulary development, and
-1.2 in punctuation. This table reveals the t-value of the pretest of the students in
the two groups, 2.26 is the t value in structure of modification, 0.168 in
Vocabulary development, and -0.69 in punctuation. The t-test also shows that
structure of modification got 0.013 as its p value, 0.433 for vocabulary
development and 0.247 for punctuation. This result shows that there was a
significant difference in the result of the pretest in the structure of modification,

and no significant difference in the results of vocabulary development and
punctuation.
The findings regarding structure of modification showed a significant
difference, indicating that the participants who utilized short stories and movies
also had varying levels of English proficiency. The results imply that there was no
significant difference between the pre-test results of participants who are
exposed to short stories and movies in terms of vocabulary and punctuation.
However, the pre-test also revealed that, when compared to the group of
participants who will use short tales, the group of participants who will use movies
had a higher score on the questionnaires in terms of the structure of modification.
This also suggests that those who watch movies are better equipped to adopt the
English language since they perform better than those who read short stories.
T-test
Compared Variables
Mean
t df p value Interpretatio
Difference
Watching -
SOM 1.732 88 0.433 -3.11 significant
Movies vs.
Post -
Reading VOC 3.643 88 0.000227 -6.67 significant
test
Short Stories
PUNC -2.67 88 0.004579 -4.44 significant
Table 5.2. Difference in the Level of effectiveness of Reading short
stories and Watching Movies in the grammatical competence of Grade 10
students of Apitong National High School for Post Test.
Table 5.2. reveals the difference in the Level of effectiveness of reading
short stories and watching movies in the grammatical competence of Grade 10
students of Apitong National High School for post-test. T test reveals that the
mean difference for structure of modification is -3.11, -6.67 for vocabulary
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
there were significant differences in the results.
This suggests that the post-test findings of those who watched movies and
read short stories had a significant difference. This indicates that participants
received a range of scores after watching movies and reading short stories. The
results also demonstrated that short stories performed significantly better on the
post-test than movies. This suggests that the use of short stories helped
participants improve their grammatical proficiency more effectively. The
conclusions, however, may also be influenced by the participants' level of English
proficiency and the materials utilized are not particularly complementary. For
instance, the movie versions of The Canterbury Tales' short stories, The Story of
Keesh, and To Build a Fire are not up to grade materials to match the literary
versions. The outcome might also be impacted by the fact that the text version
places greater emphasis on punctuation, vocabulary development, and sentence
structure than the technology or movie adaptations that the researchers chose for
the experiment.
Chapter V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
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
1. What is the level of grammatical competence of Grade 10 students exp
osed to reading short stories in pre-test and post-test in terms of:
This study found that students who had not previously read
short stories had an overall mean of just 79.38 on their pre-test,
which is considered to be low effectiveness, compared to students
who had read short stories and had an overall mean of 89.24.
Reading short stories has been shown to have a high level of
effectiveness on participants' structure of modification.
1.2. Vocabulary
The results of this study showed that students before being
exposed to short stories had an overall mean of 77.51 on their
pretest, which is considered to be moderately effective, but those
following exposure to short stories had an overall mean of 87.2.
Reading short stories has been shown to be highly effective in
improving participants' vocabulary.

1.3. Punctuation
This study revealed that students before they are exposed to
reading short stories got an overall mean of 81.07 in their pretest,
this is describe as moderate effective while the students after being
exposed to reading short stories had an overall mean of 90.13. The
effectiveness of reading short stories on the participants in
grammatical competence in terms of vocabulary is described as
very high effective.
exposed to watching movies in pre-test and post test in terms of:
This study found that students who had not previously watch
movies had an overall mean of just 83.47 on their pretest, which is
considered to be moderate effectiveness, compared to students
who had watched movies and had an overall mean of 86.13.
Watching movies has been shown to have a high level of
effectiveness on participants' structure of modification.
2.2. Vocabulary
The results of this study showed that students before being
exposed to movies had an overall mean of 77.8 on their pretest,
which is considered to be moderately effective, but those following
exposure to movies had an overall mean of 81.15. Watching movies

has been shown to be moderately effective in improving
participants' vocabulary.
2.3. Punctuation
This study revealed that students before they are exposed to
watching movies got an overall mean of 79.86 in their pretest, this is
describe as low effective while the students after being exposed to
movies had an overall mean of 87.46. The effectiveness of
watching movies on the participants in grammatical competence in
terms of vocabulary is described as high effective.
3. What is the effect of reading stories to the grammatical competence of the
3.1. Structure of modification
Apitong National High School's Grade 10 pupils who
participated in the study by reading short stories received a mean
difference of 9.87 with a t value of 8.81 and a p value of.001. This
suggests that there is a significant difference between the results of
the pretest and posttest that assess the Grade 10 students'
grammatical competence in terms of structure and modification.
3.2. Vocabulary
As a result of reading short stories, 45 students in Grade 10
at Apitong National High School showed a mean difference of 9.69,
a t value of 8.603, and a p value of .001. This suggests that there is
a significant difference between the results of the pretest and

posttest that assess the Grade 10 students' grammatical proficiency
in terms of vocabulary.
3.3. Punctuation
Apitong National High School's Grade 10 pupils who were
exposed to short stories showed a mean difference of 9.07 with a t
value of 7.763 and a p value of.001. This suggests that there is a
substantial difference between the results of the pretest and
posttest that assess the Grade 10 students' grammatical proficiency
in terms of punctuation.
4. What is the effect of movie watching to grammatical competence of the
Apitong National High School's Grade 10 pupils who
participated in the study by watching movies received a mean
difference of 2.67 with a t value of 2.455 and a p value of.018. This
suggests that there is a significant difference between the results of
the pretest and posttest of watching movies that assess the Grade
10 students' grammatical competence in terms of structure and
modification.
4.2. Vocabulary
As a result of watching movies, 45 students in Grade 10 at
Apitong National High School showed a mean difference of 2.73, a t
value of 1.86, and a p value of.069. This suggests that there is no

significant difference between the results of the pretest and posttest
in watching movies that assess the Grade 10 students' grammatical
proficiency in terms of vocabulary.
4.3. Punctuation
Apitong National High School's Grade 10 pupils who were
exposed to movies showed a mean difference of 6.82 with a t value
of 4.491 and a p value of 0.01. This suggests that there is a
significant difference between the results of the pretest and posttest
in watching movies that assess the Grade 10 students' grammatical
proficiency in terms of punctuation.
5. How do reading short stories and movie watching compare in terms of
their grammatical competence? Is there a significant difference?
Based on the findings, Table 5.2 showed that the Grade 10
students at Apitong National High School significantly improved their
grammar skills by reading short stories and watching movies. The table
demonstrated that reading short stories and watching movies require quite
different levels of effectiveness in the grammatical competence in terms of
vocabulary, sentence structure, and punctuation. For instance, participants
in the study received a mean difference of -3.11 in the structure of
modification with a t value of 1.732 in terms of structure of
modification and a p value of 0.433 and having an 88 degree of freedom in
both the posttest or after exposure to short stories and movies. The
outcome is considered significant. In terms of vocabulary, the study's
participants had a mean difference of -6.67, a t value of 3.643, a p value of

0. 0227, and an 88 degree of freedom. It shows that there is also a big
difference between watching movies and reading short stories. Last but
not least, the study's participants' in terms of punctuation had a mean
difference of -4.44, a t value of -2.67, a p value of 0.004579, and an 88
degree of freedom. It demonstrates that there is also a significant
difference between watching movies and reading short stories.
Conclusions
On the basis of the foregoing findings, the following conclusions were

drawn.
1. The researchers came to the conclusion that teaching Grade 10
students at Apitong National High School using short stories effectively
improved their grammatical proficiency. The researchers conclude that
using short stories and the questionnaire that was employed are
compatible to measure the participants' grammatical ability. That is why
reading short stories had high effect on teaching vocabulary,
punctuation, and structure of modification.
2. The study's findings conclude that the idea of watching movies
enhances and develops the English language proficiency of Apitong
National High School students in Grade 10. Additionally, the
researchers attest to the accuracy of the chosen movie versions of the
short stories and the efficiency with which the questionnaire developed
and approved by specialists really measures the participants'
grammatical proficiency.
3. The participants' grammatical proficiency increased after their exposure
to short stories, which is why the outcome is high effect. It has been
demonstrated that the short stories chosen from the Grade 10 students'
modules are a successful teaching tool for English grammar,
vocabulary, and punctuation.
4. The researchers conclude that the pre-test and post-test are significant
because after watching the movies, participants were able to respond
to the questionnaire questions accurately, indicating that watching the
movies helped them become more grammatically competent. However,
there were no changes in the pre-test or post-test regarding
vocabulary, which led researchers to draw the conclusion that the
study's materials and assessment tools used to gauge students'
grammatical proficiency were inadequate. This implies that the results
are constrained because they cannot account for the overall efficacy of
the materials and questionnaires on the studied variables.
5. In general, the effectiveness of reading short stories versus watching
movies differs significantly. The researchers conclude that using short
stories are more effective to improve students’ grammatical proficiency.
This is because the learners are more exposed to grammar when they
longer see the language, therefore there is a strong likelihood that test
takers will successfully master the grammatical skills required. The
results indicate that the questionnaires and the materials—short tales
or movies—chosen to test participants' grammatical proficiency are
both quite effective.
Recommendation
In line with what has been discussed so far and based on the results of the
present study, the following suggestions are offered:

1. Using short stories won't necessarily increase students' interest in English
unless such stories are engaging and the language utilized is appropriate
for their level. It would be preferable if the short narrative was carefully
picked, taking into account the pupils' English proficiency and motivation
levels.
2. The study's main limitation is that the movie adaptations of the short
stories didn't really complement to achieve the best results, thus the
researchers advise future researchers to seek for a better movie
adaptation that will match both texts and visual language.
3. Short stories should be taken account while designing lesson plan,
materials and evaluation instrument, it could improve the ideas and
strategy of foreign language teachers and other experts in developing the
learner’s grammar.
4. The researchers recommend employing technology-based media (movies)
in grammar instruction and seek for films that are more similar to the
resources they will compare. Finding a cinematic adaptation that truly
matches the content of short stories is important in order to come up with
better result.
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
especially for vocabulary, punctuation, and structure of modification.
Although watching movies could be an interesting teaching technique, this
study recommends that reading short tales makes students pay more
attention to language learning.

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A COMPARATIVE STUDY BETWEEN THE EFFECTIVENESS OF READING

OF SHORT STORIES AND WATCHING MOVIESIN GRAMMATICAL

HANNAH MAE LUPIG

THE PROBLEM AND ITS BACKGROUND

Nature and Importance of the Study

In everyday communication, English is one of the most widely used

languages. It has become a worldwide language. English is taught and studied in

today's society for its obvious practical application, primarily as a medium of

international communication. In the Philippines, it has long been a part of the

curriculum in a variety of academic programs. It has become one of the most

English grammar makes up a substantial amount of the Philippines'

Considering spiral progression is used from K to 12, learners are required to

grasp grammar competencies early in their education as a requirement for

dealing with more sophisticated grammar topics at subsequent levels. In addition,

are taught at increasingly demanding and sophisticated levels. This enables

pupils to graduate from foundational to advanced levels of language use. Thus,

language learners' performance in English, particularly in writing, which focuses

on grammatical competence, is a critical aspect of their language learning

because it has a significant impact on their performance in subsequent grade

to prepare students to use English effectively both in their academic and

everyday life. Given this premise, communicating effectively especially through

and career success of the students.

The school administrators and English teachers are continuously adhering

their primary concern is about the grammatical competence of the students

particularly the structure of modification, vocabulary development and their

functional grasp of punctuation. Subjectively, the Grade 10 students of this

activities. Another concern is the learners’ restricted vocabulary, both in terms of

will be hampered if they lack basic vocabulary knowledge.

Accordingly, Grade 10 students are expected to acquire grammar skills on

the early stage in order to be able to cope with increasingly sophisticated

while also improving their grammar accuracy. The researchers plan to

concentrate on teaching grammar through stories and films because it is critical

to understand the fundamental grammar principles in a foreign language in order

Nowadays, teachers commonly use literature and media as strategies to

increase student’s motivation to ease the burden of teaching English grammar.

and movies in improving the grammar, vocabulary and punctuation of students.

teachers in developing their grammar structures and vocabularies (Azziz, 2012).

uncertain and debatable among researchers in terms of their effectiveness in

grammatical competence. The main purpose of this study is to investigate how

are useful and interesting in teaching grammar. Another purpose is to discover

the significant difference between both materials’ effectiveness in terms of

movies in the Grammatical Competence of the Grade 10 students of Apitong

National High School.

Specifically, it sought answers to the following questions:

1. What is the level of grammatical competence of Grade 10 students

1.1. Structure of Modification

1.2. Vocabulary Development

2. What is the level of grammatical competence of Grade 10 students

exposed to watching movies in pre-test and post test in terms of:

2.1. Structure of Modification

2.2. Vocabulary Development

3. What is the effect of reading stories to the grammatical competence of the

respondents in terms of:

1.1. Structure of Modification

1.2. Vocabulary Development

4. What is the effect of movie watching to grammatical competence of the

respondents in terms of: