ii

Acknowledgments

The researchers would like to bestow their utmost gratitude to the people who

expressed their benevolence in varied ways during the course of action undertaken for the

study;

To Prof. Alvin Sta. Maria, Prof. Lorenza Elena Gimutao, Prof. Jesselie Pastolero

and Prof. Rachel Pili for sharing their ideas and insights, portraying optimism in the

pursuance of this research during the most intricate times and struggles in conducting the

study;

To the Second Year Bachelor in Secondary Education students of PUPSRC Santa

Rosa for their generosity and for patiently giving their time, support and cooperation as

the respondents assembling the controlled and uncontrolled group of the experiment;

To Prof. Randolfo Yanza for the advices, trust, assistance and unconditional time

he had given to execute the experiment and for sharing his knowledge as a literature

professor and skill as a professional story-teller;

To our classmates and friends who had helped us during the dry-run procedure of

our research instrument;

To Prof. Aprilyn Calvario, our Research Adviser, for directing us to the right

procedures in conducting the research, for sharing her knowledge and research

experiences that served as a big help as we work on the study and for helping us enhance

our skills and explore our abilities as researchers;

 iii

To Mr. John Ritchie Reyes, a BSE-Math student, Prof. Anthony Claros, Prof.

Madeline Concepcion and Prof. Rhea Mayano for helping us with the statistical treatment

of our paper;

To our family who had given us inspiration, strength, moral, financial and

spiritual support all through out these great endeavor to accomplish and achieve our

purpose and;

Above all, to our Almighty God, for the vigor, knowledge and wisdom, favors,

direction and provision of all the resources necessary in pursuing our ideas and constantly

regaining back our will to finish the study.

- The Researchers
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Dedication

This study is presented to the Faculty of Polytechnic University of the

Philippines, Santa Rosa Campus,

The researchers would like to contribute this study to the PUP-SRC students

specifically to the future educators, who are mastering various strategies in teaching

English, literature in particular,

To the high school teachers especially the English teachers,

To the literary professors who are teaching literary classics to the juvenile minds

of the learners.

- The Researchers
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Abstract

Title: The Effectiveness of Film in Novel’s Plot Analysis of Second Year Bachelor in

Secondary Education Major in English Students of Polytechnic University

of The Philippines - Santa Rosa Campus in the School Year 2009-2010

Total number of pages:

Researchers: Allyn Mae C. Calucin

Sarrah Jane B. Cea

Dennis D. Librando

Jessica Janine M. Raymundo

Eugene M. Raymundo

School: Polytechnic University of the Philippines - Santa Rosa Campus

Date Conferred: April 17, 2010

Adviser: Professor Aprilyn Encina-Calvario

Type of Research: Experimental Research

Statement of the problem:

This study sought the effectiveness of film in novel’s plot analysis of second year

Bachelor in Secondary Education Major in English students of PUP Santa Rosa.

Specifically, this study answered the following problems:

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1. What is the difference between the prior knowledge and learning outcome of the

uncontrolled group?

2. What is the difference between the prior knowledge and learning outcome of the

controlled group after receiving the treatment?

3. What is the difference between the learning outcomes of the controlled and

uncontrolled group?

4. Is there a significant difference between the prior knowledge and learning outcomes

of the controlled and uncontrolled group?

Hypothesis

Film viewing is not effective in analyzing the plot of a novel.

Research Method Used

The researchers used the experimental method. The experiment was conducted in order to

confirm or disconfirm the experimental process. It also included two groups, an

uncontrolled group and a controlled group. The controlled group received a different

treatment under investigation while the uncontrolled group received the usual method it

was using before.

Statistical Treatment
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The following statistical tools were utilized in the presentation and analysis of

data.

MEAN

The mean was used to calculate the central tendency of response of the

respondents. The formula in getting the weighted mean is:

∑x
WM = ______
N

Where:

M = mean

∑ = summation

x = raw score

n = total number of respondents

T FOR INDEPENDENT MEANS

T for Independent Means formula was used to calculate the difference of the pre-test

results as well as the post-test results of the uncontrolled group and the controlled group.

The formula in getting the T for independent means is:

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Where:

T FOR DEPENDENT MEANS

T for Dependent Means formula was used to calculate the difference of the pre-test
results to the post-test results of the uncontrolled group and the difference of the pre-test
results to the post-test results of the controlled group.

The formula in getting the T for dependent means is:

t=

Where:

μd = mean of the paired difference

Sd = standard deviation of the paired difference
n = the number of subjects
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d = the summation of the difference of the paired data divided by the number of

subjects

Summary of Findings

Based on the analysis and interpretation of data gathered, the findings are:

1. Is there a significant increase between the prior knowledge (pre-test) and learning

outcome (post test) of the uncontrolled group?

a. The average of the pre test result of the uncontrolled group is 33.3.

b. The average of the post test result of the uncontrolled group is 57.

c. There is a significant increase between the pre test result and the

post test result of the students who had a discussion about the novel

Macbeth.

2. Is there a significant increase between the prior knowledge (pre-test) and learning

outcome (post test) of the controlled group?

a. The average of the pre test result of the controlled group is 27.25.

b. The average of the post test result of the controlled group is 50.21.

c. There is a significant increase between the pre test result and the post test

result of the students who had a film viewing of the novel Macbeth.

3. Is there a significant increase between the learning outcomes of the controlled and

uncontrolled group?

a. The average of the uncontrolled group’s post test result is 57.

b. The average of the controlled group’s post test result is 50.21.

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c. There is no significant increase between the post test results of the two

groups.

Conclusions

Based on the findings, aforementioned summary of findings, the researchers arrived

at the following conclusions:

1. Is there a significant increase between the prior knowledge (pre-test) and learning

outcome (post test) of the uncontrolled group?

Since the computed t-value is -9.28 which is not greater than the critical value

-1.73, the researchers therefore assert that there is a significant increase in post

test results of the uncontrolled group compared to their pre-test results. It proves

that the lecture method has an effect on the performance of the participants and

that they can achieve better if lecture is used as method in teaching Novel’s plot

analysis.

2. Is there a significant Increase between the prior knowledge (pre-test) and learning

outcomes (post-test) results of the controlled group?

Since the computed t-value is -11.28 which is greater than the critical value

of -1.703, the researchers therefore affirm that there is a significant increase in

post test results of the controlled group compared to their pre-test results. It is

concluded that the film-showing also affect the performance of the participants
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and that their learning outcome also improved in terms of the Novel’s plot

analysis.

3. Is there a significant increase between the learning outcomes of the controlled

and uncontrolled group?

Since the computed t-value is -1.71 which is not greater than the critical

value -1.73, the null hypothesis is rejected. There is no significant increase

involving the post test results of the uncontrolled group and the controlled group.

It depicts that the lecture method and the film-showing have the same

effectiveness in teaching the novel’s plot analysis.

Recommendations

Based on the findings and conclusions formulated, the researchers offered the

following recommendations:

1. The traditional method increases the prior knowledge of the learners regarding the

novel plot analysis compare to their learning outcomes; therefore, classical

novels is supposed to be discussed using the lecture method.

2. Viewing of the novel film adaptation is also effective in increasing the prior

knowledge of the learners regarding the novel plot analysis and for that reason
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film showing may be executed in teaching and developing the students’ skill of

analyzing the plot of a novel.

3. Effective teaching of the novel plot analysis is accomplished with the traditional

method as well as the film showing. Teachers should use lecture method and film

showing interchangeably to focus on the student’s individual differences.

4. Students may effectively and efficiently learn the concept of a subject

when they already have a prior knowledge regarding a topic. Learners should not

just rely on the input of information. English major students should read literary

pieces in advance as future educators and should also focus on the literature aspect

and not just on the grammatical structures of English.

5. School administrators may provide facilities to integrate films in teaching

literature as part of the school’s practice in enhancing the different learning styles

of the students and not just focus on one method.

6. Coaches, counselors, ministers, managers, supervisors and lecturers may

use films in different ways as they help other people obtain knowledge. By using

the combination of film and discussion, the learning acquisition will be done in an

effective, efficient and interesting manner.

7. The

government authorities such as the Department of Education and Commission on

Higher Education can utilize the findings in designing suitable programs regarding

the effective use of films and lecture method that will feed the intellectual needs of

the students.
 xiii

8. Further researches can be done with film-showing used in discussing other

literary pieces such as short stories and poems, can also focus on other literary

skills such as characterization and setting and can be done as well using

respondents who are majoring in other fields.

Table of Contents

Title Page………………………………………………………………………………...i

Acknowledgments……….………………………………………………………………ii

Dedication……………………………………………………………………………….iii

Abstract ……………………………………….………………………………………...iv
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Table of Contents……………………………………………………………………......xv

List of Tables ………………………………………………………,,………………...xviii

List of Figure…………………………………………………………………….…..….xix

CHAPTER 1 – Research Proposal………………………………………………….……..1

Introduction………………………………………………………………….…….1

Background of the Study……………………………………………………...…..3

Statement of the Problem……………………………………………………….....4

Statement of the Hypothesis………………………………………………………4

Theoretical Framework……………………………………………………………5

Conceptual Framework……………………………………………………………6

Significance of the Study…………………………………………………….……7

Scope and Limitations of the Study…………………………………………….…9

Definition of Terms…………………………………………………………….….9

CHAPTER 2 – Review of Related Literature and Studies……………………………...13

Foreign Studies …………………………………………………………….……13

Foreign Literature ………………………………………………………….……20

Local Studies ……………………………………………………..…………..….42

Local Literature ………………………………………………………………….47

CHAPTER 3 – Research Methodology…………………………………………….……54

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Research Design………………………………………………………………….54

Research Locale……………………………………………………………….....55

Sample and Sampling Technique…………………………………………..…….……55

Research Instrument…………………………………………………………..…56

Data Gathering Procedures………………………………………………………56

Statistical Treatment……….…………………………………………….………58

CHAPTER 4 – Presentation, Analysis and Interpretation of Data……………………...62

Table 1. Difference of the Prior Knowledge (Pre-Test) and Learning Outcomes

(Post-Test) Results of the Uncontrolled Group………………………………….62

Table 2. Difference of the Prior Knowledge (Pre-Test) and Learning Outcomes

(Post-Test) Results of the Controlled Group…………………………………….63

Table 3. Difference of the Learning Outcomes (Post Test) of the Controlled and

Uncontrolled Group……………………………………………………………..63

CHAPTER 5 – Summary, Conclusions and Recommendations……………………...…65

Summary of the Study…………………………………………………………..65

Summary of Findings……………………………………..……………………..66

Conclusions………………………………………………………………………67

Recommendations……………………………………………………………..…69

BIBLIOGRAPHY………………………………………………………………….…….71
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APPENDICES……………………………………………………………………………

CURRICULUM VITAE…………………………………………………………………

List of Tables

Table 1. Difference of the Prior Knowledge (Pre-Test) and Learning Outcomes

(Post-Test) Results of the Uncontrolled Group………………………………………….62

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Table 2. Difference of the Prior Knowledge (Pre-Test) and Learning Outcomes (Post-

Test) Results of the Controlled Group…………………………………………………...63

Table 3. Difference of the Learning Outcomes (Post Test) of the Controlled and

Uncontrolled Group……………………………………………………………….……..63

List of Figure

Figure 1 The Conceptual Framework……………………………………………………6

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LIST OF APPENDICES

Research Instrument………………………………………………………………..
 xix

Letters………………………………………………………………………………

Instrument Validation Certificate………………………………………………….

Scope of Plot Analysis…………………………………………………………….

Experiment Instructor’s Profile…………………………………………………………..

Novel Key Facts and Plot Overview………………………………………………

Computations………………………………………………………………………