CHAPTER I

THE PROBLEM

Introduction
The use of modern gadgets has brought various changes in

education. These changes have not just been of a technical nature but

more importantly of a structural nature. Innovation in education may just

beginning to be felt as teachers integrate this new forms of technology into

their methodology of teaching. The smart phones, tablets, personal

computers, LCD and other devices for learning during class time

encourages the learners to focus on the lectures as well as discussions

mixed with interactive exercises.

The modern teachers must be equipped with digital literacy and

trained to succumb to the needs of the 21st century learners. The

approaches should lead to higher order thinking skills and provide creative

options for pupils to express their unique styles and be prepared to deal

with real life occurrences and changes in the environment.

However, the new learning styles in instruction through accessing

contemporary resources can fosters student interaction and collaboration.

The integration of new methodology such as video clips presentation has a

positive impact to the learners’ general attitudes towards the lesson in the

1
classroom however specific guidance must be set in teaching and learning

with intervention of video clips presentation.

Video clips can provide various options for taking in and processing

information, making sense of ideas and expressing learning. With video

lectures the students can learn anywhere from their mobile devices,

laptops, tablets or smart phones. Every teacher knows that each student

has his own pace of learning. With video clips on lecture presentation, all

students can learn at their own individual pace which can maximize the

results in high level. These are widely recognized as a type of in-class

learning and such innovative approach to teaching will engage the

students in optimum participation.

Today, utilization of video plays a significant role in education. For

instance, a student happens to miss one of the lectures through the

intervention of internet the teacher can send him the link to the lecture

video clips. This allows the students to keep up with the curriculum. The

interactive video lecture can refer to more useful materials and resources

for self-study. The teacher and students can record an additional lecture

that complements in-class activities.

2
 Video is more persuasive than other types of content because the

human brain requires emotional input to make decisions. No technology is

better at conveying emotion than video. This is due to the fact that video

caters to both the brains’ visual and auditory systems, picking up on cues

like body language, facial expressions, imagery and music. This can elicit

an emotional bond that will influence a person’s choices or action.

Furthermore, video provides a means of interactive instruction and is

a very flexible medium. Having the ability to stop, start and rewind is

absolutely invaluable. It provides the option to stop each video and

challenge students to predict the outcome of a demonstration, and

elaborate on, or debate a point of historical reference. The option to rewind

a section of the video to review a segment ensures the learners

understand a key concept. The video clips presentation further adds fun to

learning and make the activities enjoyable as well as lively discussions in

the classroom.

Conceptual Framework

The goal of the study is to integrate video clips in teaching Japanese

Literature – The Wave among Grade Eight students in Paharang National

High School. The use of video clips enhances the pupils’ performance that

leads to mastery of the topic. Video clips presentation also helps in

3
 identifying the distinct intelligences of each learner and assessing the

appropriate mode of instruction.

From the findings of the study, activities can be used as plan in

teaching Japanese Literature – The Wave among Grade Eight students

are proposed.

These concepts are used to design the conceptual paradigm shown

in Figure 1.This paradigm represents the flow of the study.

Input Process Output

Description Documentary
of video clips Analysis Proposed
Lessons in Lesson Plans Supplementary
which video clips Construction Activities
is used of Test
Performance
Conceptual
of students

Figure 1
Research Paradigm of the Study

4
 The first frame presents the distinct features and lessons together

with the performance of students in teaching with video clips. The second

structure indicates the documentary analysis guided with detailed lesson

plans and assessment through administering traditional test. The line with

an arrow is drawn going to the process to show the connection of the

performance and evaluation.

Moreover, the third frame serves as the output of the study. It

provides supplementary activities that can be appended in teaching

Japanese Literature among Grade Eight students.

Statement of the Problem

The study aimed of using video clips in teaching Japanese Literature

– The Wave among Grade Eight students of Paharang National High

School.

Specifically it sought answers to the following questions:

1. How may the use of video clips in teaching Japanese Literature –

The Wave be described?

2. What are the lessons in teaching Japanese Literature – The Wave

may be utilized relative to:

2.1 Sensory impression;

5
 2.2 Paraphrasing; and

2.3 Outlining?

3. What is the performance of the students in each lesson?

4.Based from the findings of the study, what activities may be

proposed to supplement the use of video clips in teaching Japanese

Literature – The Wave?

Scope, Limitation and Delimitation of the Study

This study focused on the use of video clips among Grade Eight

students of Paharang National High School. This was used to discuss the

lessons based on provided textbook by the Department of Education and

evaluate the performance through written and board activities. The content

of the study deals with the use of video clips in teaching Japanese

Literature among Grade Eight students.

The descriptive method of research with the lesson plan was used

as the main data gathering instrument, there are thirty (30) Grade Eight

students who were the respondents of the study. Frequency, Percentage

and ranking were the statistical tools used in the study.

The study is limited to three lessons in Japanese Literature – The

Wave in which video clips was applied. Further, it is limited to students of

6
Paharang National High School. Yet, it is delimited to other lessons in

Japanese Literature and in other techniques and approaches appropriate

in teaching the subject. Other Grade Eight students in some public high

schools are not included in the study.

Significance of the Study

The study will be beneficial to the school heads and principals,

teachers, parents, pupils and future researchers.

To the School head, the findings of the study will provide them

additional awareness on the appropriate learning styles for modern

learners. These may enable them to formulate programs that can

encourage the students to engage with modern applications;

To the Teachers, the findings will serve as an additional tool for them

during discussion and maximize participation among the students. The

information will enable them to understand, educate and give apt advice in

order to recognize and be familiar with the needs of the learners;

To the Parents, the study will lead openness and acceptance

regarding the new trends and innovation accustomed by the modern

society;

7
 To the Pupils, the study will raise them awareness and

understanding on different tools in which are suitable for their educational

growth and development. It strengthens socialization and involvement

among the students. The findings will guide them and serve as their

motivation to study and learn;

And the future researchers, this will help them in the development of

future studies.

Definition of Terms

The following terms are conceptually and operationally defined.

Activity. This refers to something that is done as work or for a

particular purpose for pleasure and usually involves a group of people. In

this study, the term refers to the written and practical performance of the

students.

Cognitive development. It constructs assessments such as critical

thinking and creativity. It is the construction of thought processes, including

remembering, problem solving, and decision-making, from childhood

through adolescence to adulthood ( Wong, 2012 ). In this study, the term

serves as the purpose of the study.

8
 Japanese Literature. The term refers to the body of written works

produced by Japanese authors in Japanese or in its earliest beginnings at

a time when Japan had no written language, in the Chinese

classical language (Gabriel, 2013). In this study, the term refers to the topic

of classroom discussions among Grade Eight students.

Supplemental Activity. This term refers to the reinforced concepts

and ideas suited for learning and development. In this study, the term

refers to the activities designed to promote understanding in Japanese

literature.

Video Clips. This term refers to a short clips of video, usually part

of a longer recording. The term is also more loosely used to mean any

short video less than the length of a traditional television program. In this

study, the term refers to the tool for instruction relevant to the subject

matter.

9
 CHAPTER II

RESEARCH METHOD AND PROCEDURE

This chapter deals with the research design of the study, the

respondents, the data gathering instrument, the construction and validation

of instrument, the gathering procedure and the statistical treatment of data

that are used in this study.

Research Design

To serve the purpose of this study and to determine the

effectiveness of video clips presentation in teaching lessons in Asian and

African Literature and Communication Arts particularly the Japanese

Literature – The Wave, the researcher employed descriptive method of

research. It is thought to be the most appropriate medium in revealing the

authentic outcomes and results of the learners.

Descriptive method involves collecting of data in order to test

hypothesis or answer questions concerning the current status of the

subject of the study (De claro, 2011). As extensively accepted, the

descriptive method of research is a fact-finding study that involves ample

and accurate interpretation of findings.

10
Subject of the Study

The respondents of the study were thirty (30) Grade Eight students

of Paharang National High School. To produce reliable and accurate

results, the researcher chose the total population of Grade Eight - Gold

students.

The researcher had thirty as the total population of Grade Eight -

Gold section in Paharang National High School during the First Quarter of

School Year 2016 - 2017.

Data Gathering Instrument and Procedures

The researcher prepared lesson plans as a guide in presentation of

topics in Japanese literature. The students were assessed at the end of

each meeting. The researcher organized written and performed the

Socratic method guided with criteria in evaluating the performance and

outcomes of the students.

Such written and oral questioning served as the primary instrument

utilized in this study for data gathering technique. A well-prepared video

clips in the presentation of topics in Japanese Literature serves as the vital

part of transmitting basic information and concepts.

11
 The lesson plans, written test and samples for oral questioning are

presented to the evaluator for checking.

The researcher browsed internet and sites that might contain

concepts and ideas that would support and enhance the lesson in

Japanese Literature. The video clips excerpt from the story “ The wave”

were presented for eight minutes - twenty one second and projected on a

wide screen.

From the gathered instruments that served as the primary means for

instruction, the researcher made the written and oral question samples

based on the topics in Japanese Literature with the use of video clips in

teaching. The comments and suggestions from reliable people were

considered in revising the lesson plans and evaluative measures.

The researcher directly gave the test to the respondents for

assessment and evaluation of performance. The students were also

provided with board activities serve as guide in learning the assigned

subject matter. The frequency, percentage and ranking were used in the

study.

Statistical Treatment of Data

To achieve the objectives of the study, the researcher made use of

the following statistical treatment to analyze the data.

12
1. Frequency . This was used to verify the number of responses in

each item.

2. Percentage. This was used to determine the points and range of

the scores of the respondents. It also corresponds to the

number or rate that is expressed as a certain number of

parts of something or as a whole.

3. Ranking. This was used to determine the relationship between a

set of items such that, for any two items, the first is either 'ranked

higher than', 'ranked lower than' or 'ranked equal to' the second.

13
 CHAPTER III
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the findings, conclusions and

recommendations of the study.

Findings

1.Description of Video Clips in Teaching Japanese Literature – The

Wave.
The researcher browsed the internet and selected the appropriate

video clips relevant to the topic. Video clips can provide various options for

taking in and processing information, making sense of ideas and

expressing learning in Japanese Literature. With video clips utilization the

students can learn the concepts and information in Japanese Literature –

The Wave with precision . Every teacher knows that each student has his

own pace of learning. With video clips on lecture presentation, all students

can learn at their own individual pace which can maximize the results in

high level. These are widely recognized as a type of classroom learning

and such innovative approach to teaching will engage the students in

optimum participation.

14
 Today, integration of video clips plays a significant role in education.

For instance, a student happens to miss one of the lectures through the

intervention of internet the teacher can send him the link to the lecture

video clips. This allows the students to abreast with the missed topic. In

addition. Video clip can be a source to more relevant materials and

resources for self-study. Video is more influential than other types of

content because the human brain requires emotional input to make

decisions. No technology is better at conveying emotion than video. This is

due to the fact that video caters to both the brains’ visual and auditory

systems, picking up on cues like body language, facial expressions,

imagery and music. This can elicit an emotional bond that will influence a

person’s choices or action.

2.Lessons in Japanese Literature in which the Use of Video Clips in

Teaching may be Applied.

2.1 Sensory Impressions. Imagery is the descriptive or figurative

language that a writer uses to help recreate pictures or sensations in the

reader's mind. A writer creates images by using sensory impressions, or

details that appeal directly to our senses. The five senses are sight,

15
hearing, taste, touch and smell. The details that provide sensory

impressions may be in the form of the following:

1. vivid nouns, verbs, adjectives, and adverbs

2. figurative language such as similes, metaphors, and

personification.

3. words that imitate sounds

The researcher assigned the students to pick and list the part of video clips as well as in

the story that appeal to the different senses in form of a graphic organizer. The format is

shown below:

Sensory Impression Lines from the video clips / story

1.sight
2.hearing
3.smell
4.touch
5.motion

2.2 Paraphrasing. It is a form of expressing the meaning of the writer

using different words, especially to achieve greater clarity. It is also defined

as a restatement of speech or writing that retains the basic meaning while

changing the words. A paraphrase often clarifies the statement that says

something that another person has said or written in a different way.

Paraphrasing involves taking a set of facts or opinions from the story thus

16
it is important to keep the original meaning and to present it in relevance

with the context.

The researcher provided activities that can enhance the students’

cognitive ability in connecting ideas between the lines through video clips.

The students were assigned to watch the video presentation carefully and

answer the activity below.

In the set A below are passages taken from the video clips. Match

each statement with its paraphrase in Set B.

Set A

________1. “ The sea was angry and the waves came tearing up the

beach to the very edge of the town.”

________2. “ The field of the villagers leading down to the valley is like an

enormous flight of golden stairs.”

________3. “ The wrinkled bed of the bay and the vast expanse beyond it

lay bare.”

_______4. “ The sea was fleeing toward the horizon.”

_______5. “ There was a burst of a foam like a sheet lightning; then for an

instant nothing could be seen but a storm of spray rushing up the

mountainside.”

17
_______6. “ Through the twilight eastward all looked and saw at the edge

of the dusky horizon a long dim line like a shadow of a coast where no

coast ever was and as it grew darker; it moved swiftly toward them”

Set B

a. The water was moving away from the shoreline and rising higher and

higher.

b. They saw a tidal wave swiftly moving toward them.

c. The rice fields covered with ripened grains looked like golden stairs.

d. The sea was rough and big; high waves dashed beyond the shorelines.

e. The sea water left its bed and the sea bottom is revealed.

f. The rushing tidal wave dashed against the entire village and broke on

the mountainside.

2.3. Outlining. An outline presents a picture of the main ideas and

the subsidiary ideas of any subject. Some typical uses of outlining are: a

class reading assignment, a story, an essay, a term paper, a book review

or a speech. For any of these, an outline will show a basic overview and

important details.

The researcher requires the students to make an outline in a

sentence form revealing the main points of the video clips following the

18
basics of outlining. The researcher presents the basic story outline form

below.

STORY OUTLINE

A. Complete the outline for “ The Wave”.

I. Setting:___________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
___
II. Characters:________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
__

III. Events:___________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
___

IV. Solution:__________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
___

V. Conclusion:________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
__

VI. Theme____________________________________________

19
 _________________________________________________
_________________________________________________
_________________________________________________
__

3.Performance of the Students

The performance of the students in sensory impression through

video clips is discussed in this study. Table 1 shows the performance of the

students in Sensing Ideas with the use of video presentation in teaching.

The students are rated according to points which are interpreted as

follows; Very High 17 – 20, High 13 – 16, Average 9– 12, Below Average

5– 8 and Poor for 4 and below.

Table 1

The Performance of the Students in Sensory Impression

Performance of the Students Frequency Rank

Very High (17 – 20) 9 1

High (13 – 16) 7 3
Average (9 – 12) 8 2

Below Average (5 – 8) 2 5

Poor (4-0) 4 4
Total 30

HS = 20 LS = 3

20
 Based on the table, nine students ranked first and obtained the

highest score considering their Very High performance in the test. The

highest score is 20 points listed by five students. It reveals that seven

students attained the mastery in sensing ideas on a High level

performance having the second rank. The eight respondents reached

Average performance with the point ranging from six to nine. The four

remaining learners gained a poor performance having the lowest score of

three points thus given assistance in other examples on sensory

impression to grasp with the subject matter.

Table 2 presents the performance of the students in paraphrasing

ideas revealed on the video clips in teaching. The students are rated

according to points which are interpreted as follows; Very High 17 – 20,

High 13 – 16, Average 9– 12, Below Average 5– 8 and Poor for 4 and

below.

21
 Table 2

The Performance of the Students in Paraphrasing

Performance of the Students Frequency Percentage

Very High (17 – 20) 10 33.33

High (13 – 16) 11 36.67
Average (9 – 12) 6 20

Below Average (5 – 8) 3 10

Total 30

HS = 19 LS = 7

The table reveals that ten students or 33.33 percent of the

population are encouraged to perform in a Very High performance level.

The highest score is 19 points which is near perfection. The 36.67 percent

or 11 students from the class attained the verbal interpretation of High

performance. The table also shows that 20 percent or six students

achieved the Average level. The lowest score is seven points obtained by

three students or 10 percent of the population. Unfortunately the

respondents achieved below average performance however they are

handed extra time and activities to fully understand the concept of

paraphrasing.

22
 Table 3 exhibits the performance of students in Outlining a story

“The Wave” based on video clips presentation. The students are rated

according to points which are interpreted as follows; Very High 17 – 20,

High 13 – 16, Average 9– 12, Below Average 5– 8 and Poor for 4 and

below.

Table 3

Performance of the Students in Outlining

Performance of the Students Frequency Percentage

Very High (17 – 20) 9 30

High (13 – 16) 13 43.34

Average (9 – 12) 6 20

Below Average (5– 8) 1 3.33

Poor (4 – 0) 1 3.33

Total 30 100

HS = 18 LS = 4

The table highlights the Very High performance of nine students or

30 percent of the population in Outlining based on video clips presentation.

The use of video clips in teaching stimulates the learners’ participation and

23
performance on the subject matter. It shows that 13 students or 43.34

percent of the population can outline in the basic form of a story. The

Highest score is 18 points, and the lowest score is four points obtained by

one student under poor performance level thus he researcher provided

some activities that will develop his skill in outlining.

4.Proposed Supplementary Activities

After conducting the study the researcher comes up with the

following proposed activities for the use of video clips in teaching

Japanese Literature. The proposed activities are forming a descriptive

graphic organizers, group games and character playing.

Descriptive Graphic Organizer. The students must be provided

with activities that are appropriate with their level and let the learners write

their own viewpoint on the lesson. Furthermore, through descriptive

organizer the students will easily remember the salient points of the story

and increase familiarity on the keywords associated to the lesson.

Group Games. The learners must be continuously provided with

activities that will stimulate their interest in learning while having fun. They

will be motivated to listen and as well as to sustain their participation in

24
the topic. Through these the students will enjoy and understand the

concepts in literature.

Character playing. The students must be given opportunity to

show their potentials in other aspect of learning. They must immerse

themselves in activities that promote social interaction that plays a

significant role in building self – confidence and self - control.

Conclusions

From the results of the study, the following conclusions are drawn:

1. Video clips could be described as an instructional material in

teaching.

2. The lessons on sensory impression, paraphrasing and story

outlining through video clips presentation were applied.

3. The Grade Eight students showed a High performance in the

lessons provided with video clips.

4. Most of the students achieved very high performance in each

topic in the story “ The Wave.” .

Recommendations

25
 From the findings and conclusions of the study, the following

recommendations are offered:

1. The students must be encouraged to participate in discussions

through utilization of video clips for effective learning.

2. The proposed supplementary activities may be presented to other
teachers for their suggestions.

3. A similar study may be conducted in other lessons in African and

Asian Literature and Communication Arts.

BIBLIOGRAPHY
A. Books

De claro, Robert (2011) Developing Thinking and Learning.

Raising Achievement in Primary Classrooms .New York.
Publication.

Gabriel, Steve (2013) Meeting the Standards in Using ICT for

Secondary Teaching. RoutledgeFalmer, London Publication.
26
Gabriel – Payawal, Josefina (2013) Asian & African Literature and
Communication Arts. St. Bernadette Publishing House Corporation,
Philippines

Wong, Emily M. L (2010) Insights into Innovative Classroom Practices

with ICT. Educational Technology & Society

B. Online References

www.youtube.com.ph

www.google.com

APPENDICES

27
 Appendix A

Republic of the Philippines

Department of Education
Region IV – A Calabarzon
Province of Batangas
Batangas City
Paharang National High School

Lesson Plan in Japanese Literature - The Wave

28
A. Learning Objectives
1. Students will create concepts through sensory images based on

the story.

2. Students will paraphrase the ideas that the author wants to

convey in the story.

3. Students will form an outline of the story which reveals the

setting, characters, events, solutions, conclusion and theme.

B. Materials

 Video clips of The Wave by Margaret Hodges

 Computer
 Projector
 African and Asian Literature Book
 Marker
 Cartolina / Manila Paper

C.Anticipatory Set

The teacher will show the video clip of The Wave to the class.

Video clip of a tidal wave that hit Japan:

http://www.youtube.com/watch?v=4DlqVuNMydk

Video clip of a tsunami that occurred on Japan’s coast:

http://www.youtube.com/watch?v=TRDpTEjumdo

29
 After viewing The Wave, the teacher will lead the class in a

discussion by allowing the students to share passages from the story that

appeal to their senses. The teacher can start calling on volunteers to share

their ideas.

D. Check for Understanding

The teacher will split the students into pairs. Student will be asked

to paraphrase the context of the video clip. Students will be asked to

discuss their answers with their partner. Meanwhile, the teacher will write

the words related to five senses such as sight, hearing, smell, touch and

motion. Each pair will be asked to write a line connected with the senses.

The teacher will ask various partners to explain their reasoning behind

their answer.

Sensory Impression Lines from the video clips / story

1.sight
2.hearing
3.smell
4.touch
5.motion

In addition the teacher will elaborate the meaning of sensory

impression, paraphrasing and outlining.

30
 Sensory Impression – It is the descriptive or figurative language

that a writer uses to help recreate pictures or sensations in the reader's

mind. A writer creates images by using sensory impressions, or details that

appeal directly to our senses. The five senses are sight, hearing, taste,

touch and smell. The details that provide sensory impressions may be in

the form of the following:

1. vivid nouns, verbs, adjectives, and adverbs

2. figurative language such as similes, metaphors, and

personification.

3. words that imitate sounds

Paraphrasing. It is a form of expressing the meaning of the writer

using different words, especially to achieve greater clarity. It is also defined

as a restatement of speech or writing that retains the basic meaning while

changing the words.

Outlining. An outline presents a picture of the main ideas and the

subsidiary ideas of any subject. Some typical uses of outlining are: a class

reading assignment, a story, an essay, a term paper, a book review or a

speech.

E. Guided Practice

31
 Each pair of students will be asked to join another pair of students.

The students will be asked to create an outline revealing the setting,

characters, events, solution, conclusion and theme of the story. Each

group will be guided with the format below.

B. Complete the outline for “ The Wave”.

I. Setting:______________________________________________
____________________________________________________
____________________________________________________
___________________________________________

II. Characters:________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
__

III. Events:___________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
___
IV. Solution:__________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
___

V. Conclusion:________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

32
 __

VI. Theme____________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
__

F. Independent Practice

Students will return to their original seats. The teacher will ask the

students to individually answer the next activity.

In the set A below are passages taken from the video clips. Match

each statement with its paraphrase in Set B.

Set A

________1. “ The sea was angry and the waves came tearing up the

beach to the very edge of the town.”

________2. “ The field of the villagers leading down to the valley is like an

enormous flight of golden stairs.”

________3. “ The wrinkled bed of the bay and the vast expanse beyond it

lay bare.”

_______4. “ The sea was fleeing toward the horizon.”

33
_______5. “ There was a burst of a foam like a sheet lightning; then for an

instant nothing could be seen but a storm of spray rushing up the

mountainside.”

_______6. “ Through the twilight eastward all looked and saw at the edge

of the dusky horizon a long dim line like a shadow of a coast where no

coast ever was and as it grew darker; it moved swiftly toward them”

Set B

a. The water was moving away from the shoreline and rising higher and

higher.

b. They saw a tidal wave swiftly moving toward them.

c. The rice fields covered with ripened grains looked like golden stairs.

d. The sea was rough and big; high waves dashed beyond the shorelines.

e. The sea water left its bed and the sea bottom is revealed.

f. The rushing tidal wave dashed against the entire village and broke on

the mountainside.

CURRICULUM VITAE

Name : Abigail C. Faina

Date of Birth : September 15, 1986

Place of Birth : P6-203 Hinchville Subdivision

34
 Sta. Rita Karsada, Batangas City

Civil Status : Single

Parents

Father : Artemio A. Faina

Mother : Villaflor C. Faina

Home Address : San Agapito Isla Verde Batangas

City

Nationality : Filipino

Educational Background

Graduate Studies : Golden Gate Colleges

Master in Education –Major in English

Tertiary : University of Batangas

Secondary : San Agapito National High School

Primary : San Agapito Elementary School

35