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ACTION RESEARCH VIEWING COMPREHENSION INTERN

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Johainie Palti
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ACTION RESEARCH VIEWING COMPREHENSION INTERN

Uploaded by

Johainie Palti
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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VIEWING TEACHING TECHNIQUES IN

ENHANCING VIEWING COMPREHENSION SKILLS


OF GRADE 10 STUDENTS AT TACURONG
NATIONAL HIGH SCHOOL
i. CONTEXT AND RATIONALE

Listening, speaking, reading and writing are common macro skills in English that

students have acknowledged for a long time. The four macro skills are necessary in the

teaching and learning process. However, viewing skills became part of the learning

process and an important medium of communication, so it be came to be part of fifth

macro skills in English communication.

Viewing comprehension refers to the ability to comprehend, critique and analyse

visual text, images and videos. Viewing is one of the foremost imperative abilities in

communication because it may be a way of depicting information within the record.

Viewing includes interpreting pictures or videos for which word stand, and interfacing

visual pictures in videos and computers.

According to the study of Dela Cruz (2017), students perceive that the use of images

and videos as a powerful viewing teaching technique. In particular, especially in teaching

they strongly agreed that film showing is an effective viewing technique in teaching

learning literature.

The locale of this study, most of the grade 10 Bennet students especially with the

implementation of face-to-face learning have been hooked on these visual media. This

step may have brought challenges and difficulties that arise issues with the grade 10

Bennet students; skills development, specifically may be viewing comprehension skills.

These issues lead to inaccurate source of information and/or inability to analyze an image

and video or photo synthesizing. It is necessary for them to develop not just in listening,

speaking, reading and writing

skills but also their viewing comprehension for them to be literate and critical enough in

engaging themselves into different varieties of media. It is with this reason that the

researchers are determined to identify the viewing comprehension level of the students for

they are expected to be well equipped with life-long skills, one of which is viewing

comprehension. It is in consonance in the study of Estroga I. (2019), It has been a target


for Filipino educators to build up the macro-skills in their students. For this reason

educators should not focus only to the listening, speaking, reading and writing skills of

the students but also to their viewing as well as to enhance both their reading and

listening skills. As students view visual messages, they need to use a range of viewing

and strategies to make sense of the visual images, and accompanying oral and print

language.

To a great extent, today's teaching and learning process rarely relies on traditional

materials like printed text; instead it has expanded to films/movies and other multimedia

presentations. In fact, the need to teach using viewing teaching techniques becomes more

urgent since today’s learners increasingly shift their attention away from the written

word. For these reasons, this study contends that viewing teaching techniques enhances

the student’s viewing comprehension. In this case, viewing materials can be presented in

focusing the effective viewing comprehension.

Therefore, the researcher ponder that the teaching techniques will help develop the

viewing comprehension of grade Bennet 10 students these students take time to also

target the development of their communication skills most especially their viewing

comprehension skills while they are exposed to visual media. This study is primarily

anchored on the Barrett’s Taxonomy of Comprehension (2020), which discusses the

different levels of Comprehension namely: literal, reorganization, inferential, evaluation

and appreciation. The theory assumes that learners move from the literal understanding to

another, until the learner fully understands and appreciates the cognitive and aesthetic

aspects of the material. This theory serves as the framework that will support the present

study since it also measures the learners’ level of Viewing Comprehension base on Dr.

Tan Su Hwi (2010), and the capacity to understand and answer Viewing Comprehension

questions.
ii. RESEARCH QUESTIONS

1. What is the profile of the student-respondents in terms of their name, age, year

level and sex?

2. What is the viewing comprehension level of the Grade 10 Bennet and Euler students

in terms of the following components?

a.) Literal

b.) Reorganization

c.) Inferential

d.) Evaluation

e.) Appreciation

3. What is the level of performance of Grade 10 Bennet students during the pre-test and

post-test?

4. Is there a significant difference between the pre-test and post- test results among

grade 10 Bennet?

iii. INNOVATION, INTERVENTION, STRATEGY

The study will utilized the adapted survey questionnaire from Dr. Tan Su Hwi

(2010) to measures the learners’ level of Viewing Comprehension. In determining the

respondents, the stratified random sampling technique will be employed.

iv. SCOPE AND LIMITATION

LOCALE OF THE STUDY


This study will be conducted at Tacurong National High School, located at Purok

Sampaguita, Brgy. New Isabela, Tacurong City.

RESPONDENTS OF THE STUDY


The respondents of the study are the Grade 10 Bennet and Euler students who are

enrolled this school year 2023-2024 at Tacurong National High School.

v. ACTION RESEARCH METHODS


This study will be conducted on April 3-4 2023 at Tacurong National High School, New

Isabela Tacurong City.

After the approval of the research adviser the instruments will be prepared to conduct the

study. The researchers will write a letter to ask permission from the class adviser of the grade 10

Bennet students. The researchers will select one material for the assessment of the viewing

comprehension of the participants. We will be giving a video clip from the commercial “Sexist Ads

Mercedes” .The selected material will be used to measure the viewing comprehension level and to

determine the significant difference between the pre-test and post- test results among grade 10 Bennet

students.

The researchers will used the answers of the participants to measure the viewing

comprehension level and to determine the significant difference between the pre-test and post- test

results of the participants. The answers of the participants will be rated using the Barrett’s Taxonomy

of Comprehension Skills. The results that will be gathered by the researcher will be analyzed using

statistical treatment. Data gathered will be interpreted which will be the basis for conclusions and

recommendations. The researcher will be tabulated the results and draw conclusions
Assessment for Learning Questions Level of Viewing

Assessment for Learning Questions Level of Listening & Viewing based


on Barrett’s Taxonomy

1. Where did the event took place? Literal Comprehension


a. Cafeo
b. Library
d. Cafeteria
2. What did the lady ask for? Literal Comprehension
a. Books
b. Time
c. Food and drinks

3. How can you Reorganization


describe the people’s reaction inside
the library?
a. Annoyed
b. Surprised
c. Amused
d. Alarmed

4. I can tell the reaction of the librarian from: Reorganization


a. Her body language
b. Her tone of voice
c. Her gestures
d. The words she used
5. If you were the librarian, how will you react? Reorganization
6 How can you describe the librarian’s reaction? Reorganization
a. Disapproving
b. Shocked
c. Suspicious
d. Indifferent

7. Why do you think the lady ordered french- Inferential Comprehension


fries, burger and milk shake in the library?
8. Why did the librarian react in this manner? Inferential Comprehension
9. Did the lady understand the librarian’s reply? Inferential Comprehension
a. yes
b. no
10. What was the intention of using a blond lady in Evaluation
the commercial?
11. What does the phrase “Beauty is nothing Evaluation
without brains” implies?

12. Do you think the lady is mentally impaired? Evaluation/ Appreciation


13. What are the characteristics of the Mercedes Evaluation/ Appreciation
Benz that can be compared to the lady?
14. Would the humor aspect be lost if the blond lady Evaluation/ Appreciation
was replaced by:(i) a dark haired lady(ii) a (blond)
male
15. What connection does the commercial want to
make between a blond lady and the Mercedes Benz
car?

Viewing material source: ehttps://www.youtube.com/watch?v=ElG8hmOZ1Gs

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