Effectiveness of Viewing as a

Macro Skill in BSEd 2nd year

Students English Proficiency

Presented by:
Angelic Apil
ReygielynBuenavista
Rachelle Reginaldo
(Researchers)

Presented to:
Mrs. Janilete Cortez
(Instructor)

INTRODUCTION
Listening, speaking, reading, and writing are
the common macro-skills in English language
that students have known for a long period of
time. For teachers and students, these four
macro skills are significant in the teaching and
in the learning process. However, since
viewing skills have become part of the
learning process and important means of
communication, it was then included as the
fifth of the macro skills in English language
communication.

Viewing is one of the most important skills in

communication as an old adage a picture is
worth a thousand words is as true today as it
has always been. Professor Albert Mehrabian
(1939) , asserted that students take in
information 55 percent in visual and only seven
(7) percent in text. From this information it can
be concluded that students viewing do play a
vital role in the retention of their knowledge.
Just as listening, reading, writing and speaking,
viewing entails giving attention to facts and
relationships, inferences, and to critical analysis
(Kathie Johnson and Connie McDonald, 2007).

It has been a target for Filipino educators to

build up the macro-skills in English for 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 since these
enhance their English proficiency. 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.

This study aims to study the effectiveness of

viewing as a macro skill in developing
language proficiency with the use of
respondents whose course is inclined with
English language.

In the case of the second year BSED students, 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 researcher is
determined to identify the viewing
comprehension level of the said respondents in
order to prove the effectiveness of viewing in
developing English proficiency.

Statement of the problem

This paper aims to answer the

following questions:
1. How effective is viewing in improving
learners English proficiency as perceived
by the students?

2. What is the level of the viewing

comprehension of the 2nd year BSED
students in terms of the following
components that could help them to be
English proficient along:

a. literal
b. reorganization
c. inferential
d. evaluation
and;
e. appreciation


3. What are the strategies and activities that
could strengthen viewing abilities?

4. What have students do to strengthen their

viewing skill during:
a. pre-viewing and,
b. post viewing
5. are the language skills of the students that are
being improved by viewing as a macro skill?

6. What proposed interventions will be conducted

to enhance the language skills of the students in
viewing?

Hypothesis

There is no significant effect of viewing in

the English proficiency of the 2nd year BSEd
students.

Significance of the Study

The result of the study will give advantage to

the following:

Students. This study will help students in

improving and strengthening their viewing
comprehension skill. By knowing how skilled they
are in terms of viewing and on how good they are
in comprehending viewing materials, it will give
them enough motivation to make use of some
strategies in developing their viewing skills. It will
help them improve and make use of their viewing
skill in every class discussion in order to develop
their English proficiency.

Teachers. This study will help language

instructors to better facilitate in teaching English
communication. The instructors will also be
guided with the strategies towards a more
effective delivery of learning. It will help them
formulate steps in developing the viewing skills of
their students in language communication.

Administrators. This study will encourage

designers of instructions to create and provide
materials that will help teachers in improving the
viewing skills of their students and in providing
fine instructions that can contribute in developing
the viewing skills of the students.

Future Researchers. It will be a useful

material for future studies in a sense that it
will impart findings about the viewing
comprehension level of the students. It can
be used as a reference for future
researchers.


Scope and Delimitation of the Study

The researcher conducted the study in

Cagayan State University- Lasam Campus during
the first semester of the school year 2015-2016.
The respondents of the study were the Bachelor
of Secondary Education (major in English) second
year students of the same university.

This study is only limited in observing how

viewing skill improves the English proficiency of
the respondents.

UNDERPINNING THEORY

This study is primarily anchored on the Barretts

Taxonomy of Comprehension (1980), 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.

Barretts Taxonomy of
Comprehension (1980),

THEORETICAL FOUNDATIONS OF VISUAL

LITERACY
The concept of visual literacy was crystallized by
John Debes (1968, 1969, 1970), but as Jonassen
and Fork noted, "Visual literacy is eclectic in
origin" (1975, p. 7). Debes; (1970) may or may
not have coined the term visual literacy, but
indeed be did provide its longest (and perhaps
longest lasting) definition:

Visual literacy refers to a group of vision

competencies a human being can develop by
seeing at the same time he has and integrates
other sensory experiences. The development of
these competencies is fundamental to normal
human learning. When developed, they enable a
visually literate person to discriminate and
interpret the visible actions, objects, and/or
symbols, natural or manmade, that he
encounters in his environment. Through the
creative use of these competencies, he is able to
communicate with others. Through the
appreciative use of these competencies, he is
able to comprehend and enjoy the masterworks
of visual communication (p. 14).

In that early visual literacy work, "The Loom of

Visual Literacy," Debes flirted with the idea of a
visual language, and referred to the even earlier
work of Chomsky (1957) on syntactic structures
and the work of Paul Wendt (1962) who had
written about the language of pictures. Colin
Turbayne, an early visual literacy theorist (1962,
1969, 1970a, 1970b), explored the syntax of
visual language (1970b) and concluded that,
"Unhappily the code of visual language is chaotic"
(p. 24). He was concerned that "Words are often
ambiguous" (1970a, p. 115) and that for an object
or image to have language utility, it must ". . .
always suggest things in the same uniform way..."

Turbayne, more than any other, laid the

groundwork for an analogy of a visual language
to verbal language. He wrote, "Just as a large
part of learning to understand words consists in
learning how to respond to them, so is it the
case in learning how to see" (1970, p. 125). The
notion that human beings can be taught (thus
learn) "how to see" has been central to visual
literacists ever since,

Visual sequencing is only one narrow aspect of

visual literacy as it is viewed today. The point of
view of the researcher is critical, of course. Hortin
was fascinated by the metaphor of parallel
languages, and concentrated much of his focus on
the contributions of linguist Noam Chomsky
(1957, 1964, 1968, 1975). However, Hortin's
primary research interest was with "visual
thinking," and therefore his interpretation of what
constituted a confluence of theories was much
broader than that of Johnson whose field was the
English language.

While Johnson (1977) was delving into the nature

of visual literacy as an approach to English
instruction, Hocking (1978) was exploring the
wider issue of the parameters of visual literacy.
His study at the University of Colorado sought to
determine visual literacy goals. The paper by
Braden and Hortin (1982) also explored the
boundaries of the field. Braden and Hortin also
offered a shorter definition than that of Debes's.
They refined Hortin's own earlier definition
(Hortin, 1980a) and came up with this definition:

Visual literacy is the ability to

understand and use images, including
the ability to think, learn, and express
oneself in terms of images (p. 169).

Seels (1994), in her chapter on the "visual

literacy definition problem," uses the BradenHortin definition in her glossary, giving current
support to defining the field in broader terms.
Many other attempts have been made to examine
the nature of visual literacy and to define the
concept. Notable among them are the work of
Case-Gant (1973), Lamberski (1976), Fork and
Newhouse (1978), Sucy (1985), Sinatra (1988),
Whiteside and Whiteside (1988), and the
participants at the Twenty-second Annual Lake
Okoboji Educational Media Leadership Conference
(Cureton & Cochran, 1976).

Baca (1990) did the most recent and most

comprehensive study to date, a delphi study in
which visual literacy professionals collectively
helped identify what is and what is not a part of
visual literacy. After years of quibbling about
the nature of visual literacy, Baca found that
"Mere is a great deal of agreement regarding
the basic tenets of visual literacy among the
scholars who study it" (p. 74).

Baca listed 186 accepted constructs of visual

literacy. Those regarding definition included:
"Visual literacy refers to the use of visuals for the
purposes of communication, thinking, learning,
constructing meaning, creative expression, [and]
aesthetic enjoyment" (p. 65). Earlier, Baca and
Braden (1990) had pointed out regarding the
Braden-Hortin definition that "even that
definition fails to directly address design,
creativity, and aesthetics as they apply to
visualization." The delphi study acknowledged
the additions.

The primary contribution of the Baca study was

that it affirmed the broad scope of interests that
are subsumed under the visual literacy umbrella.
The study also provided an organizational scheme
for categorizing the constructs of the field, but it
did not identify all of the legs of Debes's
pseudopod. That is one objective of this chapter:
to organize the research of the field into the
subfields of visual literacy. Such a framework will
help to clarify the focus of future visual literacy
research and will aid future fledgling researchers
to select an area for study.

METHODS

This chapter describes how the study was

conducted, the research design that was used
in the study, the research locale, the
participants of the study, the research
procedures, the research instrument and
statistical treatment.

Research Design

The study used the descriptive quantitative

design in order to come up with the necessary
information.
The design was used to analyze and interpret
the viewing comprehension level of the 2 nd year
BSED students. The researchers analyzed how
viewing as a macro skill improves students
English proficiency.


Research Locale
The researchers conducted the study in
Cagayan State University- Lasam campus with
the selected class.

Research Participants

The participants of the study are the second

year BSED students, enrolled in the first
semester of the S.Y. 2014-2015 of the Cagayan
State Unversity- Lasam Campus.

Research Procedure
Asking permission to conduct the study
The researchers submitted a letter addressed
to the Dean of the College of Teacher
Education, Maam Judelyn Cantor, and to the
CEO, Madam Dolores Quebral, to allow the
researchers to conduct the study. See Appendix
A.


Selecting Materials for Viewing
The researchers selected one material for the
assessment of viewing comprehension of the
participants.

Subjecting the Material and Test

Questionnaire for Validation
The researchers gave a movie clip from the 2014
movie PK. The Indian movie is all about a
supernatural being who came on Earth to
investigate about its way of living particularly
their beliefs about their God, as the selected
material for viewing comprehension as well as
the test questionnaires.

Conducting the Study

The researchers scheduled dates for the
participants. The researchers prepared a
video clip that has been shown to the
participants.
After watching the video clip, the participants
answered the questionnaires made by the
researchers. See Appendix for the viewing
comprehension test questionnaire.

Rating the Answered Test Questionnaires

The researchers rated the answers of the
participants according to the Barretts Taxonomy
of Comprehension Skills.

Subjecting the Rating to Validation

The rating given by the researchers to the
participants has been given to the selected
faculty members for validation.

Analyzing and Comparing Results

The results that are gathered by the
researchers were analyzed using statistical
treatment. Data gathered has been interpreted
which was the basis for conclusions and
recommendations.

Tabulating and Drawing the Conclusions of

the Study
The results have been validated, and the
researcher tabulated the results and eventually
drawed conclusions.


Statistical Treatment

The data that were gathered by the

researchers were tabulated and statistically
analyzed based on the purposes of the study.
The researchers used the Mean Score to
determine the level of viewing comprehension of
the respondents.

RESULTS AND DISCUSSIONS

PRESENTATION, INTERPRETATION AND ANALYSIS

OF DATA

This shows the result of the gathered,

interpreted and analyzed data during the
conduct of the study.

Table 1 shows how effective is viewing in

improving learners English proficiency as
perceived by the 26 respondents. According to
the result, there are 7.69% who said viewing is
very effective, 69.23% said it is effective,
23.08% said not at all times and none
responded for ineffective.

Thus based on the results obtained it can be

said that viewing is effective in improving
learners English proficiency as it shows the
greatest percentage with 69.23%.

Table 2.1 shows the literal organization

level of the respondents as being tested in
questions number 1 and 2. Both questions
resulted to 4.8 as a mean.

Thus based on the results obtained it can

be said that the over-all literal organization
levels mean of the respondents is high with
4.8 which means they are proficient in
recalling and reorganizing ideas or details in
the video clip as based on Thomas Barretts
ordered interval Scale of the Literal
organization Level of Viewing
Comprehension.

Table 2.2 shows the reorganization level of the

respondents as being tested in questions number
3,4,5 and 6. Question number 3 showed a mean
of 3.42, item number 4 showed a mean of 3.46,
question number 5 has 2.86 and question number
6 with 4.73.

Thus based on the results obtained it can be

said that the over-all reorganization levels mean
of the respondents is high with 3.62 which means
they are proficient in analyzing, synthesizing, and
organizing the information given as based on
Thomas Barretts ordered interval Scale of the
Reorganization Level of Viewing Comprehension.

Thus based on the results obtained it can

be said that the over-all inferential
comprehension levels mean of the
respondents is high with 3.16 which
means they are proficient in focusing the
ideas behind the information of the video
clip and using ones personal experience
as a basis for probable inferences as
based on Thomas Barretts ordered
interval Scale of the Inferential
comprehension Level of Viewing
Comprehension.

Table 2.4 shows the evaluation/appreciation

level of the respondents as being tested in
questions number 8, 9 and 10. Question
number 8 showed a mean of 3.27, question
number 9 showed a mean of 3.05 and
question number 10 has 3.18.

Thus based on the results obtained it can be said

that the over-all evaluation/appreciation levels
mean of the respondents is high with 3.17 which
means they are proficient in understanding the
ideas of the video clip and making judgment
about the received information and at the same
time proficient in expressing an emotional
response and a personal response to understand
the received information completely as based on
Thomas Barretts ordered interval scale of the
evaluation/appreciation Level of Viewing
Comprehension.

Table 3 shows the result for the effective evolving

strategies and activities that could strengthen
viewing abilities. It shows that 37.68 % of the
respondents responded that videos are effective,
26.09% for films, 7.25% for television, 28.98% for
movie review while none has responded for
internet, viewing center, drama/ puppet plays and
gallery walk.

Thus based on the results obtained it can be

said that videos, films and movie review are some
of the available strategies and activities done by
the respondents to strengthen their viewing
abilities as it show the greatest percentage.

Table 4 identifies the viewing skills that

strengthen the respondents viewing skill during
previewing and post viewing. Responses resulted
to 2.38% for making inferences, 30.95% for taking
notes, 35.71% for making observations and
30.95% for making brief summary.

Thus based on the results obtained it can be

said that respondents used to take notes, make
observations and make brief summary to fully
understand their viewing as these three got the
highest rate.

Table 5. Result for the language skills of the students

that are being improved by viewing as a macro skill

Table 5 shows the result of the language skills of

the students that are being improved by viewing.
Results showed that 9.75% of the respondents has
improved their spelling skill through viewing,
15.85% for oral speaking, 20.73 for pronunciation,
23.17% for movie interpretation, 6.1% for critical
analysis, 4.88% for thought organization, 7.32 for
making connections, 3.66% for sequencing events,
1.22% for generating inferences and 7.32% for
evaluating movies.

Thus based on the results obtained it can be

said that oral speaking, pronunciation and movie
interpretation are the most improved skills of the
respondents as they showed the highest rate.

SUMMARY, CONCLUSION
AND RECOMMENDATIONS

Summary

Based on the results obtained after the

conduct of this study which is focused in
evaluating the effectiveness of viewing as a
macro skill in 2nd year BSEDs English proficiency
it can be summarized that viewing is effective in
improving learners English proficiency as
perceived by the respondents which rated to
69.23%.

It is important for the learners to be proficient in

viewing comprehension level in order to be
proficient in English language so the researchers
have come up with a survey in identifying the
viewing comprehension level of the students along
literal, reorganization, inferential, evaluation and
appreciation level with the use of a movie clip
entitled PK. After viewing, questionnaires have
been floated and answered. Responses of the
students are being evaluated with the validation of
those who are in authority. Results showed high
ratings with each viewing comprehension level.

Meanwhile part of the questionnaires is

questions concerning the viewing strategies and
activities available that were administered by
the respondents teachers, their viewing
strategies during pre and post viewing and the
language skills of the respondents that were
improved through viewing as a macro skill.

Conclusion

After the distribution of the research

materials and interpretation of the gathered
data it can be concluded that viewing is
effective in improving respondents English
proficiency as its effectiveness showed high
percentage along the survey.


With the results interpretation showed that
literal organization level of the respondents has
a mean of 4.8, reorganization level with 3.62,
inferential level with 3.16 and evaluation/
appreciation level with a mean of 3.17 concludes
that 2nd year BSEDs comprehension level is high
as each level showed high ratings as based on
Barretts Ordered Interval Scales for viewing
comprehension level.

Meanwhile it can be said that the most effective

strategies and activities that the respondents
teachers have used in strengthening their viewing
abilities are in the form of videos, films and movie
review as it show the greatest percentage with
videos(37.68 %), films (26.09%) and movie
review (28.98%). Moreover, based on the results
obtained some of the activities they do to
strengthen their viewing skill during pre-viewing
and post viewing are: taking notes, making
observations and making brief summary to fully
understand their viewing as these three got the
highest rate.

Regarding with the language skills of the

students that are being improved by viewing as
a macro skill results showed that oral speaking,
pronunciation and movie interpretation are the
most improved skills of the respondents as they
showed the highest rate.

Thus based on the results obtained with the

different aims of this research it can be
concluded that viewing has a significant effect
in improving the respondents English
proficiency.

Recommendation

After the conduct of this study it is highly

recommended that viewing is an effective
macro skill that could be used by teachers
during discussions especially in teaching
Literature and Language as based with the
results obtained.

It is also recommended that teachers should

maximize viewing strategies and activities in
their class as it help on improving ones language
proficiency as results showed a significant effect
in the survey made for the respondents
specifically in improving their viewing
comprehension level.

Meanwhile it is recommended to the

administration of the said university to come up
with an audio-visual room that could widen the
chance for students for effective viewing
particularly with literary pieces or educational
presentations where they could learn better
through video presentations.