Ventura Revised Manuscript

FILM VIEWING STRATEGY AND FILM VIEWING COMPREHENSION
SKILLS OF GRADE 7 STUDENTS
by
MARIAN N. VENTURA
A Thesis Submitted in Partial fulfilment of the Requirements for the

Degree Master of Arts in English Language Teaching
Graduate Studies
College of Education
Mindanao State University-Maguindanao
May 2024
1
APPROVAL SHEET
The Faculty of Graduate Studies of Mindanao State University -

Maguindanao accepts this study; “FILM VIEWING STRATEGY AND FILM
VIEWING COMPREHENSION SKILLS OF GRADE 7 STUDENTS.”
Submitted by MARIAN N. VENTURA in partial fulfilment of the
requirements for the degree of Master of Arts in English Language Teaching.
APPROVED on May 26, 2024 by the Advisory Panel during the Oral
Examination.
ARLYN C. TRASPE, MAELT SAIMA S. MAULANA, PhD

Member Member
___________________ ____________________
Date Signed Date Signed
LEONEL P. UNTONG, PhD

Chairperson
_____________________
Date Signed
ALMIRA MENSON-MAKALINGKANG, PhD

Adviser
________________________
Date Signed
ACCEPTED in partial fulfilment of the requirements for the degree

Master of Arts in English Language Teaching
JOEL C. ARENAS, PhD

Dean, College of Education
___________________
Date Signed
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AUTHOR’S DECLARATION
I, Marian N. Ventura, declare that the research work carried out for this
thesis was in accordance with the regulations of the Mindanao State
University - Maguindanao. The work presented in it is my own and has been
generated by me as the result of my own original research, and if external
sources were used, such sources have been cited. It is original and has not
been submitted to any other institution to obtain another degree or
qualification. This is a true copy of the thesis, including final revisions.
Date: May 26, 2024
MARIAN N. VENTURA
Signature: _______________
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DEDICATION
Bismillah. In the name of Allah, the Merciful, the most Benevolent.
This study is fully dedicated to my parents Sergio Sangaban Ventura III and
Nadia Marlyn Paghasian Nakan, husband Norhasim Paki Balabagan, sisters
and brother (Maisara, Maimona, Mahara, and Mohammad), and aunt Fatima
Paghasian Nakan who have always supported me financially, emotionally,
spiritually, and morally. They have also served as my inspiration and source of
strength when I felt like giving up in the process of writing this paper.
To my maternal grandmother Pazcuala Mariam Catiil Paghasian-Nakan, who
reared us and showed us nothing but love that passed away during my
husband and I’s 6th wedding anniversary which was on the pick of my
proposal writing. Even though you're no longer with us, your memories make
me happy and motivated every day;
My mentors, friends, and co-workers who offered guidance and inspiration to
complete this study; and
Above all, all praises and gratitude is to Allah (SWT), the ultimate Bestower of
knowledge, wisdom and might.
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ACKNOWLEDGEMENT
It is a genuine pleasure to express my deep sense of thanks and

gratitude to the following individuals who gave their precious time and effort to
make this research paper possible:
Dr. Almira Menson-Makalingkang, the research adviser, for her

unwavering assistance, tolerance, inspiration, insightful remarks,
recommendations, vast knowledge, and professional guidance in making this
research worthwhile;
Dr. Leonel P. Untong, panel chairperson and the one who made me
realize to pursue this degree, for her insightful feedback that helped to
improve this study;
Professor Arlyn C. Traspe, member of the panel and the MAELT

coordinator who motivated me to finish this degree and for her helpful
feedback to improve this paper;
Dr. Saima S. Maulana, member of the panel, for patiently and

generously giving her time and effort to explain the direction of my study;
Professor John Paul N. Cabotaje, the research statistician, for his

assistance and expert direction in the computation of my statistical data.
Dr. Alma M. Abdula – Nor, the Schools Division Superintendent of

Maguindanao del Norte and Madam Ma. Liza J. Abdullah, MAEd, my
supportive and generous School Principal IV, for allowing me to administer my
experimental research to determine the effect of film viewing strategy to the
grade 7 students’ comprehension skills; and
To the grade 7 students of Litayen National High School batch 2023-

2024, who were the respondents of this study.
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ABSTRACT
This quantitative study sought to determine the effect of film viewing

strategy to the Grade 7 students’ comprehension skills. The researcher made
use of experimental research employing post-test design. Random sampling
was utilized to select the respondents of the study after the introduction of film
viewing strategy. There were 60 students from Litayen National High School
for the school year 2023-2024 who participated in the post-test to determine
the level of their film viewing comprehension skills.
The researcher used teacher-made post-test questionnaire based on

the Animated Film “The Present directed by Jacob Frey on 2014, to assess
the film viewing comprehension skills of Grade 7 students in critical thinking,
media literacy, contextual understanding, analytical skills, active viewing,
comparative analysis, and attention to detail.
Based on the findings, it can be concluded that the film viewing

comprehension skills of the respondents have a moderate significant
correlation with their English performance. The greater their film viewing
comprehension skills was the greater their English performance. Similarly, the
lesser their film viewing comprehension skills was the lesser their English
performance.
Therefore, the integration of educational videos in the lesson is

necessary to attain the objectives of the lesson. This strategy is useful in
developing the film viewing comprehension skills of the Grade 7 students so
the use of this strategy is encouraged to attain the objectives of the lesson
promulgated by the Department of Education and the Ministry of Basic,
Higher, and Technical Education.
Keywords: film viewing strategy, English performance, film viewing

comprehension skills
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TABLE OF CONTENT
PAGE
TITLE PAGE
APPROVALSHEET i
AUTHOR’S DECLARATION ii
DEDICATION iii
ACKNOWLEDGMENTS iv
ABSTRACT v
TABLE OF CONTENTS vi
LISTOF TABLES viii
LISTOF FIGURES ix
I. INTRODUCTION
Background of the Study 1
Objectives of the Study 2
Hypotheses of the Study 3
Significance of the Study 3
Scope of the Study 4
Definition of Terms 4
II. LITERATURE REVIEW
Effect of the Film Viewing Strategy on 8
Film Viewing Comprehension
English Performance 11
Film Viewing Comprehension Skills 13
Critical Thinking 15
Media Literacy 17
Contextual Understanding 19
Analytical Skills 21
Active Viewing 22
Comparative Analysis 24
Attention to Detail 25
Theoretical Framework 27
Conceptual Framework 28
III. METHODOLOGY
Research Design 29
Location and Duration of the Study 29
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Respondents of the Study and Sampling Procedure 30
Research Instrument 31
Data Gathering Procedure 32
Statistical Treatment of Data 32
IV. RESULTSANDDISCUSSION
Critical Thinking 35
Media Literacy 36
Contextual Understanding 37
Analytical Skills 38
Active Viewing 39
Comparative Analysis 40
Attention to Detail 41
Aggregate Table of Comprehension skills 42
English Performance 43
Correlation Coefficient of Comprehension Skills 45
and English Performance
V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary 47
Conclusions 47
Recommendations 49
REFERENCES 51
APPENDICES
Appendix A: Letter of Approval to Conduct the Study 56
Appendix B: Certifications for Validating the Instrument 59
Appendix C: DOCUMENTATION 62
CERTIFICATEOFTHESISEDITING
MATRIXFORCOMMENTS, SUGGESTIONS,
AND ACTION TAKEN
CURRICULUM VITAE
8
LIST OF TABLE
Table Title Page
1 Table Critical thinking 35

2 Table Media Literacy 36
3 Table Contextual Understanding 37
4 Table Analytical Skills 38
5 Table Active Viewing 39
6 Table Comparative Analysis 40
7 Table Attention to Detail 41
8 Table Aggregate Table of 42
Comprehension skills
9 Table English Performance 43
10 Table Correlation Coefficient of 45
Comprehension Skills
and English Performance
9
LIST OF FIGURE
Figure Title Page
1 Figure Conceptual Framework of the Study 28

2 Figure Map of Parang, Maguindanao 30
Del Norte, Philippines
3 Figure Map of Litayen National High School 30
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Chapter I
INTRODUCTION
Background of the Study
The K to 12 Education Curriculum of the Philippines is anchored ideally

on the notion that students in the “knowledge age” must be “prepared to
compete in a global economy, understand and operate complex
communication and information systems, and apply higher level thinking skills
to make decisions and solve problems” (2013, K to 12 Curriculum Guide-
English). With the recent integration of viewing in the language macro skills
simultaneous with the implementation of K to 12 in school year 2013-2014
and the proliferation of multimedia technology, the challenge to guide our
students to select, validate and interpret these visual images are the many
arduous tasks teachers must face and successfully accomplish.
In the context of English language learning, the term "viewing skills"

typically refers to the ability to comprehend and interpret information
presented in visual forms, such as videos, films, presentations, and other
multimedia materials. Viewing skills are considered one of the macro skills in
language learning, alongside listening, speaking, reading, and writing. These
skills are essential for effective communication and language proficiency.
Along similar vein, Parkay (1991), points out those teachers can draw
from a dazzling array of technological devices to enhance their classroom
instruction. He also contends that today, besides textbooks, chalkboard and
overhead projectors, teachers and students use television, CD-ROM players,
videodisc players, LCD projection panels and the ever-more-powerful desktop
and laptop computers. The role of the teacher then is to help the learners gain
critical viewing skills and make them deal with the complex and fast changing
society.
Thus, the teacher should not focus only to the listening, speaking,
reading and writing skills of the students but also to their viewing skills. Tigo,
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in her study, defines viewing as a process that supports racy and literacy, and
is a part of an integrated language program. According to her, viewing skills
broaden the ways in which students can understand and communicate their
ideas.
Litayen National High School is in Bongo Island, Parang, Maguindanao

del Norte it is a stand-alone secondary school in the entire island
accommodating elementary graduates from four complete elementary
schools. Since it is in an island, there is a scarcity in electric current since
there is no electrical supply in the island. The school has a computer
laboratory powered by solar panels and a battery that can only be used for
printing purposes. The school has a projector which can only be used for
certain occasions because it needs a higher electric supply therefore a
generator is needed to operate, given the fact that gasoline’s price is costly.
Given this kind of situation, wherein there is no available power outlet

for every classroom, the use of media resources such as television and other
audio-visual instructional materials are limited upon the facilitation of subject
teachers using their personal laptops or none at all. Research has indicated
that watching films can affect students' understanding abilities. In this case,
learners with restricted access to multimedia resources are taught using film
viewing strategy to find out how it affects their comprehension abilities.
Statement of the Problem
This study aims to determine the effect of film viewing strategy to the
grade 7 students’ comprehension skills.
Specifically, it seeks to answer the following questions:
1. What is the level of grade 7 students comprehension skills after the viewing
strategy is introduced in terms of:
1.1 critical thinking;
1.2 media literacy;
1.3 contextual understanding;
1.4 analytical skills;
1.5 active viewing;
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1.6 comparative analysis; and
1.7 attention to detail?
2. What is the English performance of the grade 7 students?
3. Is there a significant relationship between the comprehension skills and
English performance of the grade 7 students?
Hypothesis of the Study
Ho1: There is no significant relationship between the film viewing

comprehension skills and English performance of Grade 7 Students.
Significance of the Study
The findings of this study would be valuable to the following:
The Department of Education and Ministry of Basic Higher and

Technical Education can utilize the result of this study as reference in
developing the viewing comprehension skills of the learners and encouraging
the use of viewing strategies in language subjects. This study will reveal
whether the teachers are equipped with necessary viewing strategies that
play a vital role in improving the viewing skills of the students alongside with
the other macro skills such as listening, speaking, reading, and writing which
can lead to improving the comprehension of the students. This study can
provide inputs in integrating film viewing strategy to improve the teaching and
learning environment.
This study will be beneficial to English teachers as they can utilize the
use of video materials during their class as it enhances the viewing
comprehension skills of the students, and it shows an interest in selecting
knowledgeable and beneficial video materials. The school administration can
benefit from this study by make use of facilitating and encouraging the
teachers in the use of ICT equipment in a daily classroom setting.
Additionally, the study may give valuable insights to the Ministry of

Basic, Higher, and Technical Education and the Local Government Unit to
give more attention to the basic tools in teaching such as television, audio-
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visual equipment, and projectors that are necessary in developing the skills of
the 21st century learners.
The study could be added to the pool of references and reinforcements

for future researchers interested in studying students’ viewing skills effect on
their English comprehension in a broader and narrower context.
Scope and Delimitation of the Study
This study explored the effect of film viewing strategy to the grade 7
students in Litayen National High School, Schools Division of Maguindanao
del Norte, in terms of their viewing comprehension after the introduction of the
film viewing strategy.
The researcher integrated the viewing strategies by using educational

videos in the daily lesson plan and actual teaching for the period of 4 weeks
or a minimum of 16 teaching hours, the competencies are Most Essential
Learning Competencies (MELCs) based within the period of third to fourth
quarter. The experimental research was conducted in March to May 2024.
The study utilized 60 participants from the school mentioned above. The
school was chosen as locale of the study since it is in an island with no
electricity; with a limited access to viewing facilities or materials such as
television and projectors since the only power supply is the use of generator
and or solar panels with batteries.
The data gathered through self-made post-test questionnaire to elicit

data needed for the study.
Definition of Terms
The following terms are defined lexically and operationally to provide a

better understanding of this study:
Active viewing refers to understanding and retention of information from

interpreting, and assessing the film or video that has been watched.
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Analytical skills refer to analyzing scenes, dialogues, and character
interactions in the film or video being watched.
Attention to detail refers to the capacity to identify and evaluate aspects in a
film. It includes paying attention to minor narrative elements, character
expressions, auditory clues, visual cues, and other small aspects that
enhance the whole storytelling experience.
Comparative analysis refers to identifying similarities and differences of
characters, storylines, or themes in the film or video.
Contextual understanding refers on how the participants grasp the broader
meaning of dialogues, expressions, and situations in the film or video
being watched.
Critical thinking refers to understanding the composition of the video and
enhancing the ability to read scenarios in the film.
English performance refers to the quarterly grades of the grade 7 students.
Film viewing refers to playing selected videos for educational purposes.
Film viewing comprehension skills refers to the respondents' capacity to
understand meaning from visual presentations at levels of literal,
reorganizational, inferential, evaluation, and appreciation
comprehension.
Film viewing strategy refers to integrating necessary videos in line with the
competencies of the daily lessons.
Grade 7 students refer to the students enrolled in Junior High School in the
Ministry of Basic, Higher, and Technical Education.
Media literacy refers to the capacity to analyze media messages and chart
how those messages affect viewers' attitudes, feelings, and actions.
Viewing skill as language skill refers to as the process of understanding
visual texts that come in various formats, such as TV shows,
advertisements, films, videos, and images.
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Chapter II
REVIEW OF RELATED LITERATURE AND THEORETICAL FRAMEWORK
This chapter presents studies and literature that are found to be related
with the study. This further clarifies and strengthens claims which give better
understanding on concepts and ideas related to this study.
Film Viewing and Film Viewing Strategy
Effects of Film Viewing Strategy on Film Viewing Comprehension Skills
In the study of Sari and Aminatun (2021), students will be more

interested in studying English if the media is used in the teaching and learning
process. Film or movie is one of the engaging mediums that can aid students
in their vocabulary learning. It also clarifies the circumstances in the
classroom and provides information about an object. The purpose of this
study is to find out how students feel about watching movies to help them
learn language.
The study's conclusions show that students view watching movies in

class as a helpful way to increase their command of vocabulary. As a result, it
can aid in the improvement of their vocabulary development, which will
ultimately enable them to utilize it in written or spoken English. The results of
this study indicate that movies are an effective educational tool that can help
students become proficient in vocabulary. According to a study conducted at
Universities Teknokrat Indonesia in Bandar Lampung, almost all the item's
variables are perceived favorably.
Moreover, according to Puttamon (2020), to close the gap, this study

investigates the impacts of using video clips on high school students'
development of critical reading skills. In a private school in Bangkok, Thailand,
fifty eleventh graders were divided into two groups: 25 students in the low-
proficiency group and 25 students in the high-proficiency group students) took
part in the research. A pre-test and post-test research design was used to
16
evaluate two components of critical reading abilities. The findings showed that
students' critical reading skills had improved statistically significantly at p
<.001. Furthermore, the results appear to indicate that, after using the video
clips, the higher proficiency group outperformed the lower proficiency group
on the critical reading test, as evidenced by their higher mean scores.
Nevertheless, when the effect size measure, or Cohen's d, was used to

gauge the extent of improvement, the results showed the lower proficiency
group exhibited a bigger improvement (d =1.622) in critical reading as
compared to the higher proficiency group (d = 0.710). The study's findings,
which have been compiled for future research, point to a few advantages of
using video clips for critical reading skills. These details could serve as
guidelines for using video snippets to help students improve their critical
reading skills.
Kabooha (2016), investigate how Saudi English as a foreign language

(EFL) learners and teachers felt about using English movies in the classroom
as a means of helping students improve their language skills. The study
involved fifty female intermediate level students at King Abdul-Aziz University
(KAU), Jeddah, Saudi Arabia's English Language Institute (ELI), as part of
their Preparatory Year Program (PYP). Students were given questionnaires to
complete to learn more about how they felt about seeing English-language
films in class to improve their language skills. To learn more about how
teachers and students feel about using movies in the classroom, the
researcher also performed semi-structured interviews with them.
The study's conclusions show that instructors and students both had
favorable opinions about using movies to help their students' language
proficiency. The study provides pedagogical recommendations for EFL
teachers regarding the use of movies in the classroom to enhance language
acquisition.
Moreover, Bajrami and Ismaili (2016), investigate the objectives and

benefits of using video content in EFL classrooms. Based on these findings, it
suggests a framework of instructional strategies, ideas, and particular advice
that makes teaching EFL easier. The aim of this study is to examine the
17
advantages that language instructors and students receive while utilizing
audio-visual aids to teach and learn English, as well as to demonstrate that by
employing the suitable video. With better and more student-centered
materials, teachers may encourage their students to participate actively in
activities, be more driven and self-assured in their ability to communicate in
language and be more active.
To improve learning outcomes and create a pleasant learning

environment, it may be proposed that teachers and students collaborate to
come up with innovative ways to use various video materials in a variety of
classroom activities. For students learning a second or foreign language,
video is generally acknowledged to be more effective and understandable
than other media.
Almurashi (2016), according to the study's findings, YouTube can be a

useful resource for English courses and can aid with comprehension. It
discovered that the YouTube usage can be extremely beneficial to students'
comprehension of their English classes, performance enhancement, and
growth in their English language proficiency. Furthermore, YouTube's
multimodal text can be a major asset in aiding students in understanding their
English lessons. Additionally, video can help language learners' listening
comprehension.
Language structure takes the shape of grammatical irregularities that

are distinct from written language, and these can both amuse and improve
learners' comprehension. For students learning a second or foreign language,
video is generally acknowledged to be more effective and understandable
than other media. This study discovered that using YouTube to teach English
significantly improves students' comprehension their lessons in English.
Students' performance and proficiency in English courses can both be
enhanced by it. Put differently, YouTube had a significant impact on pupils'
comprehension of English. Additionally, this study discovered that YouTube
can be a useful resource for English language instruction.
Additionally, it can aid in comprehending the lecture. Given that many

the students' comments in this survey were positive, English teachers should
18
take it into consideration when teaching English. In summary, the study
demonstrated that YouTube can be a useful tool for addressing students'
challenges and obstacles when it comes to comprehending English. Use
YouTube as an additional resource. The study's findings, in summary,
indicated that YouTube can be a useful tool for addressing students'
challenges and obstacles when it comes to comprehending the language. Use
its videos to augment English classes and include YouTube into your teaching
methods.
Khan (2015), emphasizes how watching movies can help non-native

English language learners become more fluent speakers. According to the
essay, audio-visual materials like movies are often excellent for teaching
spoken English and should be utilized more in situations where learners of
English are not native speakers. One of the most significant educational
ramifications is that using movies in an ESL learning environment has a lot of
promise. The use of films in ESL classrooms is rooted in their creative
presentation and in the creation of demanding, but enjoyable, hands-on
learning activities for ESL students.
One of the most significant educational ramifications is that using

movies in an ESL learning environment has a lot of promise. However,
English teachers should carry it out cautiously and after consulting with
specialists. Solutions for teaching English don’t lie in movies, specifically in
the way English teachers use movies in ESL classes. Additionally, even while
movies present a cutting-edge way to support English teachers in their
instruction, their continued success depends solely on the backing of the
educational institutions.
Additionally, even while movies present a cutting-edge way to support

English teachers in their instruction, their continued success depends solely
on the backing of the educational institutions. The usage of movies in ESL
classes needs to be encouraged and supported by schools that are more
adaptable.
Wang (2015), in Chinese universities and colleges, video materials are

widely used in EFL instruction for students who do not major in English.
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However, there are many delicate concerns in classroom practice that require
careful consideration and reflection because of the practice's inadequate
theoretical underpinning. Videos, including films and soap operas, offer a
wealth of information about the social and cultural context of English-speaking
nations. They have significant aesthetic value in addition to giving pupils real-
world communication context and realistic language materials.
Therefore, video materials can enhance students' comprehensive

understanding provided teachers have certain goals in mind and carefully
organize the teaching process and tactics, proficiency in language, their
understanding of culture, and their ability to appreciate art.
Abrams (2014), qualitative study looks at the practical resources

available to first-year German learners from two whole courses at the start
and conclusion of an eight-week period. As part of the trial, the treatment
group (n = 22) and control group (n = 15) saw the feature film “The
Educators”. While the treatment group conducted activities centered on
pragmatics, utilizing the movie as a context-rich scaffolding for evaluating real,
discourse-length language, the control group responded to comprehension
questions based on the movie. Eight weeks separated the administration of
the pre- and post-tests, which prompted dialogue based on encounters in the
movie. Analysis was also done on learners' metapragmatic reflections.
English Performance
A study conducted by Enoch, et al. (2023) encompassed 133 pupils

from four distinct public schools located in Philippines' Davao City A test with
30 items was created. For every item, the Cranach’s α coefficient was 0.914
possessed a high degree of dependability. To understand the data statistically,
frequency counts and weighted the t-test and mean were applied. Drawing
conclusions from the study's findings it can be said that the application of
visual thinking techniques can significantly improve the viewing abilities of
students in ninth grade.
The results of their study show that applying visual thinking techniques
can be a useful strategy for strengthening the viewing skills of Grade 9
20
students. The outcomes showed a notable improvement in the capacity of
students to evaluate and comprehend visual material following their exposure
to this methodology. These results emphasize the value of cutting-edge
teaching strategies that encourage students to think critically and analyze of
data in graphic form.
In the study of Sari and Aminatun (2021), students will be more

interested in studying English if the media is used in the teaching and learning
process. Film or movie is one of the engaging mediums that can aid students
in their vocabulary learning. It also clarifies the circumstances in the
classroom and provides information about an object. The purpose of this
study is to find out how students feel about watching movies to help them
learn language.
The study's conclusions show that students view watching movies in

class as a helpful way to increase their command of vocabulary. As a result, it
can aid in the improvement of their vocabulary development, which will
ultimately enable them to utilize it in written or spoken English. The results of
this study indicate that movies are an effective educational tool that can help
students become proficient in vocabulary. According to a study conducted at
Universities Teknokrat Indonesia in Bandar Lampung, almost all the item's
variables are perceived favorably.
According to Nanquil (2019), through the process of watching films,

students can comprehend the talks because it sparks their interest and
enthusiasm. In addition, they can become more proficient in the language and
expand their vocabulary, which will increase their awareness of a variety of
topics. This study suggests that learners should only watch intelligent and
instructive English films if they wish to become fluent in the language. This
study discovered that film viewing combined with good instructional practices
can be utilized to increase language awareness and improve the vocabulary
of ESL learners. Incorporating movie watching into language and literary
classes also requires creativity, reflection, and innovation on the part of
language teachers. For any task in the language classroom to be successful,
careful planning is required.
21
Ali and Celik (2019), investigate English language teachers' opinions
regarding the value of realistic movies in the classroom for enhancing
speaking abilities at the English language preparation school of Ishik
University. Additionally, it sought to highlight related elements that might affect
how successful teachers' real-world videos are viewpoint. The study's findings
demonstrated that instructors are happy when real video content is used in
EFL classes. Additionally, they showed that showing real films to students
encourages them to participate in speaking sessions.
Furthermore, authentic films, in the opinion of teachers, assist students

in speaking more than those who are studying and enhancing their self-
esteem customarily. In summary, it can be deduced that learners find
audio/visual materials appealing and captivating, which helps to capture their
interest and focus during the session. Instructors can use these resources to
create a more positive learning environment and avoid having dull lessons in
their EFL classes. It helps kids become accustomed to speaking with
emphasis and intonation. Time management is necessary, but it also needs to
be tailored to the interests and language proficiency of the students to
encourage participation in class discussions.
Gabinete (2017), investigated the views and methods used by

English/Language Arts instructors in the Philippines' secondary education
system to teach and evaluate their students' seeing abilities. They conducted
surveys, interviews, and observations with three secondary educators at three
government-run schools to learn more about their views on visual literacy. The
study found that early schooling had an impact on teachers' beliefs.
Furthermore, in addition to teacher preparation, access to technology, and the
availability of instructional resources are all necessary for teachers to teach
and evaluate watching abilities. To satisfy the needs of the twenty-first
century, the study recommends bolstering government or school support for
viewing comprehension in basic education.
Film Viewing Comprehension Skills
Santos and Paglinawan (2023), the macro components of acquiring a

second language are viewing comprehension abilities. The implied passivity
22
of viewing activities, however, has led to a dearth of contextualized curricula,
instructional methodologies, resources, training programs, and evaluations in
viewing comprehension abilities. Therefore, research on and instruction in
viewing comprehension abilities tend to concentrate solely on viewing
activities that support recalling or remembering level competence, even
though viewing comprehension is relevant to instructional languages. There is
a clear knowledge gap among educators on the components of multimodal
texts that should be taught and evaluated.
Additionally, most language instructors are untrained in teaching

students’ topics related to visual literacy (Barrot, 2018; Richards, 2017), even
though specific training programs that teach viewing skills and improve
students' ability in this area play a crucial role. Providing teachers with the
required tools and approaches enables them to provide a more stimulating
and engaging learning environment. In the modern environment, teaching
viewing skills is essential. Ignoring them can impede essential skills required
for clear understanding and communication. By tackling this problem, we can
better equip kids to succeed in the visually stimulating 21st century
environment. Thus, it is advised to provide ongoing study, allocate resources,
and train educators in order to enhance students' visual comprehension
abilities.
CRITICAL THINKING
Danis (2021), analyze the literacy instruction method for students in the
visual arts course. The relevance of literacy skills is stressed in relation to
21st century competencies. The study provided a detailed explanation of 21st
century abilities, defined visual literacy, and emphasized the significance of
literacy instruction. This study investigated the views and methods used by
English/Language Arts instructors in the Philippines' secondary education
system to teach and evaluate their students' seeing abilities. We conducted
surveys, interviews, and observations with three secondary educators at three
government-run schools to learn more about their views on visual literacy.
The study found that early schooling had an impact on teachers' beliefs.
Furthermore, in addition to teacher preparation, access to technology, and the
23
availability of instructional resources are all necessary for teachers to teach
and evaluate watching abilities. To satisfy the needs of the twenty-first
century, the study recommends bolstering government or school support for
viewing comprehension in basic education. Teachers in the visual arts and
other related branches should have a thorough understanding of the idea of
visual literacy competency, as it is relatively new.
It's critical that these abilities complement one another and grow at the
same time to meet expectations. Students who acquire the skill of visual
literacy will also be better equipped for the future. Visual literacy should be
incorporated into the creation of arts education programs because it can
enhance the effectiveness of art instruction and foster the growth of students'
knowledge, skills, creativity, and capacities. Instructive environments ought to
be designed appropriately.
People think that visual literacy is vital; hence it is crucial to make the
learning objectives of this skill. Environments for teaching the visual arts
should be designed in such a way to improve personal connection and
engagement. Technology-related initiatives and goods that are
representative of the information era ought to be actively employed in the
teaching of visual arts. People think that visual literacy is important, so it's
critical to make the learning objectives for this ability concrete. Environments
for teaching the visual arts should be designed to promote more interpersonal
interaction and communication. Active integration of information-age
technology products and programs into visual arts education is necessary.
Carmichael, Reid and Karpicke (2018), the oldest recorded use of

video-based learning as an instructional aid to support classroom instruction
dates to World War II (Yousef et al., 2014). Several recent developments,
chief among them the explosive rise in high-speed internet connection via
homes, schools, and personal gadgets like smart phones and tablets, have
significantly altered the learning environment and increased the usage of
videos in higher education. Scholars have observed an "explosion" in online
learning and a quickly evolving understanding of the efficient use of video to
improve learning (Schneps et al. 2010). This ongoing development will
undoubtedly be aided by the rise of the "Net" generation of students in higher
24
education, the introduction of new teaching techniques (and the role that
video plays in altering some of these), the evolution of digital media, a
changing university environment, and increased awareness of the advantages
of video in higher education.
Additionally, research has indicated that they can have a good impact
on students' motivation, self-esteem, and performance levels. Videos are
already demonstrating a high degree of provable influence on higher
education in each of these areas. According to this white paper, many
students say they prefer watching videos to learn, which gives them more
flexibility and autonomy and encourages them to ask for online resources in
their classes. Video can be viewed as a positive, instructive medium since
students appreciate it and ask for it. This should reassure instructors,
librarians, and other stakeholders that video has a bright future as an
educational resource.
June, Yaacob, and Kheng (2014), discovered that YouTube videos

improved students' critical thinking abilities, raised involvement and
engagement levels, and were entertaining and fascinating. The pupils were
able to actively participate and showed a great desire to study process since
they were better able to comprehend lectures by putting the information into
context and connecting it to real-world work settings. According to our
research, YouTube videos can be an effective tool for attracting students'
interest in learning and developing their critical thinking skills. The results of
this action research demonstrate how using interactive activities and videos
can encourage critical thinking and participation among tertiary students.
Additionally, this study discovered that students had a favorable opinion

of the usage of interactive activities and films as teaching methods since they
are thought to be able to maintain and spark greater interest in the subject
matter. Furthermore, the results of this study showed that students responded
more positively to the teacher and gained confidence during class when
teaching aids like videos and interactive exercises were used. Additionally,
this study discovered that students' memory improved with increased
involvement in the learning process. This is demonstrated by the fact that they
were able to use their knowledge to solve difficulties or come up with solutions
during their discussion using the data and facts from the films. During the
25
conversation, students gained confidence and became more receptive to the
instructor.
MEDIA LITERACY
Buckingham (2020), this piece serves as the epigraph for the special
issue "Digital learning: distraction or default for the future," whose conclusion
enabled us to compile a collection of insightful studies and analyses on the
integration of digital technologies in learning environments. The book "The
Media Education Manifesto" (Buckingham, 2019) delves deeper into the
viewpoints expounded in this epigraph. One aspect of this larger picture can
be provided through media education. As I've demonstrated, it may be
expanded to include recently developing topics and has a well-defined critical
framework that is comprehensive and cohesive. Still, media education is
insufficient in and of itself. We still need media reform and regulation, even
though it might be a part of the answer.
Botturi (2019), Digital and Media Literacy (DML), which combines

knowledge and experiences from the media education and digital literacy
domains, has become more and more important in Europe's mandatory
education system in the age of digitalization. The real integration of DML
education in classroom practice is largely dependent on teacher preparation,
beginning with pre-service education. The information gathered through a
pre/post survey and follow-up interviews provides insights into the
development of pre-service teachers' attitudes toward DML, how they see
their position as DML teachers, their level of self-efficacy, and the possible
barriers and facilitators to putting DML activities into the classroom. According
to the data gathered, pre-service teachers think that DML is important for both
their career and their students (Gretter & Yadav 2018).
However, what objective would they set for DML, that is, what course of
action would they adopt? Nine participants in the course anticipated learning
how to “inoculate them against commercial, racist, violent, or extremist
messages” or “protect children from inappropriate or dangerous messages”
(the protective/inoculation approach); five participants expected to “make
them able to read media messages critically” (the critical approach); and four
26
participants expected to “help them grow up as adults that use digital
technologies to create a better world” (the engagement approach).
Valtonen, et al. (2019), over the past few decades, there has been a
significant transformation in the media landscape. Algorithms and automation
can now dominate media thanks to the shift and development of media
platforms procedures including information creation, distribution, duration,
recommendation, and filtering. In addition, it has made it possible to watch
user activity and employ data mining, profiling, and computational and
machine learning techniques for a variety of reasons, including behaviour
engineering, targeted advertising, spreading false information, influencing
political sentiment, and much more. Understanding algorithm-driven media is
necessary for educators working in the field of media literacy education
should reconsider the links between computer education and media literacy
education.
It also offers suggestions for how to include these viewpoints in media

literacy programs to give pupils the abilities they need in the media-rich world
of today. These concepts do, however, provide difficulties for curriculum
development as well as for teacher cooperation. Computer science and media
literacy are both significant entities in and of themselves, but the convergence
of technology and media has forced their integration across disciplinary
boundaries in education as well.
Literat (2014), a recently tested self-report media literacy assessment

instrument, based on the twelve new media literacy skills (NMLs) created by
Jenkins et al. (2006), is evaluated for its psychometric qualities in this study.
The sample (N=327) was made up of regular volunteers who answered a
detailed online questionnaire about their media exposure, civic involvement,
digital participation, and NML skills. Individuals that engage in considerable
consumption and production of new media were shown to have the highest
NML levels; the analysis revealed that Facebook, Twitter, YouTube, and
blogging were the most significant contributors. We talk about the scalability
and reliability of this assessment instrument considering the difficulties that
media literacy evaluation is currently facing.
27
Contextual Understanding
Pamungkas and Adi (2020), teaching materials are now well-developed

in many areas, particularly for listening comprehension in English. The first
communication skill that humans learnt to do was listening. It is a significant
procedure that plays a crucial part in day-to-day activities. English movies are
one type of instructional media that can be utilized in listening classes. After
conducting an English movie activity in the classroom, the researcher realized
how intriguing it is to employ teaching media because students quickly
become disinterested in hearing exercises without visual support.
In conclusion, the students respond well to the idea of using English-

language movies as a listening tool to enhance their listening comprehension.
The eleventh graders from SMKN 10 Malang aid this notion and concurred
that English-language films are a lucrative medium for listening. It is evident
that students believe watching English-language films might help them
become better listeners favorable.
Rao (2019), English-language film viewing is a well-liked and effective

tool for the students to study English as a foreign or second language. In ESL
or EFL classrooms, it is the responsibility of the English teachers to capture
the learners' full attention via English-language films. Considering this, the
educators must choose films that are helpful and educational and better
suited to the subject matter covered in class. The impact of English-language
films on English language acquisition in ESL/EFL classes is the primary topic
of this essay.
It also emphasizes the application of audio-visual technologies, such

English-language films, in English language classrooms with the intention of
recommending the inclusion of these audio-visual tools for ESL or EFL
English language learners. Unquestionably, audio-visual technologies are a
significant function of encouraging English language learners. For ESL or EFL
students, English films that utilize audio-visual technology improve their level
of expertise in the Language in English. If students are given more to the
audio-visual media, like English movies, they can quickly acquire the
necessary for learning a second language and growing to mostly in the
28
English language environments. Given that English-language films are more
practical in fostering the English of ESL or EFL students’ linguistic
competence, the English teachers possess must exercise caution when
displaying the films in the EFL or ESL classrooms.
Analytical Skills
Al Murshidi (2020), to enhance student involvement in the learning

process, English language learning classrooms need to be made more
engaging with strong tactics and instructional resources. Through the
utilization of the quantitative research method and literature evaluation, the
current study has determined that movies can be used as instructional
materials in EFL classes. Additionally, the effect of seeing English-language
films on the students' speaking and listening abilities was investigated, as well
as the moderating influence of their inspiration to study. Convenience
sampling was used to gather data from students attending several universities
in the United Arab Emirates. 221 students in all took part in the poll.
SmartPls3 and SPSS 22 were used to analyze the data.
The study's conclusions demonstrated the connection between

incentive to learn moderates the relationship between speaking and listening
skills and watching English-language films; the stronger the relationship, the
higher the incentive to learn values. Our results about seeing English-
language films are in line with those of (Gilakjani & Sabouri, 2016; Hwaider,
2017; Ismaili, 2013; Metruk, 2019; Qiu, 2017), which showed that watching
foreign-language films can help with listening comprehension in a variety of
ways. Finally, films combined with students' enthusiasm to gaining proficiency
in English can lead to enhanced language abilities. Movies are entertaining
and educational at the same time, adding to the pleasure factor. Students
exhibit curiosity and pay close attention to everything when watching movies
since they are entertaining. It cannot be accomplished by merely relying on
traditional instructional techniques.
Kamelia (2019), the information was gathered and examined from

several relevant publications about the use of films in English classes across
the world. According to the study's goals, video is one of the most useful
29
mediums for increasing students' enjoyment of the teaching and learning
process. This study found that numerous studies have demonstrated the
value of employing video as instructional material for students, particularly in
EFL classrooms. It appears that watching videos can help pupils learn English
in a calm environment.
Since the video includes graphics and music that force students to
experience the content directly, it can also increase student engagement and
make the topic easier for them to understand. According to this study, there
are numerous strategies that educators can use, such as active viewing,
frozen framing and predictions, silent viewing, partial viewing, sound on and
vision off activities, role-playing and repetition, reproductive activities, dubbing
activities, and follow-up activities.
Active Viewing
Purwanti and Suryawati (2022), sought to determine how well online

flipped learning's video lectures affected students' learning objectives, their
perceptions of the experience, and their video evaluations. Using a quasi-
experimental design and mixed-method research techniques, this study
collected data through questionnaires, interviews, pre- and post-tests, and
surveys. Participating in English as a foreign language (EFL) subject course
at one of Indonesia's universities were 78 Indonesian undergraduate
students. The results showed that students in the flipped classroom achieved
better learning outcomes than those in the group in control.
The students had a positive assessment of the video lectures, and it

was in line with how they thought well of the flipped classroom's video
lectures. Students appear to be more motivated to participate in pre-class and
in-class activities because of the video lectures. Thus, by considering the
impact of video lectures in the flipped classroom, particularly for EFL topic
courses, the current analysis supports the growing need to deploy flipped
classrooms in EFL contexts.
Alabsi (2020), evaluates how text-added films affect the listening

comprehension of English as Foreign Language (EFL) students. 76 prep
30
college English as a foreign language student from Taibah University was split
up into two sections utilizing the semi-experimental measure, the comparison
of the control group and the experimental group. The experimental group
watched a video on English language learning, used an app to write text
subtitles related to the video, and then performed a listening exam to gauge
how well they were able to learn from the videos. The control group did not
add subtitles to the videos they watched during in-person lectures. Using
paired samples t-test, the amount of listening was evaluated.
The post test results and comprehension achievement were contrasted.

The outcome showed improved performance and a noteworthy benefit from
using text apps and watching videos to enhance teaching and learning. In
conclusion, the findings of this study allow for the deduction of pedagogical
implications for teachers' practices. By drawing students' attention to auditory
and visual stimuli, videos can help them learn and improve their listening
comprehension while also providing them with an opportunity for creativity
and high-quality work.
Ivone and Renandya (2019), motivated by the accomplishments and

guided by the values of the methods of extensive reading (ER), extensive
listening (EL), and viewing are beginning to catch the interest of L2 scholars
and practitioners. This paper's goals are to analyze EL's theoretical and
research foundation, compare it with ER, talk about how EL can help L2
students acquire a language in a variety of settings, and examine many
approaches of implementing EL in the classroom that can be fruitful.
Researchers and practitioners are frequently reminded by the literature that
there is no one ideal way to teaching and learning that works for every learner
at every stage of their language acquisition. This is because learning a
language is an active activity. The more important thing for language
instructors and students to do is really identify the more appropriate
situation and strategy for putting an approach, method, or technique into
practice. This is relevant to the teaching of listening, which presents
challenges because there are numerous elements that lead to EFL listening
impairments.
31
Comparative Analysis
Noori and Lotfi (2023), study three age groups of

Iranianpreschoolers2.5–4 years, 4-5.5 years, and 5.5-7 years—have their
language development compared to conventional narrative listening. The
main goal is evaluating and contrasting the language development of young
children who are exposed to stories through both traditional hearing and
animated film viewing. The study compares these two exposure techniques in
terms of language proficiency in areas like subject maintenance and
descriptive skills. The study, which was carried out in Iran, covers a range of
environments in which kids were exposed to narrative listening and animated
film viewing, after which a narrative spread throughout five sessions. To find
differences in tale description length and topic upkeep, the gathered data
were carefully coded.
Furthermore, it was discovered that rhymes were considerably more

helpful than viewing films in helping Iranian pre-schoolers learn their first
language. This may have positive effects on how literacy and entertainment
programs are designed in Iranian homes as well as in formal preschool
settings. In conclusion, this study emphasizes the need of considering various
media in toddlers' language development, stressing their unique effects on
language abilities. These findings have important ramifications for parenting,
childcare, policymaking, material development, and literacy practices.
In the end, the study offers insightful information that will help
educators, parents, and legislators create early childhood language learning
programs that work and acknowledge the influence of both traditional and
contemporary media on young children's language development.
Wijnker, et al. (2019), teachers are employing video in their classes

more and more, for a variety of reasons (such as raising students' conceptual
knowledge or engagement levels). There are many kinds of videos that can
be utilized for teaching, from fiction movies to instructional videos. These
videos have a variety of qualities, such as informational density and
organization as well as audio-visual presentation. Thirteen films, 233 students
(ages 13 to 18), and seven science teachers participated in the study. We
32
employed student questionnaires, teacher interviews, video analyses, and a
cross-case analysis to link all the data. Grounded theory was used in the data
analysis process, with open and axial coding used to organize the data and
constant comparative method used to connect them.
The findings demonstrated a positive correlation between question-

based videos and students' interest, as well as a positive correlation between
students' self-reported improvements in conceptual understanding and highly
informative films with credible speakers. Based on these results, as a first
step toward developing recommendations for instructors utilizing instructional
videos, we created a framework to help teachers choose or create videos that
align with their goals and a model of potential linkages between teacher goals
and film kinds.
Attention to Detail
Sanne (2019), using information gathered through a variety of

techniques, a study examines teachers' opinions on the usage of film in the
English as a Second Language classroom through a teacher questionnaire
that was completed by 59 respondents and five individual interviews with
instructors. The results show that most teachers employ film in the language
classroom. Specifically, they use feature films, documentaries, and videos at
the start or middle of the course. The main uses of film in education are to
educate various subjects and to help pupils with their fundamental abilities.
The results of this investigation show that teachers frequently employ

film. Videos, documentaries, and feature films are the most used film genres,
with most teachers showing films once a week or once a month. Moreover,
most of the time during a lesson, a film is used. The findings show that when it
comes to post-viewing activities, teachers typically use both whole movies
and movie segments. In addition, a lot of educators use movies as a teaching
tool, especially when discussing the histories and cultures of English-speaking
nations. Students can also employ films to hone their foundational knowledge.
Ismaili (2013), carried out at the Southeast European University in the

academic year 2011/2012 on a sample of two groups: an experimental group
33
and a control group that received traditional instruction. This study included
pre-intermediate and intermediate individuals’ students’ age range, 18 to 25.
The study's findings, which used videos included in the instructional materials,
demonstrated a substantial difference in integrated skills between the
experimental and control groups of students. The study indicated that,
compared to course texts, movies draw students in and present language in a
more natural way.
More importantly, movies provide pupils with visual context aids that
enhance their comprehension and learning abilities. The study's conclusions
led to the emphasis of three pedagogical implications. To start, educators can
use film-based learning to help students become more proficient speakers
and listeners. Second, by using movies in the reading assignments, teachers
can raise the interests and drive of their students to learn. Not to mention,
activities based on the movies, such group discussions, oral presentations,
and dictation, can improve students' speaking and listening abilities.
34
THEORETICAL AND CONCEPTUAL FRAMEWORK
This study is anchored from the following theories:
This study is also anchored on the theory for digital age developed by
George Siemens and Stephen Downes (2008) called Connectivism. Through
the provision of methodologies and innovative teaching methods, technology
influences all theoretical points of view. Given the diversity of this population,
a similarly broad range of teaching methods is required. Through a range of
networks, connectivism provides that diversity, enabling the younger
generations to work together to find answers to an ever-growing list of
problems.
Connectivism is described as a reflection of the quickly evolving nature

of contemporary society. The world is becoming a more interconnected,
sophisticated, and technologically mediated society. Digital cities that work
together on a variety of themes have developed into a communal network that
binds people thanks to growing technical connectivity through the Internet
communities on a local and international level. The emergence of social
networks and this paradigm shift have encouraged educators to welcome this
new source of information for use in the classroom.
35
Figure 1
The Conceptual Framework of the Study
Dependent Variable
Film Viewing
Independent Variable Comprehension Skills
→  Critical Thinking
Film Viewing  Media Literacy
Strategy
 Contextual
Understanding
 Analytical Skills
 Active Viewing
 Comparative
Analysis
 Attention To Detail
English Performance
The focus of this study is to determine the effect of film viewing strategy
to the film viewing comprehension skills of the Grade 7 students and its
significant relationship to the English performance of the students after the
administration of film viewing strategy. The boxes above are the schematic
diagram of the conceptual framework.
The first box contains the independent variable which is the film viewing
strategy which is used as an intervention program. The first arrow connecting
to the second box show the film viewing comprehension skills such as visual
literacy, critical thinking, media literacy, contextual understanding, analytical
skills, active viewing, comparative analysis, attention to detail which stand as
the dependent variables. The arrow from the film viewing comprehension
skills towards the box under it is the English performance which tells the
correlation of the two variables.
36
Chapter III
METHODOLOGY
This chapter presents the research design, research locale, research

participants, research instrument, data gathering procedure, and data
analysis.
Research Design
This study used quantitative approach; the method is experimental

employing post-test design to determine the effect of film viewing strategy to
the grade 7 students’ comprehension skills.
The post-test-only control group design is a basic experimental design

where participants get randomly assigned to either receive an intervention or
not, and then the outcome of interest is measured only once after the
intervention takes place to determine its effect.
Research Locale
The study was conducted at Litayen National High School, Schools

Division of Maguindanao del Norte. It is in Litayen, Bongo Island, Parang,
Maguindanao Del Norte and most of the students are coming from the Iranon
tribe. The selected school was the only secondary school in the island and a
receiver of the four complete elementary school graduates.
Based on the records as of 2023-2024, the school has a population of

102 Grade 7 students. There are two regular-permanent teachers, and one
volunteer teacher who specialized in English during their bachelor’s degree.
They use bilingual instruction in their English class despite that English is
currently the medium of instruction in all subjects except Filipino, EsP and
Araling Panlipunan.
37
Figure 2
Map of Parang, Maguindanao Del Norte, Philippines
https://en.wikipedia.org/wiki/Parang,_Maguindanao_del_Norte
Figure 3
Map of Litayen National High School
https://www.google.com/maps/place/Bongo+Island/@7.3360407,123.9960003,11984m/data=!
3m1!1e3!4m6!3m5!1s0x325669e56e894b19:0x34d0f78227a16a21!8m2!3d7.3477778!
4d124.0511111!16s%2Fg%2F1tg2h65_?entry=ttu
Research Participants
The respondents of this study were sixty (60) grade 7 students from
Schools Division of Maguindanao del Norte, particularly from Litayen National
High School. The researcher asked help from school head or principal of the
schools for the selection of the participants. The participants were chosen
38
under the condition that they are officially enrolled as grade 7 students for the
school year 2023-2024.Furthermore, the researcher used random sampling.
Moreover, the participants were willing to undergone post-test that

measured their film viewing comprehension skills through film viewing
strategy. Real name of the participants were not revealed in respect of their
privacy and in observance of the research protocol to protect from any harm,
prejudice, or bias that may be brought about by the sensitive topic or idea
which may be revealed of this study.
Research Instrument
The researcher used a teacher-made post test based on the content of

the animated short film “The Present” 2014, produced by the Institute of
Animation, Visual Effects and Digital Postproduction. It was composed of 35-
items multiple choice tests distributed to five questions for the seven film
viewing skills such as critical thinking, media literacy, contextual
understanding, analytical skills, active viewing, comparative analysis, and
attention to detail. The aim of the instruments was to determine the effect of
film viewing strategy to the grade 7 students’ film viewing comprehension
skills. The instrument was designed and utilized to gather reliable data. Before
the post-test, the researcher made a semi-detailed lesson plan for one month
anchored in (MELCs) that has been used as an instrument to integrate film
viewing in the experimental research.
The animated short film with English subtitle was used to test the film
viewing comprehension skills of the respondents. The content of the animated
short film and post-test were validated by the adviser and panel members.
The first part of the post-test questionnaire was the profile of the
respondents and third quarter English grade of the respondents while the
second part was the film viewing skills questions.
39
Data Gathering Procedure
The researcher sent request letters to the Schools Division

Superintendent and School Principal for the conduct of the study. Upon
approval from the Schools Division Superintendent and School Principal, a
letter was also sent to the class adviser of the target participants of the study.
Upon the approval, the researcher coordinated with class advisers to give the
informed consent personally. They provided extensive information about the
study so that the respondents can discuss their participation with their parent
or guardian. Also, the respondents were informed that their involvement in this
study was entirely voluntary, and they had the option to withdraw or decline
participation in the data collection process.
In addition, they were assured that their participation or nonparticipation

in this study had no effect to their current academic performance. After they
agreed to participate in the study, the researchers conducted the data
collection in person. Within a period of four weeks, the researcher employed
the film viewing strategy in a proper lesson setting and conducted the post-
test after the 16 sessions. Particularly, the first day of the implementation of
the experimental research began on March 2024, to May 2024, and on May 8
to 9, 2024, the post-test was given. The results obtained from the
assessments was reviewed and analyzed exclusively for research purposes.
Statistical Treatment of Data
The researcher used statistical analysis. The data was tallied,

categorized, and subjected to descriptive statistics which include the weighted
mean, percentage, and verbal description. These were used to determine the
film viewing comprehension skills and English performance of the Grade 7
students.
The Pearson Correlation was used to find out the significant relationship
between the film viewing comprehension skills and English performance of
the Grade 7 students.
40
The transmuted scores of the respondents for the film viewing
comprehension skill were categorized using the 8 point Likert Scale. The
scale used in determining the film viewing comprehension skills of the Grade
7 students are shown below:
DESCRIPTION Students’
Performance
(Based on Test
Scores)
Very Good 32-40
Good 24-31
Fair 16-23
Poor 8-15
Very Poor 0-7
The scale used in determining the English performance of the grade 7

students was anchored on DepEd Order No. 8, s. 2015 titled Policy
Guidelines on Classroom Assessment for the K to 12 Basic Education
Program.
DESCRIPTOR GRADING SCALE
Outstanding 90-100
Very Satisfactory 85-89
Satisfactory 80-84
Fairly Satisfactory 75-79
Did Not Meet

Below 75
Expectations
41
Chapter IV
RESULTS AND DISCUSSION
This chapter presents data gathered from film viewing comprehension

test of grade 7 students from Litayen National High School, Schools Division
of Maguindanao del Norte.
Comprehension Skills of the Grade 7 students after the Film viewing

Strategy
The tables 1 to 7 show the film viewing comprehension skills in critical

thinking, media literacy, contextual understanding, analytical skills, active
viewing, comparative analysis, and attention to detail after the film viewing
strategy is introduced.
Table 1
The level of Grade 7 Students Comprehension Skills in Critical Thinking after

the Viewing Strategy is introduced (n = 60)
Students
Comprehension Skills Frequency Percentage Description
(Based on Test Scores)
32-40 14 23% Very Good
24-31 20 33% Good
16-23 14 23% Fair
8-15 11 18% Poor
0-7 1 2% Very Poor
Overall Mean: 3.58 Good
It is reflected in table that 14 or 23% who garnered a test score of 32-40

describes as very good. This means that the students are able to assess
themes, character growth, and narrative organization critically. Hence, when
given a test on critical thinking, they comprehend and analyze the film's
underlying themes, messages, and meanings. It is also reflected in the table
42
that 20 or 33% who garnered a test score of 24-31 describes as good. This
means that the students are able to clarify and comprehend important
components including themes, characters, and plot. Therefore, when they are
given a test on critical thinking, though they maybe not as profoundly or
consistently as those in the very good category, they offer insightful criticism
on the film's style and tactics as well as its ability to connect to other works.
Additionally, it is also reflected in the table that 14 or 23% who garnered

a test score of 16-23 described as fair. This means that the students may be
able to recognize important themes, characters, and story aspects, but their
analysis could be insufficient. Hence, when they are given a test on critical
thinking, they might not notice deeper plot points, and they could find it hard to
connect the film to other settings or assess its significance critically.
Moreover, it is also reflected in the table that 11 or 18% who garnered a test
score of 8-15 described as poor. This means that the students may be able to
follow the main story and characters, but they may struggle to analyze the
film's ideas. Hence, when they are given a test on critical thinking, they
seldom offer important insights or connections to larger contexts, and their
observations are frequently superficial.
Furthermore, it is also reflected in the table that 1 or 2% who garnered a

test score of 0-7 described as very poor. This means that the students could
miss important ideas or character motivations, as well as fundamental story
details. Therefore, when they are given a test on critical thinking, they are
frequently unable to offer insightful observations during critical discussions
about the film. The data indicate that while there is variation in students’
performance, the overall mean score is 3.58, corresponding to the good
description. This means that the students’ critical thinking skill possess a great
sense of how to analyze and comprehend films critically.
This result supports the study of June, Yaacob, and Kheng (2014), they
discovered that YouTube videos improved students' critical thinking abilities,
raised involvement and engagement levels, and were entertaining and
fascinating. The pupils were able to actively participate and showed a great
desire to study since they were better able to comprehend lectures by putting
the information into context and connecting it to real-world work settings.
43
Additionally, this study discovered that students' memory improved with
increased involvement in the learning process. This is demonstrated by the
fact that they were able to use their knowledge to solve difficulties or come up
with solutions during their discussion using the data and facts from the films.
Table 2
The level of Grade 7 Students Comprehension Skills in Media Literacy after

Students
32-40 26 43% Very Good
24-31 19 32% Good
16-23 6 10% Fair
8-15 6 10% Poor
0-7 3 5% Very Poor

describes as very good. This means that the students have advanced skills to
recognize themes, interpret visual and audio clues, and assess the film's
methods and lessons critically. Hence, when given a test on media literacy,
they are able to demonstrate a thorough grasp of media language and
storytelling traditions by interpreting the film's plot, symbols, and underlying
meanings. It is also reflected in the table that 19 or 32% who garnered a test
score of 24-31 describes as good. This means that the students are able to
recognize important plot points, evaluate fundamental visual and auditory
cues, and sensibly understand the film's themes. Therefore, when they are
given a test on media literacy, even though their analysis may not be as in-
depth as that of the very good category, they nevertheless show that they are
capable of comprehending and interacting with the film's content, which
advances their media literacy development in general.
44
a test score of 16-23 described as fair. This means that the students may
need more assistance or direction to completely understand the film's content
and may have trouble recognizing the movie's finer themes or nuances.
Hence, when they are given a test on media literacy, even though they might
not be as skilled as in the higher categories yet, they still exhibit growth
potential and could become better film viewers with further training and
practice. Moreover, it is also reflected in the table that 6 or 10% who garnered
a test score of 8-15 described as poor. This means that the students may be
able to find it difficult to follow the story, recognize important plot elements, or
comprehend the underlying implications of the film. Hence, when they are
given a test on media literacy, their lack of skill leads to the importance of
considerable intervention and assistance to help them acquire the essential
skills for viewing films and improve their overall media literacy.

test score of 0-7 described as very poor. This means that the students have
considerable difficulties watching and interacting with the film; they frequently
struggle to recognize even the most fundamental plot points or meanings.
Therefore, when they are given a test on media literacy, they need focused
remediation and intense intervention to establish the fundamentals of media
literacy. The data indicate that while there is variation in students’
performance, the overall mean score is 3.98, corresponding to the good
description. This means that the students’ media literacy skill assess the film's
methods and lessons critically.
This result supports the study of Literat (2014), a recently tested self-
report media literacy assessment instrument, based on the twelve new media
literacy skills (NMLs) created by Jenkins et al. (2006), is evaluated for its
psychometric qualities in this study. . Individuals that engage in considerable
consumption and production of new media were shown to have the highest
NML levels; the analysis revealed that Facebook, Twitter, YouTube, and
blogging were the most significant contributors.
45
Table 3
The level of Grade 7 Students Comprehension Skills in Contextual

Understanding after the Viewing Strategy is introduced (n = 60)
Students
32-40 17 28% Very Good
24-31 28 47% Good
16-23 14 23% Fair
8-15 3 5% Poor
0-7 1 2% Very Poor

describes as very good. This means that the students evaluate complex
themes, interpret subtle visual signals, and critically interact with the socio-
cultural illustrations that the films include. Hence, when given a test on
contextual understanding, they are able to allow them to express complex
interpretations and exhibit a deep understanding of the material's concerning
elements. It is also reflected in the table that 28 or 47% who garnered a test
score of 24-31 describes as good. This means that the students are able to
examine themes and motifs, make links between the film and the larger
context, and give logical interpretations of the content. Therefore, when they
are given a test on contextual understanding, although they fail to equal the
depth and insight of those in the very good category, they nonetheless
demonstrate a high level of contextual knowledge and critical interaction with
the film's content.

a test score of 16-23 described as fair. This means that the students may find
it difficult to understand subtle contextual clues or interpret more complicated
themes; in these cases, they may need extra help or direction to gain a
deeper understanding. Hence, when they are given a test on contextual
understanding, they might not yet have the same depth of analysis as people
46
in higher categories, even though they may demonstrate effort and room for
improvement. Moreover, it is also reflected in the table that 1 or 2% who
garnered a test score of 8-15 described as poor. This means that the students
may be able to having difficulties understanding the socio-cultural influences
on the films, recognizing visual and thematic components, or appreciating the
narrative framework. Hence, when they are given a test on contextual
understanding, may need a lot of assistance and intervention to build the
fundamental understanding needed for contextual comprehension.

test score of 0-7 described as very poor. This means that the students find it
difficult to interact critically with the film's content, recognize visual or thematic
components, or understand the narrative context. Therefore, when they are
given a test on contextual understanding, they may require specific support
and extensive intervention to fill basic comprehension gaps and build
essential contextual understanding abilities. The data indicate that while there
is variation in students’ performance, the overall mean score is 3.95,
corresponding to the good description. This means that the students’
contextual understanding skill distinguishes visual and symbolic cues,
comprehend the cultural and historical impacts on the films, and comprehend
the narrative context.
This result supports the study of Rao (2019), English-language film

viewing is a well-liked and effective tool for the students to study English as a
foreign or second language. The impact of English-language films on English
language acquisition in ESL/EFL classes is the primary topic of this essay. It
also emphasizes the application of audio-visual technologies, such English-
language films, in English language classrooms with the intention of
recommending the inclusion of these audio-visual tools for ESL or EFL
English language learners. Unquestionably, audio-visual technologies are a
significant function of encouraging English language learners.
47
Table 4
The level of Grade 7 Students Comprehension Skills in Analytical Skills after

Students
32-40 10 17% Very Good
24-31 24 40% Good
16-23 15 25% Fair
8-15 9 15% Poor
0-7 2 3% Very Poor

describes as very good. This means that the students efficiently recognize
patterns, generate reasonable conclusions, and deliver insightful
interpretations. Hence, when given a test on analytical skills, they are able to
think critically, integrate information, and provide well-supported explanations
and solutions for situations. It is also reflected in the table that 24 or 40% who
garnered a test score of 24-31 describes as good. This means that the
students are able to determine important elements, see connections, and
arrive at logical conclusions. Therefore, when they are given a test on
analytical skills, though they are not as insightful and perceptive as those in
the very good category, but they nevertheless show proficiency in analytical
thinking and problem-solving.

able to perform simple problem-solving activities and demonstrate a
comprehension of basic analytical concepts and procedures. Hence, when
they are given a test on analytical skills, they find it difficult to complete more
difficult analytical activities, or they might need more time and assistance to
gather data and draw conclusions from the film being watched. Moreover, it is
48
also reflected in the table that 9 or 15% who garnered a test score of 8-15
described as poor. This means that the students may be able to may find it
difficult to independently apply critical thinking techniques and understand
complex ideas. Hence, when they are given a test on analytical skills, it could
be difficult for them to recognize patterns, draw connections, or use critical
thinking techniques when solving problems on the film they view.

test score of 0-7 described as very poor. This means that the students might
struggle to understand fundamental analytical ideas, recognize relevant
information, or draw logical conclusions. Therefore, when they are given a test
on analytical skills, they may display frustration or disinterest in response to
analytical tasks, which lessens motivation and involvement. The data indicate
that while there is variation in students’ performance, the overall mean score
is 3.52, corresponding to the good description. This means that the students’
analytical skills show how skillfully the students have used critical thinking
skills to analyze data and find solutions to concerns.
This result supports the study of Al Murshidi (2020), to enhance student

involvement in the learning process, English language learning classrooms
need to be made more engaging with strong tactics and instructional
resources. Additionally, the effect of seeing English-language films on the
students' speaking and listening abilities was investigated, as well as the
moderating influence of their inspiration to study. Finally, films combined with
students' enthusiasm to gaining proficiency in English can lead to enhanced
language abilities.
49
Table 5
The level of Grade 7 Students Comprehension Skills in Active Viewing after

Students
32-40 8 13% Very Good

24-31 18 30% Good
16-23 17 28% Fair
8-15 10 17% Poor
0-7 7 12% Very Poor
Overall Mean: 3.15 Fair

describes as very good. This means that the students exhibit a thorough
understanding of the subject matter by correctly recognizing, evaluating, and
interpreting the main ideas, themes, and takeaways. Hence, when given a
test on active viewing, they use significant thinking skills like predicting,
raising perceptive questions, and assessing the information critically. They are
able to combine knowledge and make insightful judgments. It is also reflected
in the table that 18 or 30% who garnered a test score of 24-31 describes as
good. This means that the students are able to comprehend the subject
matter, correctly recognizing and understanding key concepts and topics.
Therefore, when they are given a test on analytical skills, they employ efficient
cognitive techniques to improve their comprehension, such as raising
appropriate questions, drawing connections, and summarizing important
ideas.

able to demonstrate a basic comprehension of the subject matter, knowing
some important ideas and topics but frequently omitting deeper or subtle
concepts. Hence, when they are given a test on active viewing, they require
50
more practice and instruction as they start to develop cognitive strategies for
active viewing. Moreover, it is also reflected in the table that 10 or 17% who
garnered a test score of 8-15 described as poor. This means that the students
may struggle to comprehend and analyze the information, frequently omitting
important concepts and details. Hence, when they are given a test on active
viewing, they often use passive viewing techniques, such as just watching
without actively considering the content or engaging in-depth analysis.
Furthermore, it is also reflected in the table that 7 or 12% who garnered

a test score of 0-7 described as very poor. This means that the students might
struggle had a challenge on interpreting and evaluating media information,
usually ignoring important details and main topics. Therefore, when they are
given a test on active viewing, they may lack practical methods for interacting
with and understanding media material. It's possible that they lack the
confidence to interact or ask questions. The data indicate that while there is
variation in students’ performance, the overall mean score is 3.15,
corresponding to the fair description. This means that the students’ active
viewing skill shows that although a significant number of students have simply
moderate competence or struggle with active viewing skills, some have ideal
or very strong comprehension skills.
This result supports the study of Purwanti and Suryawati (2022), sought
to determine how well online flipped learning's video lectures affected
students' learning objectives, their perceptions of the experience, and their
video evaluations. The results showed that students in the flipped classroom
achieved better learning outcomes than those in the group in control. The
students had a positive assessment of the video lectures, and it was in line
with how they thought well of the flipped classroom's video lectures. Students
appear to be more motivated to participate in pre-class and in-class activities
because of the video lectures. Thus, by considering the impact of video
lectures in the flipped classroom, particularly for EFL topic courses, the
current analysis supports the growing need to deploy flipped classrooms in
EFL contexts.
51
Table 6
The level of Grade 7 Students Comprehension Skills in Comparative Analysis
after the Viewing Strategy is introduced (n = 60)
Students
32-40 16 27% Very Good
24-31 12 20% Good
16-23 10 17% Fair
8-15 12 20% Poor
0-7 10 17% Very Poor
Overall Mean: 3.20 Fair

describes as very good. This means that the students have a thorough
comprehension of the subject by skillfully contrasting and comparing
important ideas both within and between media materials. Hence, when given
a test on comparative analysis skill, they employ advanced analytical
techniques, such as recognizing minor differences and similarities, figuring
out hidden themes, and drawing insightful inferences from their comparisons.
It is also reflected in the table that 12 or 20% who garnered a test score of
24-31 describes as good. This means that the students are able to possess a
strong understanding of comparative analysis, being able to recognize
significant differences and similarities among media texts. Therefore, when
they are given a test on comparative analysis skills, they apply useful
techniques for comparing media, such as critical inquiry and theme analysis.

able to demonstrate a basic comprehension of comparative analysis,
identifying some notable differences and similarities but frequently missing
more nuanced or complex details. Hence, when they are given a test on
comparative analysis skill, they begin to build analytical techniques, but more
instruction and guidance are needed. Moreover, it is also reflected in the table
that 12 or 20% who garnered a test score of 8-15 described as poor. This
means that the students may fail to comprehend and carry out a comparison
52
assessment, omitting significant differences and similarities. Hence, when
they are given a test on comparative analysis skills, they may refrain from
performing in-depth investigation in favor of passive techniques like superficial
observations.
Furthermore, it is also reflected in the table that 10 or 17% who

garnered a test score of 0-7 described as very poor. This means that the
students might have a lot of difficulty doing comparison analysis, sometimes
failing to determine even basic differences and similarities. Therefore, when
they are given a test on comparative analysis skill, they may lack effective
techniques to perform comparative analysis and may have no idea on how to
proceed about such task. The data indicate that while there is variation in
students’ performance, the overall mean score is 3.20, corresponding to the
fair description. This means that the students’ comparative analysis skill
shows that students have a basic to moderate level of competence in
comparative analysis on average. They may have difficulty with complex or
subtle analytical tasks, but they are capable of making simple comparisons
and recognizing clear similarities and differences.
This result supports the study of Wijnker, et al. (2019), teachers are
employing video in their classes more and more, for a variety of reasons
(such as raising students' conceptual knowledge or engagement levels).
There are many kinds of videos that can be utilized for teaching, from fiction
movies to instructional videos. The findings demonstrated a positive
correlation between question-based videos and students' interest, as well as a
positive correlation between students' self-reported improvements in
conceptual understanding and highly informative films with credible speakers.
53
Table 7
The level of Grade 7 Students Comprehension Skills in Attention to Detail

Students
32-40 24 40% Very Good
24-31 34 57% Good
16-23 2 3% Fair
8-15 0 0% Poor
0-7 0 0% Very Poor

describes as very good. This means that the students demonstrate a great
level of attention to detail, continuously detecting and highlighting detailed
elements within the media content. They exhibit excellent observational
abilities and have the ability to precisely remember and evaluate small details
and aspects that are presented. Hence, when given a test on attention to
detail skill, they are able to recall specific information and provide extensive
analysis of these elements. This includes understanding subtle evidence,
contextual facts, and nuances in the media content. It is also reflected in the
table that 34 or 57% who garnered a test score of 24-31 describes as good.
This means that the students are able to demonstrate a good level of attention
to detail, effectively recognizing and recalling the essential details in the
media content. While not as constant as the very good category, they
nonetheless maintain an extensive comprehension of the material's finer
elements. Therefore, when they are given a test on attention to detail skill,
they demonstrate a thorough comprehension of the subject matter by
discussing and recalling the details they viewed with detail. Though they may
miss some minor details, they generally get the main ideas.
Additionally, it is also reflected in the table that 2 or 3% who garnered a

test score of 16-23 described as fair. This means that the students may
observe and retain some clear details, and emphasize basic observations
54
over more profound and subtle content. Hence, when they are given a test on
attention to detail skills, they may find it difficult to comprehend the relevance
of certain elements or how they integrate into the narrative entirety. The data
indicate that while there is variation in students’ performance, the overall
mean score is 4.37, corresponding to the good description. This means that
the students’ attention to detail skill have a great capacity for paying attention
to and analyzing details in media information. They are able to identify and
analyze important details with efficiency, which adds to a thorough
comprehension of the subject matter.
This result supports the study of Ismaili (2013), he carried out at the
Southeast European University in the academic year 2011/2012study's
findings, which used videos included in the instructional materials,
demonstrated a substantial difference in integrated skills between the
experimental and control groups of students. The study indicated that,
compared to course texts, movies draw students in and present language in a
more natural way. More importantly, movies provide pupils with visual context
aids that enhance their comprehension and learning abilities.
Combined Mean of the Film Viewing Comprehension Skills
The table 8 shows the combined mean of the film viewing comprehension
skills such as critical thinking, media literacy, contextual understanding,
analytical skills, active viewing, comparative analysis and attention to detail
skill.
Table 8
55
The Aggregate Table of the level of Grade 7 Students Comprehension Skills
Comprehension Skills Mean Description
Critical Thinking 3.58 Good

Media Literacy 3.98 Good
Contextual Understanding 3.95 Good
Analytical Skills 3.52 Good
Active Viewing 3.15 Fair
Comparative Analysis 3.20 Fair
Attention to Detail 4.37 Good
Grand Mean: 3.68 Good
The table shows the aggregate table of Grade 7 students’

comprehension skills after the viewing strategy is introduced. The data
indicate that critical thinking skill has an overall mean of 3.58; media literacy
skill with an overall mean of 3.98; contextual understanding skill with an
overall mean of 3.95; analytical skills with an overall mean of 3.52; and
attention to detail skill with an overall mean of 4.37 corresponding to the good
description. The other skills such as active viewing, the overall mean score is
3.15; and comparative analysis skill with an overall mean score of 3.20
corresponding to fair description. The findings suggest that the
implementation of viewing strategy has a significant effect on the film viewing
skills of the students. If this strategy will be continuously adhered there is a
positive impact on the viewing competence of the students.
This result supports the study of Santo and Paglinawan (2023), the
macro components of acquiring a second language are viewing
comprehension abilities. The implied passivity of viewing activities, however,
has led to a dearth of contextualized curricula, instructional methodologies,
resources, training programs, and evaluations in viewing comprehension
abilities. Therefore, research on and instruction in viewing comprehension
abilities tend to concentrate solely on viewing activities that support recalling
56
or remembering level competence, even though viewing comprehension is
relevant to instructional languages.
English Performance of the Grade 7 Students
The table 9 shows the English performance of the grade 7 students in the
third quarter.
Table 9
The English Performance of the Grade 7 Students (n = 60)
Students
90-100 7 12% Outstanding
85-89 22 22% Very Satisfactory
80-84 27 27% Satisfactory
75-79 4 4% Fairly Satisfactory
Below 75 0 0% Did Not Meet Expectations
Overall Mean: 84 Satisfactory
The table presents the English performance of the Grade 7 students

which appears on their Department of Education-School Form 9, the data
show that 7 or 12% who garnered a test score of 90-100 describe as an
outstanding performance. This means that the students performance in
English class for the quarter received an initial grade of 84 to 100, which,
when transmuted the grade is 90-100. They may have exhibit an outstanding
performance in written work, performance tasks, and quarterly assessment.
The table also presents 22 or 22% who garnered a test score of 85-89
describe as a very satisfactory performance. This means that the students
performance in English class for the quarter received an initial grade of 76 to
83.99, which, when transmuted the grade is 85-89. They may have exhibit a
very satisfactory performance in written work, performance tasks, and
quarterly assessment.
57
The table also shows 27 or 27% who garnered a test score of 80-84
describe as a satisfactory performance. This means that the students
performance in English class for the quarter received an initial grade of 68 to
75.99, which, when transmuted the grade is 80-84. They may have exhibit a
satisfactory performance in written work, performance tasks, and quarterly
assessment. The table also presents 4 or 4% who garnered a test score of
75-79 describe as fairly satisfactory performance. This means that the
students performance in English class for the quarter received an initial grade
of 60 to 67.99, which, when transmuted the grade is 75-79. They may have
exhibit a fairly satisfactory performance in written work, performance tasks,
and quarterly assessment. This result concludes that the overall mean of the
English performance of the students is 84 corresponding to satisfactory.
The grading system used to determine the English performance of the

Grade 7 students quarterly is anchored to Department Order No. 8, series of
2015. This is in line with the Implementation of Enhanced Basic Education Act
of 2013 (Republic Act No. 10533), the Department of Education is adopting
the enclosed Policy Guidelines on Classroom Assessment or the K-12 Basic
Education Program.
This result supports the study of Nanquil (2019), through the process of
watching films; students can comprehend the talks because it sparks their
interest and enthusiasm. In addition, they can become more proficient in the
language and expand their vocabulary, which will increase their awareness of
a variety of topics. This study discovered that film viewing combined with good
instructional practices can be utilized to increase language awareness and
improve the vocabulary of ESL learners.
Relationship between Comprehension Skills and English Performance of

the Grade 7 Students
The table 10 shows the correlation coefficient obtained from the

Comprehension Skills and English performance of the grade 7 students.
58
Table 10
Correlation Coefficient obtained from the Comprehension Skills and English

Performance of the Grade 7 Students (n = 60)
Paired Variable r tcomp tcritical p-value Description Interpretation

value value
Comprehension
Skills
0.51 7.93 1.95 0.00 Moderate Significant
Correlation
English
Performance
Legend: Value of r Description
± 0.90 - ± 0.99 Very High Correlation
± 0.70 - ± 0.89 High Correlation
± 0.40 - ± 0.69 Moderate Correlation
± 0.20 - ± 0.39 Low Correlation
± 0.01 - ± 0.19 Negligible Correlation
The table presents the significant relationship between the

comprehension skills and English performance of the grade 7 students. The
correlation analysis reveals that the t-computed value of 7.84 is greater than t-
critical value of 1.95 (p-value = 0.00 < 0.05), this means that the
comprehension skills have a significant relationship in the English
Performance of the learners.
Moreover, since the value of r = 0.42, this can be described as

moderate positive correlation. This implies that the greater the comprehension
skills of the Grade 7 students after introduced the viewing strategy, follows
their greater English performance. Similarly, the lesser the comprehension
skills, follows their lesser English performance.
Based on the legend on the Value of r description, a nearly perfect

linear relationship between two variables is indicated by a very high
correlation (± 0.90 - ± 0.99). It is an extremely significant connection between
59
two variables is indicated by a very high correlation. This indicates that there
is nearly perfect alignment between changes in one and the other variable.
The stronger and more consistent the relationship, the closer the correlation
coefficient is to ± 0.99. A high level of correlation exists between two variables
when the correlation coefficient (r) falls between ± 0.70 and ± 0.89. This
indicates a strong relationship between the variables and a significant
relationship between changes in one and changes in the other. As per the
provided legend, the correlation value of 0.51 is rated as moderate since it
falls within ±0.40 and ±0.69. This indicates that there is a relationship between
the two variables that is observable but not particularly strong. In simple
terms, this means that students who do well in film viewing comprehension
also likely to do well in English; nevertheless, the correlation between the two
is not strong enough to accurately predict English success based just on film
comprehension abilities. A low correlation between two variables is indicated
by a correlation coefficient (r) between ± 0.20 and ± 0.39. This indicates that
there is just a weak correlation between the variables, meaning that changes
in one are only mildly correlated with changes in the other. A correlation
coefficient (r) in the range of ± 0.01 to ± 0.19 suggests a minimal relationship
among two variables. This indicates that there is essentially no link between
the variables, and changes in one variable are not associated with changes in
the other variable.
This result supports the study of Sari and Aminatun (2021), claiming
that students are more interested in studying English if the media is used in
the teaching and learning process. Film or movie is one of the engaging
mediums that can aid students in their vocabulary learning. The results of the
study indicate that movies are an effective educational tool that can help
students become proficient in vocabulary.
60
Chapter V
SUMMARY, CONCLUSION, AND RECOMMENDATION
This chapter presents the major findings of the study, the conclusion
based on findings as well as the recommendation on the investigation.
Summary
From the data gathered, analysed, and interpreted, the following are the
summary of the findings of the study.
1. Based on the level of the grade 7 students comprehension skills after the
viewing strategy is introduced show an average of fair comprehension
skills on active viewing skills and comparative skills while show good
comprehension skill on critical thinking skill, media literacy skill, contextual
understanding skill, analytical skills, and attention to detail skill. The
overall film viewing comprehension skills of grade 7 students is good as
justified by the overall mean of the results of the study.
2. The overall English performance grade 7 students show a satisfactory
rating.
3. The relationship between the film viewing comprehension skills and English
performance of the Grade 7 students is moderately significant.
Conclusion
Based on the findings of the study, it can be concluded that the film
viewing comprehension skills of the respondents have a significant
relationship with their English performance.
Therefore, the integration or use of educational videos in any part of the

lesson plan is necessary to attain the objective of the daily lesson. Film
viewing strategy is found to be effective in developing the film viewing skills of
the Grade 7 students so the use of this instructional material is encouraged to
61
attain the objectives of the lesson promulgated by the Department of
Education (DepEd) and the Ministry of Basic, Higher, and Technical
Education (MBHTE).
Recommendations
On the bases of the foregoing findings and conclusion, the following

recommendations are offered:
1. The Ministry of Basic, Higher, and Technical Education may conduct

trainings, seminars, and workshops relevant to the enhancement of the
teaching strategies by introducing film viewing strategy in the lessons. This
approach to education is beneficial to develop and enhance the English
performance of the students because the film viewing skills has a significant
effect on the English performance of the students.
2. The Ministry of Basic, Higher, and Technical Education with the Local
Government Unit may give assistance like solar panels with batteries and
inverters, televisions, speakers and other audio visual materials to every
classroom in the school so the teachers and students can utilize using it in
their classes.
3. The school administrators should monitor the strategies which are found
effective used by the teachers in improving the skills and performance of the
students by providing support and assistance to the basic needs of the
teachers and learners.
4. The school administrators may also invite speakers who were
knowledgeable in this film viewing skills in their Learning Action Cell (LAC)
Sessions, this is necessary in developing the teaching approach, strategies,
and methods of the teachers.
5. The English teachers will plan lessons anchored to the Most Essential
Learning Competencies (MELCs) integrating film viewing strategy to increase
the film viewing comprehension skills of the students that play a significant
role in improving the English performance.
6. English teachers may join seminars and workshops that will aid their
teaching strategies in achieving the competencies set by the Department and
Ministry,
62
7. For future researchers who are interested in conducting the same study,
consider designing a training design on film viewing strategy for the teachers
that will enhance the film viewing skills of the students.
63
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Appendix A:
Letter to the Schools Division Superintendent
February 2, 2024
ALMA M. ABDULA – NOR, PhD

Schools Division Superintendent
Schools Division of Maguindanao del Norte
Sitio Tenorio, Awang, Datu Odin Sinsuat, Maguindanao Del Norte
Dear Ma’am,
Greetings of Peace!
I am humbly asking your permission to allow me to conduct the study entitled,

“Film Viewing Strategy and Film Viewing Comprehension Skills of Grade
7 Students”. I will administer experimental research for four weeks employing
Post-test design to the Grade 7 respondents from Litayen National High
School.
This research paper will determine the effect of film viewing strategy to the
Grade 7 students’ comprehension skills.
I hope for your favourable action on this request. Thank you and more power!
Sincerely yours,
(Sgd) MARIAN N. VENTURA

MAELT Student
Noted by:
(Sgd) DR. ALMIRA MENSON-MAKALINGKANG

Research Adviser
67
Letter to the School Principal
February 2, 2024
MA. LIZA J. ABDULLAH

Secondary School Principal IV
Litayen National High School
Litayen, Bongo Island, Parang, Maguindanao Del Norte
Dear Ma’am,
Greetings of Peace!
I am humbly asking your permission to allow me to conduct the study entitled,

“Film Viewing Strategy and Film Viewing Comprehension Skills of Grade
7 Students”. I will administer experimental research for four weeks employing
Post-test design to the Grade 7 respondents from Litayen National High
School.
This research paper will determine the effect of film viewing strategy to the
Grade 7 students’ comprehension skills.
I hope for your favourable action on this request. Thank you and more power!
Sincerely yours,

MAELT Student
Noted by:

Research Adviser
68
Letter of the Respondents
February 2, 2024
Dear Mr./Ms. ________________
Greetings of Peace!
I am a student of Master of Arts in English Language Teaching (MAELT) in

Mindanao State University – Maguindanao Graduate Studies. I am currently
conducting a study entitled, “Film Viewing Strategy and Film Viewing
Comprehension Skills of Grade 7 Students” which aims to determine the
effect of film viewing strategy to the Grade 7 students’ comprehension skills.
A student who is currently enrolled as Grade 7 is chosen as respondent of the

study. I believe that you can contribute a lot by providing substantial
information to this paper.
Should you decide to take part in this academic endeavour, please sign the
attached consent form and return it to the researcher before the conduct of
the experimental research and post-test.
I am hoping for your participation, and I look forward to your positive
response. Thank you and more power!
Sincerely yours,

MAELT Student
Noted by:

Research Adviser
69
Consent Form
I, ________________________________ having read the letter of invitation

to take part in the study entitled, “Film Viewing Strategy and Film Viewing
Comprehension Skills of Grade 7 Students”, have understood the
information about the study. I fully understand what is expected and requested
of me should I decide to take part in the study. I am aware that I have the right
to withdraw at any time during the conduct of the study without due pressure
or penalty.
I hereby affix my signature as a sign of my consent to participate in the study.
Respondent’s signature above printed name
____________________________
Date: ________________________
Respondent’s parents’/guardian’s signature above printed name
____________________________
Date: ________________________

MAELT Student
70
Appendix B:
Certifications for Validating the Instrument
Rater: ________________________________________________________
Highest Educational Attainment: ___________________________________
Position/Department: ____________________________________________
Directions: Please use the following scale to circle the number that
corresponds to how much you agree with each of the following statements:
Scale Description Implication
4 Strongly Agree High Validity
3 Agree Valid
2 Disagree Less Validity
1 Strongly Disagree Not Valid
1. The test questions are

a. Measurable 1 2 3 4
b. Realistic 1 2 3 4
c. Attainable 1 2 3 4
2. The researcher’s constructed questions 1 2 3 4

are aligned with the story line of the animated video.
3. The test covers specific questions that 1 2 3 4
measures students’ performance on viewing comprehension.
4. In general, the test material evaluates 1 2 3 4
essential features of viewing skills accurately.
5. Overall, the test material could target 1 2 3 4
the main goal for which it was created.
Kindly give your comments and suggestions on the test questionnaire and
video material as a whole:
______________________________________________________________
______________________________________________________________
__________________________
Name and Signature of Evaluator
71
Certifications for Validating the Lesson Plan
Rater:________________________________________________________
3 Agree Valid
1. The lesson plans are

a. Measurable 1 2 3 4
b. Realistic 1 2 3 4
c. Attainable 1 2 3 4
2. The researcher’s constructed lesson 1 2 3 4
plans are aligned with the Grade 7 English
Most Essential Learning Competencies.
3. The lesson plan intends to use video 1 2 3 4
materialsas a tool in the learning process.
4. The lesson plan intends to show how the 1 2 3 4
video materials impact the comprehension skills of the students.
5. In general, the lesson plans are used as 1 2 3 4
an intervention material to facilitate English comprehension.
______________________________________________________________
______________________________________________________________
__________________________
72
Certifications for Validating the Video Material
Rater: ________________________________________________________
3 Agree Valid
1. The duration of the video is simply right- it 1 2 3 4

doesn't drag on too long or too short to
keep students' interest.
2. The video provides explicit and 1 2 3 4
simple explanations of the plot of the story.
3. The video contents are comprehensive to 1 2 3 4
measure the film viewing comprehension
level of the students.
4. The plot of the story in the video is clear 1 2 3 4
and suitable to the students age, thus it
accurately conveys the message.
5. As a whole, the video material is considered 1 2 3 4
valid, effective and relevant to measure the
students’ film viewing comprehension skills.
______________________________________________________________
______________________________________________________________
__________________________
73
Appendix C:
DOCUMENTATION DURING THE ADMINISTRATION OF FILM VIEWING
STRATEGY IN ENGLISH CLASS
74
DOCUMENTATION DURING THE ADMINISTRATION OF FILM VIEWING
POST-TEST
75
Appendix D:
POSTTEST SURVEY QUESTIONNAIRE
FILM VIEWING COMPREHENSION SKILLS OF GRADE 7 STUDENTS

Post-test
Name________________________________________ Score:___________
Third Quarter Grade in English: _____ Date: ___________
General Directions: This questionnaire is designed for the purpose of

gathering data for Master’s thesis which focuses on the effect of film viewing
strategy to the grade 7 students’ comprehension skills.
Directions: The respondents will view "The Present," a short film produced by
the Institute of Animation, Visual Effects, and Digital Postproduction at the
Filmakademie Baden-Württemberg in Ludwigsburg, Germany, and directed by
Jacob Frey. In 2014, the movie came out.
They will answer the following questions after the introduction of the film
viewing strategy program.
1. What hidden message about the relationship between humans’ and

animals could the film try to convey?
a. Humans are superior to animals.
b. Animals should be hated and avoided.
c. Human and animal relationships are impractical.
d. Humans and animals can develop deep bonds.
2. What does the title "The Present" means within the setting of the movie?
a. It alludes to receiving a pet as a gift.
b. It stands for the value of present-moment life.
c. It's a sign of something unexpected.
d. It symbolizes an upcoming occasion.
3. What insight does the boy gain about the present as he spends time with
the puppy?
a. It is uninteresting.
b. It is worth something.
c. It's risky.
d. It is out of date.
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4. What lesson or message does the movie teach us?
a. The value of persistence.
b. The dangers of being curious.
c. The disappointment that is inevitable.
d. The worth of tangible assets.
5. What lesson about accepting differences and obstacles does the movie
teach us?
a. Disparities ought not to be disregarded.
b. Obstacles are unbreakable.
c. Accepting diversity promotes personal development.
d. Obstacles ought to be avoided.
6. Why does the boy look unhappy when he first receives the gift?
a. The present is ruined.
b. It's too tiny.
c. It's not what he expected.
d. The present is too costly.
7. How does the puppy's physical impairment affect how the story unfolds?
a. It puts up a wall against the boy's acceptance.
b. It gives the movie an additional humorous aspect.
c. It has no bearing on the story.
d. It represents the boy's personal difficulties.
8. What feelings does the movie want viewers to experience when they see
it?
a. Anxiety and tension
b. Happiness and compassion
c. Puzzlement and annoyance
d. Loneliness and despair
9. After learning of the pet's impairment, how does the main character view
it?
a. They become closer to one other.
b. Their level of interest declines.
c. They start to feel frightened.
d. They part with the pet.
10. How does the main character's understanding of the gift evolve as the
movie goes on?
a. He gets more enthusiastic.
b. He doesn't change his attitude.
77
c. He starts to feel let down.
d. He's even more afraid of the present.
11. What gift does the protagonist receive?
a. An object
b. A young dog
c. A telephone
d. An observation
12. At the beginning of the film, how does the main character feel about their
disability?
a. Humble
b. Feeling ashamed
c. Apathetic
d. Annoyed
13. What kind of impairment does the protagonist have?
a. Visual Impairment
b. Deafness
c. Impaired mobility
d. Mental impairment
14. What is the film's primary message?
a. Acceptance of oneself and other people
b. The significance of material belongings
c. Seeking fame and wealth
d. The need to follow social norms
15. What kind of relationship dynamics are established between the main
character and the dog in the film?
a. By means of discussions
b. Via instances of flashback
c. By way of interactions and mutual experiences
d. By means of internal reflections
16. Describe the significance of the film's main character's disability. What
impact does it have on their interactions and the plot of the movie?
a. It makes people feel isolated and alone, impacting how they
connect with others.
b. It turns into a source of power that aids in their overcome of
obstacles.
c. I highlight how critical it is to have compassion and understanding
for those who are disabled.
78
d. I represent the challenges that all people encounter in life.
17. Explain the ways in which the film's protagonist evolves. What kind of
experiences aid in their development?
a. After taking on obstacles and growing from them, they gain
confidence.
b. They don't change and don't take anything away from their
experiences.
c. They stop interacting with people and grow alone.
d. They are completely dependent on other people and lack the
ability to think through issues on their own.
18. In what ways does the movie convey its narrative through symbols and
visual cues? Describe with instances.
a. The journey of the figure is shown by keys and locks, which stand for
possibilities and obstacles.
b. In contrast to the character's sense of being imprisoned, birds stand for
freedom.
c. Emotional colors, such as red and blue, help the viewer comprehend
the character's feelings.
d. All of the above
19. What humor does the film use? What function does humor serve in the
movie?
a. It puts in humorous moments to balance the serious subjects.
b. It makes people laugh with absurd circumstances.
c. It discusses important subjects with funny laughs.
d. All the above
20. How is the concept of friendship portrayed in the film? Give specific
instances from the movie to back up your response.
a. Through their encounters with the dog, the main character discovers
the importance of friendship.
b. The movie presents friendship as unimportant.
c. The protagonist distances oneself from other people and prioritizes their
independence over companionship.
d. The movie downplays the value of friendship and concentrates only on
the accomplishments of the individual.
21. Which background information about the setting does the movie provide
you with?
79
a. Clothes and hairstyles of the characters
b. Building layouts and street signage
c. The time of day and weather conditions
d. The dialogue between the protagonists
22. Throughout the movie, try to imagine the characters' emotions at certain
times.
a. Their feelings remain constant for the duration of the film.
b. Depending on the situation, their emotions shift.
c. It looks like they are completely emotionless.
d. It's difficult to understand how they feel.
23. About the film's usage of light and dark hues, what do you notice?
a. Joyful scenes employ light hues, whereas melancholic ones employ
dark hues.
b. Joyful scenes are colored dark, whereas melancholic images are
colored light.
c. There doesn't appear to be a correlation between the colors and the
plot.
d. The characters' emotions influence the color scheme.
24. How are the characters' emotions conveyed through close-up shots in the
movie?
a. Through their entire body language
b. Through focusing on their attitudes and faces
c. By presenting them in the distance
d. By fast shifting between different characters.
25. How do the characters' actions in the movie convey their thoughts and
emotions?
a. They act in an inappropriate way.
b. Their conduct doesn’t seem to support what they say.
c. Their actions convey their feelings.
d. They do little and remain still.
26. Examine the main character's perspective toward the dog at the beginning
and end of the movie. How does it change?
a. The main character first rejects the dog, but by the end, he comes to
love it.
b. The main character first fears the dog, but by the conclusion, they have
become friends.
c. The main character initially gets along with the dog but ends up being
80
annoyed with it.
d. The main character initially ignores the dog but, at the end, develops an
interest in it.
27. Compare the feelings that the main character had at the start of the
film with how he felt after opening it. What differentiates them?
a. When the main character first opens the present, he gets excited about
it but soon becomes disappointed.
b. When the main character opens the present, he feels relieved after first
being anxious about it.
c. The main character is first uninterested in the present but becomes
shocked upon opening it.
d. When the main character opens the present, he is anxious but then
feels thankful.
28. When the movie ends, contrast the main character's prior self-perception
with his realization. What is the development of it?
a. At the beginning, the main character doubts their talents, but by the
end, he begins to believe in it.
b. Initially exaggerating their own abilities, the main character grows
stronger by the end.
c. Throughout the story, the main character questions their skills, but by
the end, they gain their trust.
d. Throughout the narrative, the main character stays firm in his belief in
their own skills.
29. Contrast the journeys of the dog and the main character. What does this
tell us about the topic of empathy, and how do their experiences
compare?
a. The two characters come to understand one another and overcome
comparable obstacles, illustrating the reciprocal aspect of empathy.
b. Throughout the movie, the dog stays a static figure, while the main
character goes through a transformative journey.
c. The dog helps the main character grow, emphasizing the importance
of empathy in creating relationships.
d. the journey of the main character takes little attention to the events or
feelings of the dog, instead concentrating entirely on personal
development.
30. Compare the differences between the main character's interactions with
other characters in the movie and their interactions with the dog at the
81
beginning of the story. What differentiates them?
a. Compared to other characters; the main character is more patient with
the dog.
b. In comparison to other characters, the main character is more distant
from the dog.
c. Compared to other characters; the main character has more trust in the
dog.
d. The main character shows the dog more affection than he does the
other characters.
31. What kind of pet is given to the movie's main character?
a. Cat
b. Fish
c. Dog
d. Bird
32. What is the pet's impairment presented to the main character?
a. Its leg is fractured.
b. It lacks vision.
c. Its tail is absent.
d. It has a difficulty responding.
33. What is the main setting of the story?
a. school
b. hospital
c. mall
d. home
34. What part does the puppy's physical impairment play in the story?
a. It builds up a wall between the boy and acceptance.
b. It gives the movie a humorous touch.
c. It has no impact on the story.
d. It represents the boy's own challenges.
35. What symbolic function does the controller for the video game have in the
movie?
a. It stands for the boy's favorite pastime.
b. It represents the boy's separation from reality.
c. It is the mother's gift to the child.
d. It is not symbolic in any form.
Appendix E:
82
Semi-Detailed Lesson Plan in English 7 (4 A’s Approach)
3rd Quarter
I. OBJECTIVES:
At the end of the lesson, the students are expected to:
a. identify the different readily available multimedia resources;
b. give the importance of their use and function; and
c. use correct and appropriate multimedia resources in giving
information, instructions, in making explanations and in narrating
events.
II. SUBJECT MATTER:

Topic: Multimedia Resources
Materials: Instructional Materials: Self Learning Materials, visual aids,
television, video material, and Bluetooth speaker
References: English – Grade 7 Alternative Delivery Mode
Third Quarter – Module 1: Using Correct and Appropriate Multimedia
Resources
MELCs: Use correct and appropriate multi-media resources when
orally giving information, instructions, making explanations and
narrating events in personal or factual recounts (EN7OL-IV-e3.10)
Strategies: 4 A’s Approach (Activity, Analysis, Abstraction,
Application)
III. PROCEDURE:
A. Preliminary activities
A1. Greetings
A2. Arranging of chairs
A3. Checking of the attendance
A4. Review of the past lesson
(The teacher will call student/s to recap the past lesson.)
A5. Motivation
Directions: The teacher will play a short video presentation. The
students will observe the materials used in the making of the
presentation. https://www.youtube.com/watch?v=kRJ0lnSciD4
83
B. Lesson Proper
A. Activity
Directions: Give two (2) names of cellphone applications and computer
software or programs installed in your smart phone and computer that
are helpful in your study.
Note: If you have no smart phone or computer, ask from someone who
has them and knows these useful apps and computer programs.
Cellphone Apps:
1. ______________________________
2. ______________________________
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.zdnet.com%2Farticle%2Fbestphone
%2F&psig=AOvVaw0bdB_fkDe1dXj2W68q0cAo&ust=1716191801102000&source=images&cd=vf
e&opi=89978449&ved=0CBIQjRxqFwoTCMDTmOeemYYDFQAAAAAdAAAAABAa
Computer software or programs:

1. _______________________________
2. _______________________________
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.mooc.org%2Fblog
%2Fcybersecurity-and-computer-science-whats-the
connection&psig=AOvVaw3edV70oaCdoZdGVZynvWvR&ust=1716192217001000&source=image
s&cd=vfe&opi=89978449&ved=0CBIQjRxqFwoTCOiD17OgmYYDFQAAAAAdAAAAABAE
B. Analysis
1. Have you tried using these cellphone apps in class? Yes or No? ___
2. If yes, in what instance during the class did you use it? __________
3. Have you tried using these computer programs in your class report or
class project? Yes or No? _____________
4. If yes, how did it help you? _____________
84
C. Abstraction
What is a Multimedia Resource?
The word multimedia comes from two Latin roots, multi and media:
multi-, meaning several or many, and media-, meaning in the middle.
This multimedia definition tells us that materials on the internet, or in
your class presentations, involve several forms of communication to connect
(that is, to be in the middle of) the sender and receiver.
Moreover, multimedia is a broad term for combining multiple media formats.
Whenever text, audio, still images, animation, video and interactivity are
combined together, the result is multimedia. Slides, for example, are
multimedia as they combine text and images, and sometimes video and other
types.
What is a Multimedia Presentation?

A multimedia presentation is a presentation file which is not limited to just text
in terms of content. For example, it would have interactive video, sound, links,
images, animated gifs and transitions in it.
DIFFERENT MULTIMEDIA RESOURCES
1. Text Materials
2. PowerPoint Slides
3. Photographs and Other Still Images
4. Audio Files
5. Video Presentations
6. GIFs and Other Forms of Animation
MULTIMEDIA RESOURCES COMMON FILE TYPES

1. Text TXT
Text with other elements DOC, DOCX, PDF
2. PowerPoint Slides PPT, PPTX, PPTM, POT, POTX
3. Images JPG, PNG, TIF, BMP
4. Audio MP3, WAV, WMA
85
5. Video AVI, WMV, FLV, MOV, MP4
6. Animation GIF, FLV
USABILITY OF THE MULTIMEDIA RESOURCES

It is very important to determine the applicability of these
multimedia resources in a class presentation specifically but not limited
to in giving information, instructions, making explanations, and in
narrating events. Following is a table indicating the applicable use of
such resources.
IV. EVALUATION
Directions: The teacher will play this video https://bit.ly/2JQJQKa
then the students will answer the questions that follow.
Questions:
1. Are the instructions presented in the PowerPoint and in the audio
the same? _________________________________________
2. For you, which of the two multimedia resources used presents the
topic more creatively and effectively? Why? ___________________
3. If you will present the same task into a video, a vlog perhaps, what
are the materials that you will need in making it?
______________________________________________________
Answer key: Answer vary
86
V. ASSIGNMENT
Directions: Choose the letter of your answer.
1. If you were just simply asked to write a narration of your most

embarrassing experience at the mall, what resource would you likely
use?
A. Text B. Audio C. Video
2. What multimedia resource allows you to combine the use of text,

images, and other media, such as audio clips and movies?
A. Text B. Audio C. PowerPoint slides
3. What multimedia resource can best present if you were tasked to

explain gravity through a demonstration?
A. Audio B. Video C. PowerPoint slides
4. GIFs is an abbreviation for
A. Graphic Image File
B. Graphic Image Files
C. Graphic Image Filer
5. What do videos combine? A. moving pictures, sound and text B.

moving pictures, images and sound C. moving pictures, images,
sound and text
Answer key:
1. A 4. B
2. C 5. C
3. B

3rd Quarter
I. OBJECTIVES:
87
a. familiarize the tools in communication focusing on oral
language, stance and behavior; and
b. identify the functions of oral language, stance and behavior in
oral communications situations;
II. SUBJECT MATTER:

Topic: Oral Language, Stance and Behavior
Third Quarter – Module 2: Applying Appropriate Tools in Oral
Communication Situations First Edition, 2020
MELCs: Use the appropriate oral language, stance and behavior when
giving information, instructions, making explanations, and narrating
events in factual and personal recounts (EN7OL-IV-a-3).
Strategies: 4 A’s Approach (Activity, Analysis, Abstraction, Application)
III. PROCEDURE:
A1. Greetings
A5. Motivation
Directions: The teacher will let the students watch a short video
https://www.youtube.com/watch?v=zkczDkbaE68. The students will
take down notes on their observation on the speech given by the
speaker.
B. Lesson Proper
A. Activity
88
Directions: The teacher will post a picture, then the learners will take a
look at the cartoon that illustrates a simple communication situation.
B. Analysis
1. What did you observe in the given comic strip?

2. Are you having the same kind of communication with your
classmates?
3. How do you handle a communication with a specific group of
people?
C. Abstraction
89
The teacher will play a video that explains Oral Language, Stance and
Behavior. https://www.youtube.com/watch?v=ftZIKzBGTBs
After watching the video, elaboration on the subject matter follows.
Language, stance and behavior are tools symbol systems you use for
communication. They are representations of your thoughts and feelings.
Also, these tools communicate your ideas.
Oral language
Language is the means to transfer your messages to another person. If
you both speak same language, it is easier to understand each other.
However, when the language used is not common to both of you, then,
there is a greater possibility for misinterpretation which may lead to
misunderstanding.
Characteristics of Effective Oral Language
1. Clarity – language must be grammatically correct in order to transfer

exact meaning.
2. Directness – effective oral language is also direct and
conversational. Make large of personal pronoun as in “You are a
model student” instead of just referring to model students.
3. Appropriateness – language must be suitable to the purpose of the
speaker. It should meet the needs and expectations of your listener.
4. Vivid – to hold the attention and maintain interest of your listeners,
use varied concrete, figurative and original expressions.
Stance and Behaviour

Have you observed that a person’s body language is opposite to what
he/she is saying? This is conveying a message not through words, but
through bodily actions.
When you speak, you probably accompany your words with an action
which is a result of muscular activity. This bodily action combines with
your oral language to convey message. Below are some examples of
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postures and bodily gestures that influence how your listeners
understand your message when you are speaking.
1. Stand with confidence – To prevent swaying or rocking while talking
in front of others, spread your feet about 6 to 8 inches apart parallel
to each other to achieve a comfortable speaking position.
2. Face your audience with your hands on the side with your chin up.
This will help you appear open and sincere to your audience and
give the impression that you are in control of the situation.
Avoid the following as much as possible:

 crossing your arms – makes you look defensive
 hands at the back – as if you are hiding something
 hands in your pocket – as if you’re hiding something
 hands on hips – makes you seem aggressive; as if you’re bullying
your audience
 hands on chin – as if you’re not ready with what you’re going to say
because it seems you’re still thinking of what to say
 two hands cupped in front of your chest– makes it look like you’re
covering something in front of your chest
3. Use your hands to emphasize your message when speaking. If
relevant gestures are used at the right time, your message will be
easily understood. These gestures can be used to:
 emphasize the point you are making – shake your fist to show you
are serious; make an OK sign with your fingers
 suggest something – shrug the shoulders to show that you don’t
know
 describe – act as if you are falling to describe that you fell face first
into the water
 prompt – clap your hands to make your audience also clap
IV. EVALUATION
Directions: Write YES if you agree with the statement; Write NO if you
disagree.
______ 1. Applying the communication tools will make the speaker’s
message more understandable.
______ 2. If you are crossing your arms, it makes you look prepared.
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______ 3. If you put your hands at the back, it seems that you are
hiding something.
______ 4. If your hands are in your pocket, you are confident.
______ 5. It is alright to sway your body when you are talking in front of
others.
Answer key:
1. Yes
2. No
3. Yes
4. No
5. Yes
V. ASSIGNMENT
Directions: Watch at least three TV programs of shows and fill in the
table below.
Note: If you do not have television on your house, you may search
television programs on your android phones. You may ask help from
your parents or guardian.
Title of Oral Language Stance Type of

Video/ TV Used Communication
Show Situation
24 Oras English and - Uses body Informative
Filipino language
- Hand
gestures
1.
2.
3.
Answer key: ANSWERS VARY
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3rd Quarter
I. OBJECTIVES:
a. identify various informal communication situations-giving
instruction, making explanations, and narrating events;
b. classify the different communication situations of giving
instructions, making explanations and narrating events; and
c. make a short speech about any of the following
communication situations (giving instructions, making
explanations, and narrating events).
II. SUBJECT MATTER:

Topic: Different Communication Situations
Third Quarter – Module 2: Applying Appropriate Tools in Oral
Communication Situations First Edition, 2020
MELCs: Use the appropriate oral language, stance and behavior when
giving information, instructions, making explanations, and narrating
events in factual and personal recounts (EN7OL-IV-a-3).
Application)
III. PROCEDURE:
A1. Greetings
A5. Motivation
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The teacher will post a picture and let the students guess and explain
the possible communication situation.
Answer key:
1. Narrating Events
2. Making Explanations
B. Lesson Proper
A. Activity
Directions: The teacher will play a video which shows a communication
situation. https://www.youtube.com/watch?v=I6IAhXM-vps
B. Analysis
1. What is the message of the video?
2. What kind of communication situation is portrayed?
C. Abstraction
As an active member of a democratic society, you should be
able to speak for yourself and for others. You should be able to assume
the role of a leader when the occasion calls for one. To become a useful
citizen, you need to develop effective speech communication skills.
You always speak with a definite purpose in mind. Therefore, it is the
purpose that determines the kind of speech you will give on a particular
occasion that requires it. Whatever speaking situation you are in, the
most important thing is you master your speech. You can only do this by
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carrying out the right practices, using oral language, stance and
behavior as important tools in effective speech delivery.
Communication Used for Example Situations

Situations
Giving Instructions Explaining a process  A teacher
Influencing the feelings discussing
and attitudes of others theprocess of online
enrolment.
Making  Communicating A youth leader
Explanations Information explaining about a
 Expressing needs reach out program
Getting things done
Narrating Events Expressing personal  A student narrating
feelings a worthwhile
Creating stories quarantine
experience.
IV. EVALUATION
Directions: These are examples of the different communication
situations of giving instructions, making explanations and narrating
events. Classify each appropriately in the box provided below.
 Class Reports
 Storytelling
 Cooking show
 Documentary on the leadership of President Duterte
 Vlog on how to stay healthy during quarantine
 Information dissemination on COVID 19 pandemic
Communication Situations Example Situations
Giving Instructions 1.
2.
Making Explanations 3.
4.
Narrating Events 5.
6.
Answer key:
6. Cooking show
7. Vlog on how to stay healthy during quarantine
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8. Class Reports
9. Information dissemination on COVID 19 pandemic
10. Storytelling
11. Documentary on the leadership of President Duterte
V. ASSIGNMENT
Directions: Make a short speech about any of the following
communication situations (giving instructions, making
explanations, and narrating events). The speech should have
100-150 words. The rubric provided below will be used in
evaluating your speech.
Rubric in Evaluating Informative Speech-(giving instructions, making

explanations, and narrating events)
Category Poor Fair 3 points Good 4 points Excellent

2 points 5 points
Oral The writer The writer The writer The writer
Languag observes observes two observes three observes
e one out of out of four out of four all the
four characteristic characteristics characteri
characteristi s of effective of effective stics of
cs of oral language oral language effective
effective oral oral
language language
Format The speech The speech The speech is The
does not is slightly mostly correct. speech is
follow the correct. written in
given correct
communicati format.
on
situations.
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3rd Quarter
I. OBJECTIVES:
a. read the story of “Father Goes to Court” by Carlos Bulosan;

b. identify the various factors that may influence literary
selections; and
c. show the essence of an individual as a source of joy to others.
II. SUBJECT MATTER:

Topic: Influences of History, Culture, Environment, and Other
Factors in Literary Selection
Instructional Materials: Self Learning Materials, video, laptop
and Bluetooth speaker
References: https://www.youtube.com/watch?
v=oeVuUtXoHo0&list=PPSV, English – Grade 7 Alternative
Delivery Mode Third Quarter- Module 3: Influences of History,
Culture, Environment, and Other Factors in Literary Selection -
First Edition, 2020
MELCs: Explain how a selection may be influenced by culture,
history, environment, or other factors (EN7LT-IV-h-3).
Application)
III. PROCEDURE:
A1. Greetings
A5. Motivation
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(The teacher will present different pictures and allow the students to give
their own interpretation on the pictures based on the questions that the
teacher will be asking.)
1. What is your observation on the first picture?
2. What does the second picture represent?
3. What comes into your mind when you see the third picture?
C. Presentation/Discussion
(The teacher will discuss the various influences or factors in literary
selection.)
B. Lesson Proper
A. Activity
(The students will listen while silently reading the text on the video
““Father Goes to Court” by Carlos Bulosan and reflect how culture,
history, environment, and other factors influence it.)
https://www.youtube.com/watch?v=oeVuUtXoHo0&list=PPSV
B. Analysis
(The teacher will present pictures and ask if the picture depict most of the
theme of Bulosan’s writings based on his life’s story.)
1. Is the picture shows the theme of the story?
2. Is this picture considered as a factor that influences literary selection of
Carlos Bulosan?
3. Does this picture depict the economic status of an individual or family?
C. Abstraction
(The teacher will give or ask students to give the summary of the
discussion.)
1. When we say cultural influence, it refers to:
2. Talking about history, it has something to do with:
3. Considering economic and environment, these refer to:
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D. Application
(The students will be grouped into four and let them give the summary of
the lesson and use the graphic organizer.)
IV. EVALUATION
Directions: Match the situation in column A with the response in
column B. Write your answer on one half sheet of paper.
Column A Column B
SITUATION RESPONSE
1. The rich man’s servants were A. The family has the natural knack
frying and cooking something of joking, everyone was made to
good and the room of the food laugh with them.
was wafted down to us from the
window of the big house.
2. Father’s farm had been B. The poor family was forced to
destroyed in 1918 by one of our transfer in town though they would
sudden Philippine floods. have preferred in the countryside.
3. “May I walk to the room C. The poor neighbors enjoyed the
across the hall and stay there smell and huddled near their
for a minute, Judge?” Father window to savor them
asked. imaginatively. This made the rich
father mad, thinking they stole the
spirit of their food.
4. My sister started it. The rest D. The judge was curious so with
of us followed them and soon everyone what plans the poor
the spectators were laughing father has. This was his way of
with us, holding their bellies and paying their stealing of the spirit of
bending over the chairs and the the food.
laughter of the Judge was the
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loudest of all!
V. ASSIGNMENT
Most of Carlos Bulosan’s youth was spent in the countryside as a
farmer. It is during his youth that he and his family were economically
impoverished by the rich and political elite, which would become one of
the main themes of his writing like the one he manifested in the story
“Father Goes To Court”.
Given the above-mentioned connections, answer the question in a form

an essay.
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3rd Quarter
I. OBJECTIVES:
a. read the story of “How My Brother Leon Brought Home a

Wife” by Manuel E. Arguilla;
b. identify the various factors that may influence literary
selections;
c. summarize the story using a story map; and
d. show the essence of sacrificing things for the people you
loved.
II. SUBJECT MATTER:

Topic: Influences of History, Culture, Environment, and Other
Factors in Literary Selection
Instructional Materials: Self Learning Materials, video, laptop
and Bluetooth speaker
References: https://www.youtube.com/watch?v=djFoEBQbq-c,
https://www.youtube.com/watch?v=lv8IK68REHM, English –
Grade 7 Alternative Delivery Mode Third Quarter- Module 3:
Influences of History, Culture, Environment, and Other Factors
in Literary Selection -First Edition, 2020
MELCs: Explain how a selection may be influenced by culture,
history, environment, or other factors (EN7LT-IV-h-3).
Application)
III. PROCEDURE:
A1. Greetings
A5. Motivation
(The teacher will present a short video about Manuel E. Arguilla

profile/background.) https://www.youtube.com/watch?v=lv8IK68REHM
1. What is your observation on the narration?

2. Who is Manuel Arguilla?
3. What are the things in common on most of the theme of Arguilla’s
writings?
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B. Lesson Proper
A. Activity
(The students will watch while silently reading the text on the video “How
My Brother Leon Brought Home a Wife” by Manuel E. Arguilla and
reflect how culture, history, environment, and other factors influence it.)
https://www.youtube.com/watch?v=djFoEBQbq-c
B. Analysis
(The teacher will present pictures and ask if the picture depict most of the
theme of Arguilla’s writings based on his life’s story.)
1. What is the theme of the story?

2. Is the personal background of Manuel Arguilla reflects on the
setting of the story?
C. Abstraction
(The teacher will discuss the various influences or factors in literary
selection.)
D. Application
(The students will be grouped into four and let them give the summary of
the story using a story map.)
IV. EVALUATION
Directions: Based on the story, identify in which part of the story does cultural
influence was a factor in literary selection write it on table.
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Various Influences Sample Selection and Author’s Background
or Factors in its Synopsis/Brief
Literary Selection Summary
How My Brother Leon Manuel E. Arguilla
Brought Home A Wife
___________________ most of his stories depict

Cultural influence ___________________ life in Barrio Nagrebcan,
___________________ Bauang, La Union, where
___________________ he was born his bond with
___________________ his birthplace, forged by
___________________ his dealings with the
peasant folk, remained
strong even after he
moved to Manila
V. ASSIGNMENT
Advanced reading in “March of Death” by Bienvenido N. Santos and
identify the various factors that may influence literary selections.
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3rd Quarter
I. OBJECTIVES:
a. differentiate beliefs and convictions by examining the various
examples presented;
b. organize information of the material viewed and evaluate its
importance; and
c. formulate sentences that express beliefs and convictions.
II. SUBJECT MATTER:

Topic: Expressing One’s Beliefs and Convictions Based on
Material Viewed
Instructional Materials: Self Learning Materials, visual aids,
References: ADM Third Quarter, Module 4: Expressing One’s
Beliefs and Convictions Based on Material Viewed,
(https://bit.ly/37LUutF).
MELCs: Express One’s Belief/Convictions Based on Material
Viewed (EN7VC-IV-i-16)
Integration: Social Sciences: Filipino Values
Application)
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III. PROCEDURE:
A1. Greetings
A5. Motivation
The teacher will let the students read some of the Filipino beliefs
and convictions listed then tell whether they believe it or not.
B. Lesson Proper
A. Activity
The teacher will let the students watch the video clip Filipino
Superstitions and Beliefs on this link (https://bit.ly/37LUutF).
B. Analysis
1. What are the beliefs shown in the video clips?
2. Which among of these beliefs do you agree with?
3. Do you think these beliefs have scientific explanations? Why
or why not
C. Abstraction
Belief vs. Conviction
A belief is something that is considered correct and true. For example,

a person can believe in various things such as cultural or personal faith,
morality, or values. It expresses viewpoints, but it is not based on facts
or other evidence. A belief is also an opinion, which is why it cannot
serve as the basis for a formal argument.
Beliefs are very personal ideas and cannot be rejected because they
express an opinion. Also, these beliefs are not mandatory to change
completely with new experiences.
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A conviction is a bit different to a belief. A conviction is something that
an individual is convinced of. To be convinced, you need to obtain all
the related information. Based on the information that the conviction is
built, a belief changes with time and new experiences, yet a conviction
remains the same.
However, conviction is more complex than belief as it becomes a point

of view of the world.
Basic Signal Phrases in Expressing Beliefs or Convictions

I believe…
In my opinion…
I think…
I feel…
In my personal view…
From my point of view…
D. Application
Directions: Observe the info graphic about Filipino Dining Etiquette.
Source: https://bit.ly/33TtabK
The sentences below are sample interpretations that are generated out
from the info graphic.
1. I believe that we can be early when invited to eat.
2. In my opinion, Filipinos have the fork and spoon as typical utensils.
3. I think the gender of the guest will be revealed by the dropping of
the utensils.
4. I feel that I cannot refuse any packed meal.
5. In my personal view, burping is acceptable.
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6. From my point of view, “hostess” sounds indifferent to Filipinos
because of its other meaning.
Directions: Identify the above sentences as to where they should

belong. Fill in the columns. Copy the table and write your answers on
your English notebook.
IV. EVALUATION
Directions: Choose the letter of the best answer. Write the chosen
letter on ¼ sheet of paper.
1. An acceptance that the statement is true or that something exists is

called
a. belief b. conviction c. knowledge d. opinion
2. It is a firmly held and stable, long-term belief
3. It is a view or judgment formed about something, not necessarily
based on fact or knowledge
4. I think it will rain today. This is an example of
5. The sun rises and sets every single day. It is an example of
Answer key:
1. A
2. B
3. D
4. D
5. C
V. ASSIGNMENT
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Directions: Observe the editorial cartoon that was released by Philippine
Daily Inquirer on May 21, 2020. Provide your own beliefs and
convictions below. (10 points).
1. What did the man do to the grocery package of the woman?

______________________________________________________
______________________________________________________
2. What do you think is the message of the editorial cartoon?
______________________________________________________
______________________________________________________
3. Would you believe that this pandemic will end soon?
______________________________________________________
______________________________________________________
Answer key: Answer vary.
Rubrics for Scoring the Assignment

Clarity of thoughts/ideas (4)
Spelling and grammar (3)
Originality (3)
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3rd Quarter
I. OBJECTIVES:
a. define text evidence and general statement; and

b. determine textual evidence.
II. SUBJECT MATTER:

Topic: Citing Textual Evidence
References: English – Grade 7 Alternative Delivery Mode Third
Quarter – Module 5: Citing Textual Evidence First Edition, 2020
MELCs: Cite evidence to support a general statement (EN7RC-IV-g-
10.4).
III. PROCEDURE:
A1. Greetings
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A5. Motivation
The teacher will let the students guess the jumbled letters. Use the
description below as a clue.
1. A conclusion or opinion that is formed because of known facts or

evidence CENIFREEN
2. Words of a piece of writing or speech TXTE
3. Something which shows that something else is true DIVECENE
4. To repeat something written or said by another person exactly

QUTESO
5. An information and educational context a learner already has
before they learn new information PRIRO KONWLDEGE
6. To quote by way of example, authority, or proof TECI
Answer key:
1. inference
1. text
2. evidence
3. quotes
4. prior knowledge
5. cite
B. Lesson Proper
A. Activity
Directions: The teacher will let the students watch a short video on citing
textual evidence (https://www.youtube.com/watch?v=Sbf0yTsYiwg).
B. Analysis
1. What is a general statement?
2. How to cite textual evidence?
3. Are you familiar with the strategies presented?
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C. Abstraction
The teacher will play a video presentation of the lesson.
https://www.youtube.com/watch?v=Sbf0yTsYiwg&t=189s
After playing the video, class discussion follows to elaborate the points
to consider in the video.
Text Evidence
 uses specific examples and ideas from a text to help support
and further define your own claims and ideas.
 gives your words validity and strength.
General Statement
 is a claim that needs to be proven.

 presents the topic of a paragraph, essay or book.
 usually expresses the main point or main idea of a piece of
writing.
Example:
“The rain forest is home to many creatures. Monkeys, birds,
reptiles, amphibians and mammals live in the rain forest. Butterflies and
anteaters also live in the forest.”
What is the general statement in the above selection?
“The rain forest is home to many creatures. “

 This is the general statement that expresses the main idea
of the given paragraph. This claim needs to be proven. So,
what is the text evidence that supports the claim of the
general statement?
Monkeys, birds, reptiles, amphibians and mammals live in the forest.
 This sentence is the text evidence that supports the claim of
the general statement. It uses specific examples like
monkeys, birds, reptiles and others to make the claim of the
general statement valid.
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D. Application
Directions: Read and understand each passage. Choose the letter of
the best answer.
The Youngest Billionaire
The youngest billionaire in history is William H. Gates III, better known

as Bill Gates. He is probably the most famous living entrepreneur. His
steaming career began in high school when he and some friends
founded a computer-software company. He briefly attended a Harvard
University but left to begin Microsoft in 1979 with partner Paul Allan.
But at the age of 31, Bill Gates shocked the world by becoming the
youngest self-made billionaire.
Source: DepEd English 7 LM, Scott Foresman LITERATURE and Integrated Studies Vol.
II.1977.p.153.
1. Which sentence below claims that Bill Gates is the youngest

billionaire in history?
A. He left Harvard University.
B. He is probably the most famous living entrepreneur.
C. He and some friends founded a computer-software company.
D. At the age of 31, he shocked the world by becoming the
youngest self-made billionaire.
2. What evidence from the text supports that Bill Gates did not finish
college?
A. He is probably the most famous living entrepreneur.
B. He and some friends founded a computer-software company.
C. He shocked the world by becoming the youngest self-made
billionaire.
D. He briefly attended Harvard University but left to begin
Microsoft in 1979with partner Paul Allan.
Answer key:
1. D
2. D
IV. EVALUATION
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Directions: Choose the letter of the best answer and write them in ¼
sheet of paper.
In a faraway mountain, there was a happy couple Ethel and Ariel living
together with a very simple life. They used to live in a NIPA hut, eat foods
from their farm, and catch fishes from the river. The husband was a farmer
working all day at the farm.
An excerpt from the story” The Good Harvest” by Ritchie Javier
1. Based on the text, how do you know that Ariel is a farmer?

A. He had tools.
B. He wore a hat.
C. He had abundant harvest.
D. He worked all day at the farm.
2. What type of person is Ariel?
A. a hardworking
B. helpful to others
C. an obedient
D. courageous
3. What relationship did Ethel and Ariel have? They
A. were neighbors
B. were colleagues.
C. were husband and wife.
D. were brother and sister.
4. When you are answering a question, you look for _______ within
the text to give your words validity and strength.
A. evidence
B. complexities
C. obscure ideas
D. another question
5. Which statement shows that the author is very sad?
A. He shouts louder with a deep anger.
B. The feeling of anger and sadness deeply in his heart.
C. He kneeled down with the tears in his eyes fall apart.
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D. He was very shocked as he saw the entire farm destroyed by
the pest.
Answer key:
1. D
2. A
3. C
4. A
5. C
V. ASSIGNMENT
Directions: Choose the letter of the best answer and write them in your
English activity notebook.
God Said, “ I Made a Man”

Jose Garcia Villa
God said, “I made a man

Out of clay”—
But so bright he, he spun
Himself to Brightest Day
Till he was all shining gold,
And oh,
He was handsome to behold!
But in his hands held he a bow
Aimed at me who created
Him. And I said,
“Wouldn’t thou murder me
“Who am thy Fountainhead”
Then spoke he the man of gold;
‘I will not
Murder thee! I do but
Measure thee. Hold
Thy peace! And this I did,
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But I was curious
Of this so regal head.’
‘Give thy name!’ –Sir! Genius
Source: DepED English 7 LM, Philippine Copyright 2005 Across Culture in Language
and Philippine Literature
1. The poem shows man’s ingratitude to his Creator---the God who

made all things in the past, in the present, and even in the future.
Which text evidence can be cited from the poem to support this
claim?
A. ‘I will not murder thee!
B. I do but measure thee.
C. But I was curious of this so regal head.’
D. But in his hands held he a bow, aimed at me who created
him.
2. God was shocked and confused about His creation’s ingratitude.
Which lines from the poem support this?
A. But so bright he, he spun himself to brightest day
B. He was handsome to behold, but in his hands held he a bow
C. Wouldn’t thou murder me, who am thy Fountainhead?
D. Hold thy peace, and this I did, but I was curious
3. When you are answering a question, you look for _______ within the
text to give your words validity and strength.
A. evidence B. complexities
C. obscure ideas D. another question
4. Text evidence is when you use specific examples from a text. Which
of the following is not considered text evidence?
A. quotations C. direct speech
B. inferences d. extra information
Answer key:
1. A 3. D
2. C 4. D
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3rd Quarter
I. OBJECTIVES:
a. define what is assertion;
b. analyze the assertions expressed by the author in the text;
and
c. choose correct reaction from the given situations.
II. SUBJECT MATTER:

Topic: React to what is Asserted or Expressed in a Text
References: English- Grade 7 Alternative Delivery Mode Third
Quarter- Module 6: React to what is Asserted or Expressed in a Text
First Edition, 2020
MELCs: React to assertions made by the author in the text [EN7RC-
III-i2.1.7].
III. PROCEDURE:
A1. Greetings
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A5. Motivation
The given statements are assertions. React to each assertion by

drawing an emotion that corresponds to your answer.
Example: COVID-19 cases increase every day.
____ 1. My grandmother said that doctors are the smartest people on

the planet.
____ 2. Absolutely! Chocolate ice cream is the all-time favorite.
____ 3. Our school is going to implement face-to-face classes during
the class opening.
____ 4. Students will be given tablets in the new normal school setting.
____ 5. Malls are not allowing children to enter in their establishment.
Answer key:
1. Confused
2. Love
3. Angry
4. Happy
5. Sad
B. Lesson Proper
A. Activity
Directions: Read and analyze the given assertions. React by writing
the word
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AGREE or DISAGREE on your notebook.
______1. Assertion is used to let the readers feel that they should agree
to what they read or hear.
______2. Reaction is an action taken in response to something.
______3. When you react to an assertion, you should gather facts from
any source to support your reaction.
______4. Your reaction should not be stated clearly.
_______5. Exclude the supporting details in making a reaction.
Answer key:
1. Agree
2. Agree
3. Agree
4. Disagree
5. Disagree
B. Analysis
3. What is assertion?
4. What are the things to consider in assertion?
5. How to react to an assertion?
C. Abstraction
The teacher will play a video about React to what is Asserted or
Expressed in a Text https://www.youtube.com/watch?v=0IFV2_bvX7E.
After watching the video, class discussion on the subject matter follows.
Assertion
One of the best ways for the author to express his/her feelings, beliefs,
and ideas in a direct way is by asserting. Assertion is used to let the
readers feel that they should agree what they read or hear. It is very
common in various fields of life, like literature, politics, and
advertisements.
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Sample assertion: When you eat an apple, you are free from any
illness.
As the readers’ response to what is asserted in a text, a reaction is

being made. Reaction is an action taken in response to something.
Reacting to assertion is an essential skill in language learning. Making
reactions will allow readers to express their thoughts and feelings about
the text or situations presented. One can decide to agree or disagree on
the given text.
Sample reaction to the above sample assertion:
Truly, I eat an apple every day and I don’t get sick easily.
These are some words to use in giving reactions.

Positive Negative
absolutely certainly almost contradictorily
definitely exactly invalidly never
obviously really no/ not no longer
surely truly probably rarely
very yes scarcely
Source: https://www.englishmirror.com
Things to remember in reacting to assertions made by the author in a

text:
Read and understand the texts.
Analyze the assertion made by the author.
State your reaction clearly.
Support your ideas and opinions by explaining your stand.
Here are sample statements of assertion and reaction:

A. Assertion: Drinking a glass of milk can make our bones and teeth
healthy and strong.
Reaction: Yes, I drink a glass of milk every day and it makes my bones
and teeth healthy and strong.
B. Assertion: My friend Sheila invites me to eat at Jollibee since it is
the best fast food in town.
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Reaction: No, I will not go with her because my mother said that it is
not safe in there. Besides, it is not the best fast food in town.
D. Application
Directions: The following statements are assertions. Give the possible
reaction by choosing the letter of the best answer.
1. Assertion: Children believe that sharks eat humans.

Reaction: ______________
a. Surely, sharks love the smell of human flesh.
b. Exactly, sharks stay near the seashore.
c. Rarely, sharks like to play with humans.
d. Scarcely, sharks eat fish.
2. Assertion: If you eat and then immediately go swimming, you will get
stomach cramps.
Reaction: ______________
a. Certainly, it is not advisable to swim when your stomach is
full.
b. Absolutely, it is good to eat a lot when you go swimming.
c. It is not exciting to have picnic at the beach.
d. It is very fun to play volleyball at the beach
IV. EVALUATION
Directions: Read the text inside the box comprehensively. React to
what is asserted by the author in the text by completing the statements.
The students play a big role in saving our environment. It starts

at home: the students should not forget to segregate the trash in the
waste basket before having the garbage collector collect it. Then, while
at school, the student should participate actively in symposia and other
similar activities organized by other students who, like them, advocate a
clean and healthy environment. Lastly, before going home, the students
should make a pledge to protect the environment whenever possible.
Truly, when the future is at stake, the whole student body could really
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help a lot.
A. Assertion: Students have a big role in saving the environment.

Reaction:
a. Yes, it’s true! Students’ role starts at ________________________.
b. It is important to help keeping the environment clean by
_______________.
B. Assertion: Students must actively participate in any healthy
environment related activities.
Reaction:
a. Thus, students are encouraged to join _______________________.
b. Students should apply their knowledge in trash segregation not only
in school but also at ______________________________________.
V. ASSIGNMENT
Directions: Read the given assertion based on the picture. Then give
your reaction by checking the box of your answer.
Assertion: There should be a limit to the number of passengers in the

school bus.
Reaction:_____________________________________________
Absolutely! So that social distancing is observed.
Yes! So that friends are seated apart.
No! It is not necessary.
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Answer key: Absolutely! So that social distancing is observed.

3rd Quarter
I. OBJECTIVES:
a. select the most sensible question;
b. write thought-provoking questions based on the given topic;
and
c. complete the given script by writing questions.
II. SUBJECT MATTER:

Topic: Raising Thought-Provoking Questions in a Panel
Discussion
Materials: Instructional Materials: Self Learning Materials, visual
aids, television, video material, and Bluetooth speaker
References: Alternative Delivery Mode Third Quarter – Module
7: Raising Thought-Provoking Questions in a Panel Discussion
First Edition, 2020 (https://www.youtube.com/watch?
v=klqr2o3IQdg)
MELCs: Raise sensible, challenging thought-provoking
questions in public forums/panel discussions, etc. (EN70L-
III-h.1.3.1)
Application)
III. PROCEDURE:
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A1. Greetings
A5. Motivation
Directions: A video presentation will be played on the new topic. The
students will watch attentively so they can answer the next activity.
https://www.youtube.com/watch?v=Zjws_En2Xdk
B. Lesson Proper
A. Activity
Directions: Write YES if it is a thought-provoking question and NO if it
is not.
_______1. What effect has COVID-19 made on the lives of the Filipinos
today?
_______2. How can we at least minimize the cases of COVID-19?
_______3. Who are the panellists?
_______4. What are the most critical changes that we must make to
face the threat of COVID-19?
_______5. Why do Filipinos tend to disobey the orders of the IATF on
social distancing?
B. Analysis
1. What is a thought provoking questions?

2. Does it play an important role in a Panel discussion?
C. Abstraction
The teacher will play a video about Raising Thought-Provoking
Questions in a Panel Discussion. (https://www.youtube.com/watch?
v=klqr2o3IQdg)
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A thought-provoking question is a type of question that causes you to
think seriously about something. It contains interesting ideas that can
make you think a lot. These are questions that start with WHY and
HOW.
Compare the following examples:
Uninteresting Questions Thought-Provoking Questions

- these questions are not - these questions cause you to
encouraging think seriously about
- the person may or may not something
answer
What is the issue or problem? How can you solve the issue or
problem?
Which is better, online or face-to- Why do you think face-to-face
face learning? learning is better than online?
Note that raising sensible and thought-provoking questions is very

important. It will allow the person to tell honestly his inner thought. In
this way, that person is expressing his/her real emotions.
These are five strategies on how to raise thought–provoking questions:
1. Do your research
Do a research on the topic, the panellists, and the audience. In this way
you will be able to get in touch to the topic, get connected to the
panellist’s work or interests, and the issues which the audience will be
interested in.
2. Make a list
Make a list of potential questions from your research.
For examples:
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 Why is the topic important nowadays?
 What are the important points that need to be discovered on this
topic?
 What is the most essential common question on everyone’s mind?
3. Choose the most essential questions

Delete questions that are not necessary and choose questions which
you think are important to the topic.
4. Sequence your questions

Your questions should be sequenced so that the panel members and
audience will really understand every bit of information.
 Strategic- start with questions that are designed to discuss what is

happening in the world.
Example: Why does family conflict exist?
 Benefits- move to the benefits/consequences on why the audience
should care.
Example: Why are children equally affected when family conflict
occurs?
 Specifics – ask more specific questions where the panellists will be

more inclined to show concrete examples.
Example: What are the evidences which prove that family conflict
may damage a relationship?
 Application- ask a question with substantial value and has the ability
to apply the information.
Example: Why do we need to resolve the conflict in our family?
5. Rephrase and Finalize Your Question

Start short questions in order for the audience and panel members to
have focus in understanding the concept thus; rephrasing your question is
necessary. After rephrasing, you are now ready to finalize your question.
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D. Application
Directions: From the given scenario below, write five (5) sensible and
thought-provoking questions that you want to ask to the panel members.
(Aprille) Moderator:
Good morning ladies and gentlemen. My name is Aprille Arrivado,
your chairman for today’s panel discussion. It is an honor both to
participate in this event with our guests and to welcome you all.
As we all know, our new normal today is somewhat strange to our
usual way of living. In fact, one of the most affected systems in this time of
crisis is our educational system. Everyone did not expect things to happen
like this especially doing classes online, for face-to-face learning is
strongly prohibited now to stop the spread of the corona virus.
We have invited you today to inform everyone especially the
learners and their parents as well as our educators about online classes-
how to do it effectively as a new means of teaching and learning and
throughout the discussion, they will identify the advantages and
disadvantages of using this new method of teaching and learning.
IV. EVALUATION
Directions: Complete the script below on a panel discussion with the
topic “Wearing of Face Mask” by adding thought provoking questions.
Label the persons involved as moderator, panel member and audience.
Write it in your English notebook.
Daniel: Good morning ladies and gentlemen. Welcome to our panel

discussion that talks about the importance of wearing face mask. I am
Daniel Velasquez, your host for today’s event and let me welcome you our
guests, Ms. Joa Ann Billones, Ms.Jerissa Acal, Ms. Gerlie Omagbon, and
Mr. Alvir Jay Lumahang.
Daniel: ________________________________________?
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Joa-ann: Wearing of face mask is necessary nowadays because this will
help me to prevent from acquiring the virus.
Daniel: ________________________________________?
Jerissa: Yes. It makes me uncomfortable to wear mask because I can’t
breathe well.
Daniel: _________________________________________?
Gerlie: Wearing of face mask affects my daily routine because it makes
me feel uneasy since it is not the usual practice. It is also quite costly for I
have to change it every day.
Alvir: Sir, good morning. I am impressed with the guests’ answers. May I
ask one of them to answer my question: Some people said that when you
are wearing mask, you are afraid to be infected by the virus. As a good
citizen, you are wearing mask because of the Government’s protocol.
Does it make you feel weak? Why? Thank you, sir.
Jerissa: No sir. It doesn’t make me feel weak; instead, this shows that I
am strong person who obeys the Government’s standards for my own
welfare and protection of life.
Daniel: To sum up with our discussion, one thing is common and is very
applicable to all of us. We should always wear mask especially if we arein
a crowded area for our safety.
V. ASSIGNMENT
Directions: Write YES if the question is a thought-provoking question and
NO if it is not.
______1. How can we help each other in this moment of crisis?

______2. Why do you think experts and government are not prepared of
the threat of COVID -19?
______3. What do you think is the effective way of avoiding the Corona
virus?
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______4. Is there anything you can do to help minimize the spread
ofCOVID-19?
______5. What is Covid-19?
Answer key:
1. Yes 2. Yes 3. No 4. No
3rd Quarter
I. OBJECTIVES:
a. define what panel discussion is and identify its members; and
b. familiarize the procedures in a panel discussion;
II. SUBJECT MATTER:

Topic: The Panel Discussion
References: Alternative Delivery Mode Third Quarter – Module 7:
Raising Thought-Provoking Questions in a Panel Discussion First
Edition, 2020
MELCs: Raise sensible, challenging thought-provoking questions
in public forums/panel discussions, etc. (EN70L-III-h.1.3.1)
Application)
III. PROCEDURE:
A1. Greetings
A5. Motivation
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The following procedures in a panel discussion are arranged at random.
In your English activity notebook, label the procedures from 1-4.
______1. The leader or moderator calls for a forum to all the members
of the class to address some questions, views, and opinions to the
panellists.
______2. The panellists discuss the issue or topic and also react to
other panel members’ views and opinions.
______3. The leader or moderator closes the discussion and provides a
summary of panel presentation and discussion.
______4. The leader of moderator introduces the topic and the
panellists present their views and opinions regarding the issue.
Answer key:
1. 4
2. 2
3. 3
4. 1
B. Lesson Proper
A. Activity
The teacher will post a picture and let the students take a look at the
picture.
B. Analysis
1. What do you think the girl is thinking?
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2. Have you tried discussing something to someone before?
3. How do you do it?
C. Abstraction
The teacher will play a video about Panel Discussion.
https://www.youtube.com/watch?v=fR4Sctz2V-I
A panel discussion is a small group discussion which consists of fourto

five well-informed persons who sit at the table on a platform (stage)
before the group.
Here are the members in a panel discussion with their respective roles:
1. Moderator
is the leader who tries to make the flow of the proceedings
(actions)function as smoothly as possible.
he addresses the audience, announces the topic, and
introduces the panel members.
interprets statements made by the audience and resolves
possible conflicts among or between the panel members and
the audience.
2. Panel members
they are the discussants (guests) of the given topic. They
answer the questions raised by the moderator.
3. Audience
they are the viewers or listeners. They may also raise
questions to the panel members.
Let’s go back to the picture of the panel discussion.

The following are procedures in a panel discussion that have been
used effectively:
1. The leader or moderator introduces the topic and the panellists
present their views and opinions regarding the issue.
130
2. The panellists discuss the issue or topic and also react to other
panel members views and opinions. A specific amount of time
should be set.
3. The leader or moderator closes the discussion and provides a
summary of panel presentation and discussion.
4. The leader or moderator calls for forum to all the members of the
class to address some questions, views, and opinions to the
panellists.
D. Application
Directions: Group Discussion. The class is grouped into five members
and discuss the following questions. A member will explain their answer
on front of the class.
1. What is a Panel Discussion?
2. How many persons are involved?
IV. EVALUATION
Directions: Below are the statements from the script of a panel
discussion. Identify whether the given statement came from the
moderator, panel member or one among the audience.
1. Good morning ladies and gentlemen. Welcome to our panel
discussion those talks about the importance of wearing face
mask.
2. Does it make you uncomfortable when you wear mask?
3. For me, I have to follow what the government told us to do.
Wearing mask is a must so that we can avoid the virus that will
spread through the droplets from the person speaking.
4. Sir, good morning. I am impressed with the guests’ answers.
May I ask one of them to answer my question: Which is more
effective, surgical mask or washable mask? Thank you, sir.
5. To sum up with our discussion, one thing is common and is very
applicable to all of us. We should always wear mask especially if
we are in a crowded area for our safety.
Answer key:
1. Moderator
2. Moderator
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3. Panel member
4. Audience
5. Moderator
V. ASSIGNMENT
Directions: Read the questions carefully and choose the letter of the
correct answer. Write your answer in your English notebook.
1. This involved a group of people gathered to discuss a topic in front of

an audience, typically at scientific business or academic conferences,
fan, conventions and on television shows.
A. debate C. symposium
B. panel discussion D. public Forum
2. He/She presents views and opinions regarding the issue or topic for a
set amount of time.
A. instructor C. moderator
B. leader D. panellist
3. He/She keeps the discussion on the theme and encourages interaction
among members.
A. debater C. leader
B. instructor D. panellist
4. He/She plays the most important role in the panel discussion.
5. He/She discusses the issue or topic with the other members by asking
questions or reacting to the views and opinions of other panel members.
6. These members present their point of view and their experiences
regarding the issue.
A. audience C. leaders
B. instructors’ D. panellists
Answer key:
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1. B 4. B 5. D
2. D 5. A 6. A

4th Quarter
I. OBJECTIVES:
a. define academic writing;
b. distinguish features of academic writing; and
c. show appreciation of the importance of academic writing
through writing essays on topics of interest.
II. SUBJECT MATTER:

Topic: Distinguish Features of Academic Writing
Instructional Materials: Self Learning Materials, video, laptop, and
Bluetooth speaker
References: Self Learning Materials
MELCs: Distinguish Features of Academic Writing (EN7WC-I-c-4.2)
Application), video presentation
III. PROCEDURE:
A1. Greetings
A5. Motivation
133
The teacher will give an activity “Tell Me Something”. The teacher will let
the learners to check the image and identify who the public figure is.
Once they know her, they will write her name inside the box under the
image. Beside the image are boxes where you must put some
information about her.
B. Lesson Proper
A. Activity
The teacher will group the students into five, then will give an example
of a research summary written by J.P. Meyer and R.D. Goffin in 1989 in
their Journal of Applied Psychology. It is about Organizational
Commitment and Job Performance: It’s the Nature of the Commitment
that Counts. In the given summary, the students will identify what
feature of academic writing is shown by the underlined
words/sentences.
B. Analysis
1. Have you ever written an academic writing like essay or research
summary?
2. What is the main difference between normal writing and academic
writing?
3. What are the distinct features of academic writings?
C. Abstraction
The teacher will let the students watch a video on the features of
academic writing. The link of the video presentation is
https://www.youtube.com/watch?v=wNUpTqH1PQA&t=79s. The teacher
will elaborate the discussion on the video being watched then will throw
formative questions.
Academic writing is used by students like you, as well as teachers and

scholars in every field, to communicate concepts, express opinions, and
participate in scholarly discussion. Caulfield (2020) describes academic
writing as a formal mode of writing that is intended for an educated
134
audience. It is usually written in the third person objective point of view
and makes use of details supported by research, factual
experimentation, and strong evidence. Thus, it is not based on the
writer’s own opinions alone.
It should be clear, concise, focused, structured, and backed up by

evidence. Its purpose is to aid the reader’s understanding academic
papers, critical essays, and research. Academic writing follows the

same writing process as other types of texts, but it has specific
conventions in terms of content, structure, and style.
D. Application
The teacher will give an activity to exhibit the students’ understanding
on the features of academic writing by writing a 3-paragraph essay on
one of the following topics. Do not forget to apply the writing techniques
that you have learned in this lesson. A writing rubric is provided to guide
you in preparing your essay. Write your output on a one whole sheet of
paper.
Topics:
1. Children should be supervised when using the Internet.
2. Learning online is just as good as learning in a traditional
classroom.
3. Social Media's Role during the Quarantine Period
4. Parents should restrict their children's media exposure.
5. Picnicking is a perfect way for families to spend time
together.
Rubrics in Writing an Essay following the Features of Academic Writing
Criteria Not Proficient Nearing Proficiency Proficient
135
(2 points) (4 points) (5 points)
Organizati There is no evident The information Throughout the
on structure. structure is evident, essay, the student
but it is not well structured the
structured. details well.
IV. EVALUATION
Directions: Fill in the blanks with the appropriate word that best
completes the statement.
1. A formal mode of writing intended for an educated audience is
called ______________________.
2. Academic writing is generally written in _________________person.
3. Academic writing should be clear, concise, focused, structured and
backed up by ____________________.
4. Academic writing is relatively formal. This means that you should
avoid ______________ words and expressions.
5. Written language is in general objective rather than ____________.
V. ASSIGNMENT
Directions: Read each statement carefully and transform the
underlined words to its formal language. Write the answer in the
answer sheet provided for you.
1. These exercises can easily be incorporated into an exercise routine,
with each exercise done again several times.
a. repeated
b. frequent
c. many
d. numerous
2. The total of outstanding balances went up and down quite violently.
a. collapsed
b. fluctuated
c. changed
d. transformed
3. “You said that the possible solution to that problem is to return all
the properties.
a. I c. They
b. Myself d. We
4. On September 11, 2001, the militants attacked that place.
136
a. mall c. World Trade Center
b. market d. park
5. The manager never thought that his wife would make his life.
a. depressed c. miserable
b. melancholy d. sad

4th Quarter
I. OBJECTIVES:
a. use appropriate responses to complete a conversation or

dialogue; and
b. apply the strategies to create an effective conversation or
dialogue.
II. SUBJECT MATTER:

Topic: Strategies used for effective conversation or dialogue
Bluetooth speaker, television
References: English – Grade 7 Alternative Delivery Mode Quarter 4 -
Module 2: Strategies for Effective Interpersonal Communication
(Conversation, Dialogue, Interview).
MELCs: Employ a variety of strategies for effective interpersonal
communication (Interview, Dialogue, Conversation) EN7OL-I-b1.14
III. PROCEDURE:
A1. Greetings
137
A5. Motivation
The teacher will let the students check the image and describe it.
https://www.google.com/url?sa=i&url=https%3A%2F%2Fpixabay.com
%2Fimages%2Fsearch%2Fdialog
%2F&psig=AOvVaw3s6GgzuJak7GSO99hggSZe&ust=1716208728892
000&source=images&cd=vfe&opi=89978449&ved=0CBIQjRxqFwoTCJjI
0O_dmYYDFQAAAAAdAAAAABAE
B. Lesson Proper
A. Activity
Directions: Complete the following conversation/dialogue. Choose
appropriate responses to make the conversation meaningful. Write your
answers on your notebook.
1. Patient: I have had sleep disorder for nearly 3 months.

Doctor: ___________________________________
Patient: No, I wanted to see a doctor first.
Doctor: You did the right thing. Now I will give you some pills for that.
A. Have you done anything about it?

B. Why didn’t you see a doctor immediately?
138
C. Do you know what I should do about it?
D. Did you have this complaint the last time you came to me?
E. Your situation is really serious so you should immediately start
getting professional help.
2. Andy: You haven't been looking so well recently. Is anything wrong?

Sasha: Yes. Yesterday I had to take my mother to the hospital due to
hypertension.
Andy: _______________________________________________
Sasha: Not really. All she has to do is to follow a strict diet.
A. It is not a very serious illness. You don’t need to worry.

B. I hope she is fine now. Please let me know how she is when she is
back.
C. Oh God! How is she right now? Is anything serious?
D. I told her that she had to be careful with what she ate but she never
listens to me.
E. I am sorry I didn’t know. Is she alright now?
B. Analysis
1. What is your observation on the conversation?

2. Have you been in a communication situation?
C. Abstraction
The teacher will let the students watch a video on strategies used for
effective conversation or dialogue. The link of the video presentation is
https://www.youtube.com/watch?v=ZIIeBF6qltw&t=180s. The teacher
will elaborate the discussion on the video being watched then
encourage the students to share their understanding.
Communication is the art of exchanging messages between two or

more people.
139
Interpersonal communication is the process by which people
exchange information through verbal and non-verbal messages.
Verbal
Spoken language, voice tone, voice speed and voice volume
Non-verbal
Facial expression, touch, body movement, eye contact and
gesture
Interpersonal skills also include the ability to:

1. listen and understand
2. solve problems
3. make decisions
The three types of communication are verbal communication,

non-verbal communication, and written communication. Verbal
communication includes conversation, dialogue or interview.
Verbal communication is the use of sounds and words to

express yourself, especially in contrast to using gestures or
mannerisms. An example of verbal communication is saying ‘no’ when
someone asks you to do something you don’t want to do. Non-verbal
communication is the transfer of information through the use of body
language including eye contact, facial expressions, gestures and more.
Conversation or dialogue is a natural part of life in which

people can exchange information and maintain social relationships
with friends, family members and others. But, as second language
speakers of English language it is challenging to keep the
conversation/dialogue going. Using strategies is one way to overcome
problems in maintaining the flow of communication through
conversation/dialogue. There are some techniques you can use to
give yourself some time to think about you are what you are going to
say. These are also the strategies to expand what saying. Here, we
140
will try not to focus on information only. Instead, we’ll give importance
to communication.
These are the strategies you need for effective

conversation/dialogue.
Strategies Examples
● Repair breakdowns “Could you repeat the question,
please?”
“Sorry, I didn’t hear what you said.

Could you repeat? I’m a bit nervous.”
“Pardon? Come again?”

● Repeat the question “...Ummm. What’s my favorite food?
Well...
● Express lack of a clear “I’m afraid I don’t know much about it.”
opinion
● Acknowledge other’s “Hmm.. I see your point.”
ideas/opinions
● Clarifying “Do you mean...?”
“So are you saying that...?”

●Active “Okay, so Maria, you think that ... and
listening/Summarizing Jose, you said that...”
“Someone mentioned that...”

● Back channelling - is a way I see, yes, OK and uhu
of showing a speaker that
you are following what they
are saying and understand,
often through interjections
D. Application
Directions: Look at the pictures in the comic strip and imagine what is
going on. Fill in the words and make the characters communicate. Use
the strategies you learned from the lesson.
141
IV. EVALUATION
Directions: Select the letter of the best answer.
1. It is the art of exchanging messages between two or more people.

a. back channeling c. interpersonal
b. communication d. technique
2. It is the process by which people exchange information through
verbal and non-verbal messages. It also includes; ability to listen and
understand, problem solving, decision making, and personal stress
management.
a. voice c. active listening
b. strategy d. interpersonal communication
3. The three types of communication are the following except;
a. written communication c. non-verbal communication
b. verbal communication d. strategy
4. It is the use of sounds and words to express yourself in contrast to
using gestures.
a. verbal communication c. non-verbal communication
b. written communication d. strategy
5. It is the transfer of communication through body language.
a. written communication c. non-verbal communication
b. verbal communication d. strategy
Answer key:
1. B
2. D
3. D
4. A
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5. C
V. ASSIGNMENT
Directions: Create a conversation about the topics or situation given
below.
Use strategies to repair communication breakdown.
Example: Tiktok challenge online.

S1: Have you created Tiktok videos?
S2: Umm. Have I done Tiktok?
S1: Yes. Have you?
S2: Of course. Actually, I have a done a video compilation?
Topic: Favorite Online gaming. Use the strategies you learned.

S1: What’s your favorite online game?
S2: __________________________________________
S1: How much screen time do you spend on playing that game?
S2: __________________________________________
S1: __________________________________________
S2: __________________________________________
Situation 2: Favorite Movie or Book

S1: __________________________________________
S2: __________________________________________
S1: __________________________________________
143
4th Quarter
I. OBJECTIVES:
a. explain what an interview is;

b. distinguish strategies used in the interview; and
c. employ strategies for an effective interview.
II. SUBJECT MATTER:

Topic: Strategies used for conducting effective interview
References: English – Grade 7 Alternative Delivery Mode Quarter 4 -
Module 2: Strategies for Effective Interpersonal Communication
(Conversation, Dialogue, and Interview).
MELCs: Employ a variety of strategies for effective interpersonal
communication (Interview, Dialogue, Conversation) EN7OL-I-b1.14
III. PROCEDURE:
A1. Greetings
144
A5. Motivation
The teacher will let the students watch a video of a job interview in this
link https://www.youtube.com/watch?v=0k0Uc9uAJwk. This would serve
as a cue on the new lesson.
B. Lesson Proper
A. Activity
Directions: The class is divided into group. There are five members in
each group. Each group will read a situation carefully and analyze what
went wrong. They are going to present their work in front.
In the stadium, the baseball player was about to leave. Standing

nearby, a young woman hurriedly approached the player and removed
a pencil and a notepad from her bag.
“Hey dude. I’m a student. I would like to ask few questions for my
school paper”, the young woman said. "You looked really good out
there. Do you mind if I ask you some questions?" The athlete nodded.
"Is this the first time you've been to this city?" the young woman asked.
Another nod. This was not going to be easy, the student worried. The
school paper adviser had told her to make sure she brought back a
good story. The tall, young man standing in front of her was the best
player and a record holder in baseball. The student tried again. "What
do you think of our town?" The athlete seemed to see the reporter for
the first time.
"I don't know anything about this town," he replied. "I'm here to play.
They give me a ticket at school and I get on a bus and a plane and go.
My business is to play." He fell silent.
This time, the young woman felt rejected. She struggled to start the
athlete talking again. In the 20-minute interview, the baseball player
never really opened up.
Now, what do you think went wrong about this situation?

If you answered that the young woman should have introduced herself
and stated the purpose of her interview, you are right!
Now, think of some things that the student should have done before and
during the interview.
Write the answers on your notebook.
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1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
4. ___________________________________________
5. ___________________________________________
B. Analysis
1. Is interview easy?
2. What are the essential things to consider before having an
interview?
C. Abstraction
INTERVIEW STRATEGIES:
 Start Easy - Make your interviewee comfortable/relaxed and start
with short, simple questions.
 Ask the right questions - Use open-ended questions and prompts.
Avoid leading questions.
 Have a Conversation - Do not read a question from a page as it
interrupts the flow of conversation and seems artificial.
 Find an anecdote (small story) to illustrate your point for example
“Tell me about a time when.”
 Pay attention to details - write down important details--spelling,
address, ages, and statistics. Double-check the information.
DURING PREPARATION
Preparation for interviewing is very important. It requires both a friendly
manner and a careful preparation. A formal interview can be requested
through a phone call, letter or in person.
Before the Interview Checklist

 Purpose of the interview and location
 Time and length of time needed for the interview.
 Research the subject in which the interview should be discussed.
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 Find out as much as possible about the person being interviewed.
 Part of the preparation phase consists of forming questions. Good
questions are the key to successful interviewing and take careful
planning.
 Always remember that the questions should be written in advance.
 If the information desired involves detailed facts, a list of questions
could be given to the person prior to the interview.
HOW TO WRITE EFFECTIVE QUESTIONS
As a good interviewer, you need to be selective with the questions you
have because not all questions are effective during an interview.
EFFECTIVE QUESTIONS
Example:
A. Open-ended Questions - they are designed to encourage the
interviewee to share experiences, emotions, attitude or opinions.
B. Usually begins with the 5 (What, when, where, why and how)
Examples:
What would happen if you...
What do you think about...
What would you do ...
How did you...
In what way...
Why do you think so?
INEFFECTIVE/NEED TO AVOID QUESTIONS
A. Closed-ended questions like Yes/No questions

Do you have a pet?
Do you like it? or those that have a limited set of answers such as (A,
B, C, D or All of the Above)
Which colors do you like, pink, green, violet or orange?

Which food do you prefer? Local or foreign food?
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B. Leading questions --Could result to misleading assumption or
conclusion
Do you get along with your parents? - hints that maybe they are not
getting along well.
C. Nosy questions -- How often do you take a bath?

D. Obvious questions-- What color is your hair?
DURING THE INTERVIEW
CHECKLIST
 Introduce yourself and state the purpose of your interview.
 If you want to record the interview, ask permission to use it from the
person being interviewed.
 Have your questions written down so that you can stay with the topic.
 Phrase questions carefully.
 Listen carefully. Ask politely for more details when necessary.
 Take notes during the interview.
 Be courteous.
 Find an appropriate way to end the interview when the allotted time
has been reached.
 Thank the person for the interview and the information.
D. Application
Directions: Write the things that you need to do during preparation for
an interview. If the sentence/phrase is a good one, write it under the
Effective Column, but if the sentence/phrase needs to be avoided, write
it under the Ineffective Column.
Are you a stalker?
How did you know Do you take a bath?
about him? Which color do you
Tell me more about like? Pink, blue or
yourself. red?
In what way...
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Which one do you like,
pizza or spaghetti?
Do you have black hair?
What Filipino trait do you
admire most? Why?
Tell me why...
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EFFECTIVE INEFFECTIVE
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Answer key:
Effective:
1. How did you know about him?
2. Tell me more about yourself.
3. In what way...
4. Do you have black hair?
5. What Filipino trait do you admire most?
Why?
Tell me why...
Ineffective
1. Are you a stalker?
2. Do you take a bath?
3. Which color do you like? Pink, blue or red?
4. Which one do you like, pizza or spaghetti?
IV. EVALUATION
Directions: Multiple choice: Select the best answer.
1. _______________ is a way of showing a speaker that you are
following what they are saying and understand, often through
interjections.
a. summarizing c. back channelling
b. clarifying d. repeating questions
2. ________________is the use of words to express yourself.
a. non-verbal communication c. verbal communication
b. interpersonal communication d. open-ended questions
3. Non-verbal communication is the transfer of information through the
use of_____________.
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a. words c. body language
b. sounds d. idiomatic expressions
4. These questions encourage the interviewee to share experiences,
emotions, attitude or opinions.
a. close-ended questions c. nosy questions
b. open-ended questions d. obvious questions
5. The following are examples of open-ended questions except;
a. What do you think? c. How did you do?
b. What would you do? d. Do you like it?
Answer key:
1. C
2. C
3. C
4. B
5. D
V. ASSIGNMENT
Directions: Group Activity, five members each group. On your
notebook, copy the format and fill out the information needed. Interview
your family member about his/her favorite about how the pandemic
change his/her views in life. You may audiotape or record the interview.
Be sure to take down notes.
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4th Quarter
I. OBJECTIVES:
a. determine the worth of ideas mentioned in the text listened to;

b. infer thoughts, feelings, and intentions in the material to be
listened to; and
c. respond to the worth of ideas in the text listened to.
II. SUBJECT MATTER:

Topic: Determine the Worth of Ideas Mentioned in the Text Listened to
Quarter 4 - Module 3: Determine the worth of ideas mentioned in text
listened to First Edition, 2020
MELCs: Determine the worth of ideas mentioned in the text listened
EN7LC-IV-g-8.2
III. PROCEDURE:
A1. Greetings
A5. Motivation
The teacher will show a picture of a star. Inside the star diagram, the
students will give five (5) things that you like about the story, which
makes it worth listening for. Write one sentence for each number.
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B. Lesson Proper
A. Activity
Directions: Observe and analyze the painting below entitled “Gathering
of Heroes” by Juanito Torres, a Filipino Modern and Contemporary
painter.
B. Analysis
1. What is the most important element in this painting? What made you
say so?
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2. Try asking any other people in your household what they consider as
an important element in the painting. Did they have the same answer?
3. How did you decide on what is important in this painting? What were
your bases?
C. Abstraction
DETERMINING THE WORTH OF IDEAS/DETERMINING

IMPORTANCE
What is it?
It simply means focusing on what is significant on the information you
have listened to. You decide, from among everything that you are
listening to, what is most important to attend to and remember.
It is one of the comprehension strategies that you could use to
differentiate between what information you are listening to is most
important versus what information is interesting but not necessary for
understanding.
Important information refers to main ideas or key topics that you need
to better understand the concept you are listening to while interesting
information is little detail or additional detail, which could be a cool
fact, distractor, or less important concept, that is present in the article
(Allen & Reason, 2015).
This means that it helps you filter information and organize your
thinking around big ideas. Filtering means to select the information
necessary to understand the selection that you are listening to
(“Introduction,” 2020).
Why is it important?
 It lets you move through a text logically or in an order that will help you
make sense of what you are listening to.
 It enables you to distinguish between the most and least important
information presented in the selection to better comprehend it.
 It is essential in easily understanding complicated concepts (Allen &
Reason, 2015).
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 Most significantly, determining what is most important is critical in
building life-long success. Think of buying a house or car, choosing a
career, investing in stocks, making financial decisions, etc. All these
tasks require separating important from unimportant information. So,
learning this strategy is directly linked to success (Haag, 2017).
How to determine the worth of ideas?

In order to determine the worth of ideas, you need to make decisions as
to what parts of a text deserve the most attention. Not everything
presented by an author is of equal importance (Draper, 2011).
Determining worth of ideas includes:

 Identifying your purpose for listening
 Distinguishing between important and unimportant information to
identify key ideas or themes
 Determining topic and main idea
 Identifying author’s message
 Using knowledge of narrative or expository text features/structures
 Recognizing relevance
ROLE OF LISTENING IN DETERMINING THE WORTH OF IDEAS

How can listening help you determine the worth of ideas?
Listening enables you to process the information, evaluate it, make
sense of it, and respond to it whether it would be helpful for you or not
—essential or not. For instance, while you are attending a group
meeting, you need to know what important details the group needs to
decide on a matter. While all members can share what they think and
feel, you only have to gather what matters in making a decision.
It would help you make sound conclusions and/or generalizations
based on given data.
When listening to the text presented, you need to do the following:

1. Concentrate and Pay Attention. Develop the ability to concentrate and
ignore distractions. You need to be interested to the article presented.
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2. Listen for meaning. Focus on the central idea being communicated.
Then pay close attention to anecdotes, explanations, and other details
meant to clarify meaning.
3. Link Past and Current Learning. As you’re listening to new material,
situate what you’re learning in the context of what you’ve previously
learned (Loveless, 2021).
D. Application
Directions: Work with your seatmates, analyze the info graphic below,
and determine the most important points to answer the given questions
below. Write only three to five sentences to explain your thought.
1. How does COVID-19 spread?

2. How will you keep yourself and others safe from COVID-19?
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IV. EVALUATION
Directions: Listen to the story entitled “The Star Child” by Oscar Wilde.
Ask your parent/guardian/sibling to read to you the story or you may
download the listening text from YouTube. Link
https://www.youtube.com/watch?v=mJRUIwM_MXE
After listening to it, answer the following questions. Place your answer
in the appropriate column. Below is the transcript of the story.
The Star Child By Oscar Wilde One winter night, two Woodcutters see a
shooting star fall to the ground. They go to the place in the forest where
the star landed, expecting to find a pot of gold. Instead, they find a child
wrapped in a gold cloak embroidered with stars and wearing an amber
necklace. Although he is very poor and already has several children of
his own, one of the Woodcutters decides to take the child home with
him. He has difficulty persuading his wife to take in the child but he tells
her that the boy is a Star-Child. The Woodcutter and his wife treat the
Star-Child as one of their own children for the next ten years.
The Star-Child grows up to be a handsome boy but he is also very vain.

As the son of a star, he believes himself to be superior to everyone else
in the village. He cannot bear people from the lowest levels of society
and throws stones at beggars whenever he sees them. He also tortures
and kills small animals. A gang of similarly-minded children gather
around the Star-Child and accept him as their leader.
One day, the Star-Child and his friends throw stones at an ugly beggar
woman. The Woodcutter, who is nearby, chastises the Star-Child,
saying that he cannot understand why the boy behaves that way, given
that he treated the Star-Child kindly ever since he found him in the
forest. At these words, the beggar woman faints. When the beggar
woman comes around in the Woodcutter's house, she says that her
child, who was wrapped in a gold cloak embroidered with stars and
wearing an amber necklace, was stolen from her by robbers in the
forest ten years ago. The Star-Child is told that the woman is his mother
but he wants nothing to do with her. When she asks for a kiss before
she leaves, he says, "rather would I kiss the adder or the toad than
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thee".
The Star-Child goes to re-join his friends but they shun him and call him
ugly. He finds that he now has a face like a toad and skin like an added.
He realizes that he is being punished for his mistreatment of his mother.
In the hope that he might regain his former appearance if his mother
forgave him, he goes off in search of her.
After three years, the Star-Child arrives at a city. The soldiers who
guard the city gates sell him as a slave to a Magician. The Magician
tells the Star-Child that in a forest near the city there are three pieces of
gold. They are a piece of white gold, a piece of yellow gold and a piece
of red gold. He tells the Star-Child to fetch the piece of white gold the
next day, telling him that he will be punished if he does not bring it back.
The Star-Child spends all day looking for the piece of white gold but
cannot find it. As he is about to leave the forest empty-handed, he
notices a Hare which is caught in a trap and frees the animal. Out of
gratitude, the Hare leads the boy to the piece of white gold. Outside the
city gates, a leper begs a coin from the Star-Child. The boy gives him
the piece of white gold. When he returns to the Magician's house
empty-handed, he is beaten.
The following day, the Star-Child is sent to find the piece of yellow gold.
Again, the Hare leads the Star-Child to the golden piece, again he gives
the piece of gold to the begging leper and the Magician gives him a
worse beating when he returns empty-handed once more. The
Magician tells the Star-Child that he will kill him if he does not return
with the piece of red gold the following day. However, after having been
led to it by the Hare, the Star-Child gives the piece of red gold to the
leper, whom he believes needs it more than he does.
As soon as the Star-Child gives the piece of red gold to the beggar, the
same soldiers who had sold him into slavery call him their lord and
compliment him on his good looks. When the Star-Child protests that he
is ugly, one of the soldiers shows him his reflection in a shield. The boy
finds that he has become handsome once again. A crowd of people
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proclaim the Star-Child to be the king who, according to a prophecy,
was to come to them that day. The Star-Child says that he cannot
become king until he has earned his mother's forgiveness. He sees the
beggar woman seated next to the leper. The Star-Child cries at the
beggar woman's feet, washing them with his tears. As a result of the
kindness the Star-Child has shown them, the beggar woman and the
leper magically take on the appearance of a King and Queen. The leper
is revealed to be the Star-Child's father.
For a short while, the people of the city live happily under the rule of the
Star Child. Unfortunately, he dies after only three years and a cruel king
succeeds him (“Star-Child,” n.d.).
Questions Responses
1. What does the story mean
to you?
2. Why is it important to
establish good relationship
between child and mother?
3. How would you relate your
personal experience to the
story
V. ASSIGNMENT
Directions: Listen to the news reports of any two Radio Stations in
your locality. Then, list down five very important information that you’ve
heard in any news reports of these stations.
159
RADIO STATIONS VERY IMPORTANT
INFORMATION
160
4th Quarter
I. OBJECTIVES:
a. determine the truthfulness and accuracy of the material

viewed; and
b. critique/evaluate the authenticity of the material viewed.
II. SUBJECT MATTER:

Topic: Determining the Truthfulness and Accuracy of the Materials
Viewed
References: English – Grade 7 Alternative Delivery Mode Quarter 4 –
Module 4: Determining the Truthfulness and Accuracy of the Materials
Viewed First Edition, 2020
MELCs: Determine the truthfulness and accuracy of the material
viewed EN7VC-I-h-10
III. PROCEDURE:
A1. Greetings
A5. Motivation
The teacher will let the students list down at least three titles of
programs under each genre.
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Education Documentary Variety Show News Animation
1. 1. 1. 1. 1.
2. 2. 2. 2. 2.
3. 3. 3. 3. 3.
B. Lesson Proper
A. Activity
Directions: Read the story of Kirby.
Kirby, a grade seven student, likes to surf and to browse the internet. Often
times, he would post and spread any material or information that he comes
across on his favorite social media platforms and websites without actually
examining whether this information are true and accurate or not.
One day, Kirby came across an announcement from the social media
about a suspension of classes on the next day. The source of this
information was not verified. Overwhelmed with this news, Kirby shared
this information with Mark and John, his classmates. Since his they trusted
Kirby, they accepted this news without bothering to ask their teacher.
The following day, Kirby and his friends did not attend their class. They told
their parents that classes were suspended and they spent the entire day
playing and watching TV.
The next day, Kirby came late to class. He saw Mark and John being
scolded by Mr. Santos, their teacher. Wearing his old grumpy face, Mr.
Santos beckoned Kirby and asked him where he got the news from. Kirby
said that he just saw it from a random post. Thinking it was true, he shared
it with Mark and John.
Mr. Santos pointed out that not all materials and information that one finds
from different media platforms are true and accurate. He warned them
about the danger of spreading false information from unverified sources.
He also added that one must be equipped with skills helpful in determining
the authenticity of sources.
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After class, Kirby had become more careful and meticulous in getting
information from different media platforms. He is now aware that apart
from getting information is determining the truthfulness and accuracy of
the materials.
B. Analysis
1. Describe the habit of Kirby when browsing the internet.

2. What happened when Kirby shared the false information with his
friends?
3. Why is it important that one has to determine the truthfulness and
accuracy of materials or information viewed?
C. Abstraction
The teacher will let the students watch a video
https://www.youtube.com/watch?v=-Tfr9ak31vo. The teacher will
elaborate the discussion on the video being watched then will throw
formative questions.
DETERMINING THE WORTH OF IDEAS/DETERMINING

IMPORTANCE
What is viewing?
According to the Canadian Common Curriculum Framework, as
cited by Donaghy, viewing is “an active process of attending and
comprehending visual media such as television, advertising images,
films, diagrams, symbols, photographs, videos, dramas, drawings,
sculptures and paintings.
What is Truth?
Truth is the quality of being honest and not containing or telling
any lie.
What is Accuracy?
Accuracy is the fact of being exact or correct.
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How do you know that the information that you get from various
resources are true and accurate?
Most of the time we simply accept information relayed to us
without actually evaluating the authenticity of the information.
Understanding the truth can be viewed in many ways depending on the
truth teller’s purpose. To carefully evaluate the truthfulness and
accuracy of the material, you must be able to question the materials you
find in various media platforms. You must be empowered with questions
that will help you to seek clarity, question assumptions, and detect
source reliability or bias.
D. Application
Directions: Work by pair, determining the truthfulness and accuracy of
the materials viewed would also require distinguishing between fact and
opinion. Read the selection below and identify at least three (3) facts
and three (3) opinions. Write your answers on the table provided below
the text.
12 Unforgettable Vacations That Are Best Done by

Bike — Even for
Beginner Cyclists
By Andrea Romano
There’s no better way to see the world than on two wheels.

You don’t have to be a Tour de France winner in order to
enjoy a long, scenic bike ride.
Everywhere in the world — from the United States to
France to Japan — you’ll find excellent bike tours that
cater to beginner cyclists.
Cycling has been a favorite pastime for people around the

globe since the 19th century. According to Brown
University’s website, the bicycle was invented by Karl von
Drais in Germany and it was a rather cumbersome
“running machine” that didn’t involve pedals, steering, or
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brakes. When the “modern” safety bicycle was invented by
John Kemp Starley in England, it allowed for a free, stable
ride — and just like that, cycling started to become a well-
liked hobby.
Today, along with hiking, mountain climbing, and camping,

cycling is one of the most popular outdoor activities. And of
course, this means there are tons of excellent biking
destinations that are perfect for cyclists young and old,
experienced and inexperienced.
You can take a ride through the mountains in Switzerland

or breeze through vineyards in France, Italy, or Chile. You
can even hop from island to island in the Philippines,
Japan, and Croatia with your bike in tow. And it doesn’t
matter what continent you’re on, because you can find a
trail in North America, South America, Europe, Asia, and
Oceania, too.
Source:https://www.travelandleisure.com/trip-ideas/bike-tours/best-
cycling-vacations-for-beginners
FACTS OPINIONS
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IV. EVALUATION
Directions: Analyze the items below and determine which graphs and
charts are misleading and which graphs and charts are showing
accurate information.
1. Which of the graphs in set A show a misleading representation of

data? Why?
V. ASSIGNMENT
Directions: Answer the question briefly. At least four sentences only.
1. Why is it important that one has to determine the truthfulness and

accuracy of materials or information viewed?
166
4th Quarter
I. OBJECTIVES:
a. identify the different types of information disorder; and

b. use the SOAPStone method to evaluate the credibility of the
material viewed.
II. SUBJECT MATTER:

Topic: Determining the Truthfulness and Accuracy of the Materials
Viewed
Quarter 4 – Module 4: Determining the Truthfulness and Accuracy of
the Materials Viewed First Edition, 2020
MELCs: Determine the truthfulness and accuracy of the material
viewed EN7VC-I-h-10
III. PROCEDURE:
A1. Greetings
A5. Motivation
The teacher will play a video that will give a hint on the next lesson.
https://www.youtube.com/watch?v=DmoLXngbJkE
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B. Lesson Proper
A. Activity
Directions: Identify the type/s of information disorder depicted in the
pictures.
Source: https://attracttour.com/2020/03/watch-breaking-news-bamboo-
manalac-died-in-a-car-accident-march-6-2020-friday-is-a-hoax/
B. Analysis
1. Can you tell something about the picture?

2. Is there a misleading information in the picture?
C. Abstraction
Information Disorder
One of the many ways to prevent ourselves from slipping into
the pitfalls of deceptive viewing materials is to acquaint ourselves with
deceptive techniques that people employ in different viewing materials.
The phrase “information disorder” was coined by Wardle (2017),
First Draft US director and co-founder. Wardle (2017) argues that the
phrase “fake news” is inadequate to describe the complexity of
deception. Furthermore, the term “fake news” has been weaponized,
mostly by politicians and their supporters to attack the professional
168
news media around the world. This leads Wardle (2017) to create the
phrase information disorder.
Information Disorder includes the following forms: Satire/ Parody
Misleading Content, Imposter Content, Fabricated Content, False
Connection, False Context, and Manipulated content.
7 Types of Information Disorder

According to Wardle, (2017) there are seven common forms of
information disorder.
1. Satire/ Parody- These types of viewable texts have no intention to
cause harm but has potential to fool. Content purporting to be satire
will evade the fact-checkers, and frequently over time, the original
context gets lost: people share and re-share not realizing the
content is satire and believing that it is true.
2. Misleading Content- There are also texts that use misleading

information to frame an issue or an individual. Some common
examples of this technique are selection of a partial segment from a
quote, creating statistics that support a particular claim but don’t
take into account how the data set was created, or cropping a photo
to frame an event in a particular way.
3. Imposter Content- This is when genuine sources are

impersonated. An example of this is when the logo of a well-known
brand or name is used alongside false content. The goal of this
deception is to increase the chance that people will trust the content
without checking the content.
4. Fabricated Content- The new content is 100% false. These texts

are designed to deceive and to harm. New fake social media
accounts are created to spread new and invented content from it.
5. False Connection- This is when headlines, visuals, or captions

don’t support the content. This technique makes claims about
content via sensational headline, only to find the headline is horribly
disconnected from the actual article or piece of content.
169
6. False Context- This is when genuine content is shared with false
contextual information. It often happens during a breaking news
event when old imagery is re-shared, but it also happens when old
news articles are re-shared as new, when the headline still
potentially fits with contemporary events.
7. Manipulated Content- This is when genuine information or imagery

is manipulated to deceive. The genuine content is tampered with or
doctored in some way.
SOAPSTone Method
SOAPSTone method stands for (Speaker, Occasion, Audience,
Purpose, Subject and Tone). It is a method which can be used to
determine the truthfulness and accuracy of the material viewed.
It is a method for evaluating credibility of persuasive essays in
conventional print and media sources. This method is useful for English
language learners and can be used for video clips, cartoons, news
sources, speeches, software products, and websites. It deepens
student’s thinking about technological sources and of information and
allows practice in questioning authenticity. (Gregory &Burkman, 2012)
To evaluate the authenticity of materials viewed, the
SOAPSTone is used as shown below. The table is divided into 3 (three)
columns. Under the first column are the six (6) components of the
method. Under the second column are the corresponding descriptions
of each component. And under the last column are the critical questions
which will help determine the truthfulness and accuracy of the material.
Using the SOAPSTone Method with Print, Media and

Internet Sources
Element of Description/meaning Critical Questions
Source
Verification
Speaker The voice 1. Is the author in the
communicating/speakin viewed material
g to the audience
170
speaking for himself
Example: Author or using the voice or
opinion of a particular
person or group?
Occasion Time or place; context 1. What has triggered
that prompted the the author’s material
author or speaker to (presentation,
create the material website, or
document)?
Example: Election 2. Are the reasons for
period, pandemic crisis creating the material
based on events,
emotions, data, or
economics?
Audience Group to which the 1. Toward whom is the
material is intended Material (presentation,
website, or document)
Example: intended?
Consumers,
employees,
students
Purpose The reason to of the 1. What does the
author in creating the author want the
material intended audience to
think or do as a result
Example: of reading or viewing
To give information the material?
To mislead the readers 2. What does the

author want the
unintended audience
to think or do as a
result of reading or
viewing the material?
Subject What the material is all 1. Is the content
about general or specific?
Why?
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Example:
General: COVID-19
Specific: Ways to
prevent the spreading
of the COVID-19 Virus
Tone The attitude of the 1. How does the
author towards the choice of words,
subject or his audience description, use of
media or opinion of
Example: Humorous, the author impact the
sarcastic, disapproving, meaning and content
objective etc. of the material (site,
document, or
presentation?
D. Application
Directions: Determine the truthfulness and accuracy of the news article
by answering the critical questions in the SOAPSTone table.
Public confused with changes in quarantine rules
By Raymund Antonio
Confusion over the effectively of new quarantine levels and

guidelines in Metro Manila and other parts of the country left
the people more questions than answers.
Vice President Leni Robredo noted her office received

complaints from the public regarding the adjustments made
by the government on the different forms of community
quarantine.
“Ito, talaganamanparangaraw-arawnagbabago, araw-
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arawmay dagdag, araw-araw may babaguhin.
Iyontalagaiyongpinakareklamongmarami: “Anonabatalaga?”
Robredo said on her weekly radio show.
(This seems to change every day, every day there are

additions and changes. That’s the main complaint of many
people: What’s really the rule?)
A cause of the problem, Robredo said, is the lack of clarity

to communicate this to the public amid the coronavirus
pandemic.
“Tama iyongparangmga phases para hindibigla-

biglaperoiyongparangnagkulangtayodoonsa,
masklarongpagpaliwanag,” she said.
(It is correct to do these phases so the enforcement is

gradual but it looks like we lack in explaining it more clearly.)
But despite this, Robredo said the public should keep

themselves updated on the changes in quarantine areas.
The government’s corona virus task force has backtracked a

few times on imposing quarantine levels and rules in various
areas in response to the appeal of local officials.
It recalled the lifting of community quarantine in eight

regions classified as “low risk” to corona virus infection and
placed them under modified general community quarantine.
These regions are Ilocos, Mimaropa, Bicol, Western

Visayas, Northern Mindanao, Davao, and the Bangsamoro
Autonomous Region in Muslim Mindanao or BARMM.
The task force also revised the status of some areas

supposedly under GCQ to modified ECQ like Bulacan,
173
Bataan, Nueva Ecija, Zambales, and Pampanga, until the
end of May.
Source:https://mb.com.ph/2020/05/18/public-confused-with-changes-in-
quarantine- rules/
SOAPSTone Method
Element of Answer Critical Questions
Source
Verification
Speaker 1. Is the author in the
viewed material
speaking for himself or
using the voice or
opinion of a particular
person or group?
Occasion 1. What has triggered
the author’s material
(presentation, website,
or document)?
2. Are the reasons for
creating the material
based on events,
emotions, data, or
economics?
Audience 1. Toward whom is the
material (presentation,
website, or document)
intended?
Purpose 1. What does the
author want the
intended audience to
of reading or viewing
174
the material?
2. What does the
author want the
unintended audience to
of reading or viewing
the material?
Subject 1. Is the content
general or specific?
Why?
Tone 1. How does the choice
of words, description,
use of media or opinion
of the author impact the
meaning and content of
the material (site,
document, or
presentation?
IV. EVALUATION
Directions: Read and answer each question. Write only the LETTER of
the correct answer.
1. It is the quality of being honest and not containing or telling any lie.
A. lie C. truth
B. accuracy D. fake news
2. Which of the following does NOT belong in the group.

A. Imposter Content C. Fabricated Content
B. News Flash D. False Connection
3. In this type of information disorder, there is no intention to cause

harm but has potential to fool.
A. Imposter Content C. Fabricated Content
B. False Connection D. Satire
175
4. This is when the genuine content is tampered with or doctored in
some way.
A. Satire C. False Connection
B. Fabricated Content D. Manipulated Content
5. It often happens during a breaking news event when old imagery is

re-shared, but it also happens when old news articles are re-shared as
new, when the headline still potentially fits with contemporary events.
A. Satire C. False Context
B. Fabricated Content D. Manipulated Content
Answer key:
1. C
2. B
3. D
4. D
5. C
V. ASSIGNMENT
Directions: Look for any viewing material. Next, write a short paragraph
(with at least five (5) sentences) about the material you viewed or read.
Then by completing/ answering the SOAPstone method table,
determine the truthfulness and accuracy of the material.
176
CURRICULUM VITAE
MARIAN N. VENTURA
Litayen, Bongo Island, Parang, Maguindanao del Norte
venturamayang@gmail.com
PERSONAL INFORMATION
Age: 32
Birth date: September 21, 1991
Marital Status: Married
Permanent Address: Purok 3, Barangay Dagurongan, Sultan
Mastura, Maguindanao del Norte
EDUCATIONAL BACKGROUND
Tertiary: Cotabato City State Polytechnic College

Bachelor of Secondary Education-English
2008-2012
Secondary: Notre Dame Village National High School

2004-2008
Elementary: Cotabato City Central Pilot School

1998-2004
WORK EXPERIENCE
October 2016-Present: Secondary School Teacher II (SHS)

Litayen, Bongo Island, Parang, MDN
June 2016-October 2016: Secondary School Teacher I (JHS)

Litayen, Bongo Island, Parang, Mag.
June 2014-2016: Local School Board Teacher

Litayen, Bongo Island, Parang,Mag
June 2013-March 2014: Job Order

Cotabato City State Polytechnic College
Cotabato City
June 2012-March 2013: Pre-school Volunteer Teacher

Biruar Central Elementary School
Litayen, Bongo Island, Parang, Mag.

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FILM VIEWING STRATEGY AND FILM VIEWING COMPREHENSION

SKILLS OF GRADE 7 STUDENTS

A Thesis Submitted in Partial fulfilment of the Requirements for the

The Faculty of Graduate Studies of Mindanao State University -

ARLYN C. TRASPE, MAELT SAIMA S. MAULANA, PhD

LEONEL P. UNTONG, PhD

ALMIRA MENSON-MAKALINGKANG, PhD

ACCEPTED in partial fulfilment of the requirements for the degree

JOEL C. ARENAS, PhD

Date: May 26, 2024

Bismillah. In the name of Allah, the Merciful, the most Benevolent.

It is a genuine pleasure to express my deep sense of thanks and

Dr. Almira Menson-Makalingkang, the research adviser, for her

Professor Arlyn C. Traspe, member of the panel and the MAELT

Dr. Saima S. Maulana, member of the panel, for patiently and

Professor John Paul N. Cabotaje, the research statistician, for his

Dr. Alma M. Abdula – Nor, the Schools Division Superintendent of

To the grade 7 students of Litayen National High School batch 2023-

This quantitative study sought to determine the effect of film viewing

The researcher used teacher-made post-test questionnaire based on

Based on the findings, it can be concluded that the film viewing

Therefore, the integration of educational videos in the lesson is

Keywords: film viewing strategy, English performance, film viewing

Table Title Page

1 Table Critical thinking 35

Figure Title Page

1 Figure Conceptual Framework of the Study 28

Background of the Study

The K to 12 Education Curriculum of the Philippines is anchored ideally

In the context of English language learning, the term "viewing skills"

Litayen National High School is in Bongo Island, Parang, Maguindanao

Given this kind of situation, wherein there is no available power outlet

Statement of the Problem

Hypothesis of the Study

Ho1: There is no significant relationship between the film viewing

Significance of the Study

The findings of this study would be valuable to the following:

The Department of Education and Ministry of Basic Higher and

Additionally, the study may give valuable insights to the Ministry of

The study could be added to the pool of references and reinforcements

Scope and Delimitation of the Study

The researcher integrated the viewing strategies by using educational

The data gathered through self-made post-test questionnaire to elicit

The following terms are defined lexically and operationally to provide a

Active viewing refers to understanding and retention of information from

REVIEW OF RELATED LITERATURE AND THEORETICAL FRAMEWORK

Film Viewing and Film Viewing Strategy

Effects of Film Viewing Strategy on Film Viewing Comprehension Skills

In the study of Sari and Aminatun (2021), students will be more

The study's conclusions show that students view watching movies in

Moreover, according to Puttamon (2020), to close the gap, this study

Nevertheless, when the effect size measure, or Cohen's d, was used to

Kabooha (2016), investigate how Saudi English as a foreign language

Moreover, Bajrami and Ismaili (2016), investigate the objectives and

To improve learning outcomes and create a pleasant learning

Almurashi (2016), according to the study's findings, YouTube can be a

Language structure takes the shape of grammatical irregularities that

Additionally, it can aid in comprehending the lecture. Given that many

Khan (2015), emphasizes how watching movies can help non-native

One of the most significant educational ramifications is that using

Additionally, even while movies present a cutting-edge way to support

Wang (2015), in Chinese universities and colleges, video materials are

Therefore, video materials can enhance students' comprehensive

Abrams (2014), qualitative study looks at the practical resources