SCHEMA-BASED APPROACH IN TEACHING LITERATURE

A Thesis

Presented to

the Faculty of Graduate School

University of Rizal System

Morong, Rizal

In Partial Fulfillment

of the Requirements for the Degree

Master of Arts in Teaching

Major in English

FAY FATIMA B. GONZALES

December 2020
 APPROVAL SHEET

This thesis entitled SCHEMA-BASED APPROACH IN TEACHING

LITEARTURE ,prepared and submitted in partial fulfillment of the requirements

for the degree Master of Arts in Teaching major in English by FAY FATIMA B.

GONZALES is hereby recommended for approval.

December 23, 2020 ISABELITA S. BACUD, Ph.D.

Adviser

Approved in partial fulfillment of the requirements for the degree Master of

Arts in Teaching major in English by the Oral Examination Committee.

GLENN M. ISON, Ph.D. (Cand.)

Member

JENISUS O. DEJARLO, Ph.D. ARMINDA B. CAMPO, MAT

Member Member

SHIELANIE S. DACUMOS, Ph. D.

Chairperson

Accepted in partial fulfillment of the requirements for the degree Master of

Arts in Teaching major in English.

__________________ MARVIN P. AMOIN, Ph. D.

Date Dean, Graduate School

ii
 ACKNOWLEDGEMENT

The researcher would like to extend her sincerest gratitude and

appreciation to the following who has contributed a lot in the completion of this

study:

Dr. NANCY T. PASCUAL, University President, for her immeasurable

commitment and dedication in the development and enlistment of graduate

studies in the whole university and the students as well;

Dr. MARVIN P. AMOIN, Dean of Graduate School, for his immense

patience and meticulous assistance that truly guided the researcher towards the

right track and for the permission to conduct the study;

DR. LENI A. AVECILLA, Secretary of Graduate School for her assistance

to the researcher on the process of research in the graduate school;

DR. ISABELITA S. BACUD, his thesis adviser, for her guidance, words of

wisdom and encouragement in improving the manuscript;

DR. SHIELANIE S. DACUMOS, panel chairperson, for her valuable

advice and ideas offered to the researcher;

Dr. JENISUS M. DEJARLO, her statistician, for sharing his expertise in

the statistical analysis of the study;

Prof. GLENN M. ISON, language critic for his kind accommodation,

constructive criticism and valuable ideas for the improvement of the manuscript;

iii
 DR. ELOISA S. TAMAYO, Principal of Lagundi CCL National High School

who listens and understands the needs of the researcher. She never fails the

researcher with her words to ponder and for her motherly advice;

To the Faculty Members and English Department of LCCLNHS, for the

words of encouragement and support shared, friendship and company,

motivation, learning shared which have been immensely important in the

enlightenment and realization of this study;

To the English Teachers and Experts from selected National High

Schools of the Division of Rizal, for sharing their time and suggestions in

validating the researcher-made test, and the crafted lesson plans;

To the Grade 9 Austen, the participants of this study, for their patience

and cooperation in doing the task given to them, for without them this study will

not be realized;

ALL MY FAMILY and FRIENDS, for all their encouragement, love and all

out support in the completion of this study;

Above all, to GOD ALMIGHTY, for His wonderful blessings and He who

provided her with knowledge, skills, resources, and wisdom in pursuing the

study.

The Researcher

iv
 DEDICATION

This humble piece of work

is wholeheartedly dedicated to the Lord Almighty,

the source of wisdom and knowledge.

To my family, who patiently supported me morally

and served as my source of encouragement to strive harder

to make this study possible.

FAY

v
 ABSTRACT

This study focused on the Schema-based Approach in Teaching Grade 9

Literature. This was conducted at Lagundi-CCL National High School, a public

secondary school in Morong, Rizal with the 32 Grade 9 students as student-

participants and 15 language experts as teacher-respondents during the school

year 2019-2020.

The researcher sought answers on the description of schema of Grade 9

students using qualitative discussion. More so, their level of performance in

Literature with respect imagery, rhyme, word sound, form, and figures of speech

was determined using frequency and percentage. Moreover, to determine what

material to be developed based on the analysis of the schema of the students,

qualitative discussion was done.

The study utilized the combination of qualitative, descriptive and

developmental research design of research using a closed-ended questionnaire

and adopted questionnaire-checklist as the research instruments involving the

development of the Schema-based enrichment materials.

Thirty-two (32) Grade 9 students were the participants of this study who

were chosen purposively by the researcher since she is their former English

teacher. They were given of close-ended questionnaire to determine the

description of their schema and their level of performance in selected topics in

Literature 9. After which, the results were analyzed and interpreted.

Furthermore, fifteen (15) language experts were asked to evaluate the

developed Schema-based enrichment material in terms of content, format,

vi
presentation and organization, and accuracy and up-to-datedness of information

utilizing the adopted questionnaire-checklist from the LRMDS of SDO-Rizal.

Based on the significant findings of the study, majority of the Grade 9

learners have limited schema and were not able to process information using

their background knowledge or schema.

In addition, the developed material was evaluated in terms of content,

format, presentation and organization, and accuracy and up-to-datedness of

information as Very Satisfactory with average mean of 3.65, 3.80, 3.85, and 3.97

respectively. Also, the resource passed each criterion as it gained grand totals

score of 25.53, 68.13, 19.27, and 23.80 respectively.

The paper concluded that the Schema level of Grade 9 learners fell mostly

on limited and selective level of comprehension and only few learners reached

the highest level which is alert level of comprehension. Likewise, Schema-based

enrichment materials helped the Grade 9 learners in developing their schema.

vii
 TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION v

ABSTRACT vi

TABLE OF CONTENTS vii

LIST OF FIGURES xi

LIST OF TABLES xiI

Chapter

1 THE PROBLEM AND ITS BACKGROUND

Introduction 1
Background of the Study 5

Scope and Limitations of the Study 10

Statement of the Problem 11
Assumptions of the Study 11

2 EVALUATION, DESIGN AND FRAMEWORK

Discussion of Expected Output 13

Theoretical Framework 14
Conceptual Framework 15
The Variables, their Definition and Importance to the Study 17
Definition of Terms 42

3 RESEARCH METHODOLOGY

Research Design 44
Setting of the Study 45

Subject of the Study 49

viii
 Sources of Data 49
Procedure of the Study 51
Statistical Treatment of Data 52

4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Schema of Grade 9 Students 53

Level of Performance of Grade 9 Learners with respect 83

to Imagery, Rhyme, Word Sound, Form, and Figure of Speech
Strengths and Weaknesses of Grade 9 Learners in Literature

Developed Enrichment Materials for Grade 9 Learners 86

Evaluation of Experts on the developed Shema-based 87

Enrichment Materials with Respect to Content, Format,
Presentation and Organization, and Accuracy and
Up-to-datedness of Information

5 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings 95
Conclusions 98
Recommendations 98

6 THE OUTPUT 98

BIBLIOGRAPHY 101

APPENDICES
A Gantt Chart

B Letter of Request to Conduct the Study

C Letter of Permission to Conduct the Study

D Letter to the Principal

E Appointment of the Adviser

F Certification of the Teacher-Made Test

G Certification from the Statistical Center

ix
CURRICULUM VITAE

LIST OF TABLES

Table Page

1 Rubrics to Assess the Schema of the Grade 9 Learners 50

2 Scale and Verbal Interpretation on the Evaluation of the Developed 51

Material

3 Level of Performance of Grade 9 Learners in Literature 84

4 Evaluation of the Experts on the Developed Materials with 88

Respect to Content

5 Evaluation of the Experts on the Developed Materials with 89

Respect to Format

6 Evaluation of the Experts on the Developed Materials with 91

Respect to Presentation and Organization

7 Evaluation of the Experts on the Developed Materials with 92

Respect to Accuracy and Up-to-datedness Information

8 Composite Table of Evaluation of Experts on the Developed 95

Schema-based Enrichment Material

x
 LIST OF FIGURES

Figure Page

1 Conceptual Model of the Study 16

2 Map of Rizal Highlighting Morong where Lagundi-CCL 47

National High School is located

xi
 1

Chapter 1

INTRODUCTION

Education requires a lot of learning. Learning comes in both natural and

scientific means. Students learn naturally as they adapt the environment where

they live. They learn scientifically following the process learned in school.

School as learning entity requires a great deal of discipline before learning takes

place. Teachers being one of the instruments of learning have to utilized various

strategies so that students learn according to their pace. Literature, as one of the

content areas should be learned patiently and purposefully. This is because this

subject requires a lot of reading and understanding.

Thus, DepEd Advisory No. 149, s. 2015 May 22, 2015 In compliance with

DepEd Order No. 8, s. 2013 this advisory is issued for the information of DepEd

officials, personnel/staff, as well as the concerned public to continuously update

English teachers in teaching Literature in the K to 12 curriculum in order to

engage their students in the classroom and beyond. It further aims to:

“(1.) provide the teachers with frameworks for

reading and teaching literature in the K to 12
classrooms; and (2.) guide them in creating lessons
which will allow the students to see the relevance of
reading literature even in extra-curricular activities.”

The advisory puts premium on the readiness and preparations of teachers

in handling literature classes with the aim in view of delivering the best way for

students to learn literature.

Teachers are for most of the year burdened with the knowledge that the

students they are churning out of their classrooms each year are more than
 2

anything else equipped to become professional students than they are to be

creative, innovative or critical thinkers, ready for the harsh realities of the world

outside the school. English teachers, particularly at the third level, feel the strain

of the public examinations looming over them (Kitao, 2010). They constantly

need to remind students who are more interested in their subject areas of

Science, Mathematics, Social Studies more than in English that, without a pass

in English, they fail the examination. This, as well as the caliber of the class,

often determines what genres an English teacher chooses to teach and how

much time is devoted to language learning and literature. In many cases, English

teachers opt to teach only three or even two of the four genres (short-stories,

novel, poetry and drama) tested in English. This, they claim, is to enable weaker

students to tackle the examinations better. Personally, it is a public knowledge

that there are teachers who find it hard to teach literature as their students find it

hard to appreciate the selections and the very least, other teachers do not know

how to deliver it in the classroom (Barnett, 2008).

This paper proposed the need for the English language teachers to see

teaching literature as more than just another comprehension and memorization

exercise and, instead, use the texts to teach students more about themselves

and human nature. In this light, English Language Teachers must expose

students to all four genres. It is a call to look beyond the examination, which

mainly tests recall of plot, theme, background and character, and to literally bring

the students out of the box, rather than punching bullet sized holes in the box

and asking them to interpret the world through those holes.

 3

The study of literature goes far beyond the narrow scope of the study of

the English language, which looks only at grammar and the technicalities of the

spoken and written language (Nunan, 2010). In fact, literature is, in a sense is a

social study. Literature teachers in many cases have failed to teach their

students about themselves and the world. They may be great transmitters of

information on Wordsworth’s style or the common themes that run through

poetry, but have the students really learnt anything beyond this? The real

challenge, therefore, for literature teachers is not to cover all the set texts on

time, but rather to teach their students to read beyond the text, to use the

literature class primarily as a means of creating an interest in reading and

studying the four genres (Perkins, 2011). Furthermore, it should be

remembered that students learn best by doing, so writing or creating literature for

themselves about themselves is the most effective way to go. Students will be

able to relate to the prescribed literature texts and literature becomes less

western or foreign to them. The technicalities of interpretation such as stylistic

features and thematic analysis skills will make more sense to them. When

teaching creative writing, however, the teacher must give the students freedom to

write on themes they are interested in. At a later date, students should be given

the opportunity to read their work to the class and explain what influenced the

choice of characters, themes, style and setting. This exercise is the first step to

developing the skill of contextualizing literature (McCarthy, n.d.).

Likewise, dealing with literature requires learners to have good foundation

of their schema. Schema is the map that the learners have in their minds about a
 4

topic. It’s made up of our background knowledge – everything they know and

think they know – about that topic. Schema is used to put new information into a

meaningful context, to help them remember and understand it. Thus, students

utilize their schema during the discussion understand new things, they should

connect new things with known concepts and previous experience. Schema is a

kind of memory structure, and learners can rearrange reading materials

according to their existing schema in the brain so that they can understand

better.

As what Doyle (2010) posited, literature as important part of school

curriculum, teachers should be concerned of how learners understand and

interpret various literary texts given to them and accept that the teaching of

reading is vital to the process of interpreting literary texts. She further explained

that through using their schema, the learners can understand what they read.

Likewise, when they encounter texts, they should use their previous knowledge

and the literary devices employed by the author to understand the texts and for

them to create meaning and connect its context.

However, comprehension difficulties are very evident among students

nowadays. They unable to immediately access knowledge stored in their

schemata (S.J. Samuels, 2013). They find it hard to reconstruct the ideas in the

text and discover meaning may influence comprehension. This is something to

consider in relationship to the role of the teacher. If what has been said is true,

perhaps they best serve their students when acting as mediator guides, and

interpreters for content and what may or may not be fully comprehended.
 5

These situations could seldom be observed in Lagundi-CCL National High

School. Majority of the teachers are still adept to the formalist or traditional style

of teaching literature using the four-dimension questions including the name of

the author, setting, characters and not to forget the lesson learned from the story.

From the obtaining situation, the researcher, who is an English Language

Teacher was motivated to conduct an experimental study in teaching literature

with the aim in view of finding out the schema and level of performance of the

Grade 9 learners in poetry and to develop a schema-based enhancement

materials suited to the level of Grade 9 learners.

Background of the Study

According to Brown (2014), literature is a mirror that reflects a society’s

values, behaviors, history and culture. Teachers with any hope of capturing

students’ attention and getting them engaged in reading Shakespeare or Tolstoy

or Faulkner have to think beyond skills and concepts. Patrick Welsh, who was an

English teacher at T.C. Williams High School in Alexandria, Va., for 43 years and

a prolific writer, explained in a chapter called “The Role of Values in Teaching

Literature in the High School,” in a book titled “Challenges to the Humanities“:

For high school English teachers, the discussion and examination of the

value issues inherent in literature is a major element in engaging students. Once

students see how the values in the novels, plays, and poems they read relate to

their values, once they see that the world of literature is really their own world,
 6

that literature is a source of in-sight-even wisdom-into the human predicament,

they are on their way to “owning” their English classes.

Numerous studies (e.g. Hudson 2009; Carell 2010) examined the effect of

language competence/complexity and prior knowledge on reading

comprehension and find out that background information is more likely to

determine the comprehension of a passage than linguistic factors. Other studies

(e.g. Jucker, 2009; Kintsch & Franzke, 2010 etc.) explored how content familiarity

affected reading comprehension and revealed that subjects familiar with the

reading passage recalled and inferred significantly more ideas while those

unfamiliar forgot or misinterpreted significantly more ideas.

Still other experiments (Alderson & Urquhart, 2010) were carried out to

investigate the role of students’ background discipline or the knowledge of a

particular academic field in reading comprehension and the findings supported

that students from a particular discipline would perform better on tests based on

texts taken from their own academic discipline than students from other

disciplines. The studies mentioned above revealed that schema does influence

reader’s comprehension of a text, but how it will exert its influence is not fully

examined. Some of the studies only adopted multiple choice questions

(Qi&Wang,2009) as instruments which increases the likelihood of guessing.

Besides, most studies focused on whether schema facilitates meaning extraction

in reading, few has explored the effect of schema on meaning retention, which

while may be as well important for readers.

 7

More so, engaging students to deal with different literary pieces in the

conduct of teaching-learning process is one of the strategies stated in our

present curriculum. This can be seen in their learning modules provided by the

Department of Education which allow the teachers to apply range of teaching

strategies to develop the learners’ critical and creative thinking, as well as other

higher thinking skills. This is very important in order for the learners to be

challenge themselves to draw conclusions, justify their thinking, and connect

ideas presented in the texts they are exposed to.

In doing this so, students’ reading comprehension level must be taken in

consideration and the teachers must use various strategies to develop this

among learners. Moreover, allowing the students to use their prior knowledge is

an integral part of every discussion to make it more meaningful and to get

comprehensive answers from the learners. Also, their schemata help students

retrieve and construct information accurately from the text they read.

Reading, as an important part of English teaching, is the most important

one of the four skills in English teaching particularly in literature. Therefore, the

cultivation of reading ability is the core content of English teaching. So, the role of

English reading is very important. Lacking of the environment of using English

and the environment of reading, it is difficult to get good effect in English reading

teaching. Besides, teachers still focus on the teaching of words, sentences,

grammars and sentence translation while neglecting the students' reading skills

training. Some students nearly spend much time on reading, but their reading

skills are still very poor. Reading is a complex activity, which learners should not
 8

only understand the surface structure of reading materials such as words and

sentences, but also need to know the deep structure of them, like the cultural

background, main ideas and writing styles and so on (Xue,2019).

In literature tests, reading comprehension occupies a high proportion.

Therefore, it can be said that the score of students in reading comprehension can

directly decide the success or failure of the test. But most of students have low

efficiency in doing reading comprehension and have a variety of problems. They

don’t master the skills to deal with the problems of reading comprehension.

This scenario is also experienced here in our country. In fact, the result of

Programme for International Student Assessment (PISA) which was released last

December 3, 2019, revealed that the Philippines scored 340 in reading. This put

the country to the lowest rank among 79 countries which participated in the said

assessment.

Considering the poor outcome in reading comprehension skills of the

Filipino learners, it is imperative that the educators must reflect on how to

improve the reading skills of Filipino students. This may include engagement of

learners intensive teaching of literature.

Children should be taught expository texts that focus on factual

information. Reading ability is developed through practice. We can only develop

fluent readers if we provide them with text, print and digital, and we practice them

through teacher modeling, shared practice towards independent practice (Perez,

2019).
 9

Furthermore, In the Philippines, literature is a compulsory subject in the

general education curriculum of senior high school and in universities and

colleges, particularly for those students who specialize in language and literature

courses. Literature offers students other skills such as reading, writing, and

speaking. Teaching literature is not only concerned with teaching students how to

perform literary interpretation and analysis but also helps students develop

sensitivity, self-awareness, and a greater understanding of the world and other

people.

The enjoyment of reading literature comes from engaging with themes and

topics that are intrinsically interesting. Because it deals with ideas, things,

sensations, and events that either constitute part of the reader’s experience or

that they can enter into imaginatively, they are able to relate what they are

reading with their own lives (Abida,2016).

This can be happened if the students’ prior knowledge is well-build and

the learners are aware on how to use these with the purpose of understanding

the literary pieces they read. Likewise, establishing motivation among them as

they deal with literature should be considered by the teachers. Mallikarjun (2010)

states that literature that is studied for its intrinsic merit and enjoyment is a

powerful educational tool that imbues values, style of language, and many other

opportunities for learning into the minds of learners.

Literature is an example of language in use and is a context for language

use. Thus, studying the language of literary texts as language in operation can

be seen as enhancing the learners’ appreciation of aspects of different systems

 10

of language organization. Consequently, teaching language through literature

acts as a means of cultural enrichment and acquaints the learner with

understanding how communication takes place in their own context. It involves

learners mentally and physically and makes language learning more interesting

and exciting.

From these vantage point, the researcher believes that there is a need to

experiment some kind of teaching method that would help students in their

pursuit of further learning.

Scope and Limitation of the Study

This study was conducted with the aim of determining the level of

performance in poetry of Grade 9 students based on their schema and to

develop enrichment materials for Grade 9 of Lagundi-CCL National High School

during the school year 2019-2020.

The participants of the study were the selected thirty-two (32) Grade 9 –

Austen students who are grouped homogeneously. They were chosen by the

researcher purposively since she was the former teacher of the students and

knew their performance in literature.

At first, they were given a set of closed-ended questions regarding the

selected topics in Grade 9 literature in order to describe their schema.

The topics include imagery, rhyme, word sound, form and figures of

speech. In addition, the study was based from the curriculum prescribed under

the K-12 Curriculum Guide in English for Grade 9 learners.

 11

After analyzing their answers and describing their schema, the researcher

developed schema-based enrichment materials which include the given topics.

These were then evaluated by fifteen (15) language experts who are Master

Teachers in English.

Statement of the Problem

The main concern of this study was focused on the level of performance of

Grade 9 learners in Literature using schematic approach in poetry at Lagundi-

CCL National High School.

Specifically, this study sought answers to the following questions:

1. How are the schema of the Grade 9 learners described?

1. What is the level of performance of the grade 9 learners in Literature with

respect to the following:

2.1. imagery;

2.2. rhyme;

2.3. word sound;

2.4. form; and

2.5. figures of speech?

3. Based on the analysis of schema, what materials can be developed?

4. How do the experts evaluate the developed materials with respect to:

4.1. content;

4.2. format;

4.3. presentation and organization; and

 12

4.4. accuracy and up-to-datedness of information?

Assumption of the Study

The research study is anchored on the assumptions that the respondents

answered the interview questions which upon data gathered by the researcher

are valid and reliable. In addition, the research study is believed to be timely and

relevant to the respondents that resulted into an outcome providing basis of

knowledge to the questions.

 13

Chapter 2

EVALUATION, DESIGN AND FRAMEWORK

This chapter discusses pertinent information about the study. This

information is in the form of literature of foreign and local colors. Similarly,

studies with bearing on the topic are also presented to give light on topic for

investigation.

Discussion of Expected Output

The researcher aimed to improve literature instruction among Grade 9

students with the goal in view of considering the effectiveness of schematic

approach in teaching poetry. Hence, Schema-Based Enrichment Materials was

developed.

The materials contained learning experiences patterned to 4As approach

that will let them build conversations among themselves and maximize what they

already know before they grasp the new knowledge. Its parts include the title of

the lesson, objectives, activate, analysis, abstraction, application and

assessment.
 14

The developed schema-based enrichment materials can serve as

references of teachers in order to reteach the concept to Grade 9 learners who

have difficulties dealing with literature by means of adopting the activities in the

materials. This may aid the learners and the teachers to make the teaching-

learning process during literature class fun and meaningful.

Theoretical Framework

The study was anchored on three theories. First is the Frederic Barlett’s

Schema Theory which emphasized that It is through schemata that old

knowledge influences new information.

According to Barlett, past experiences help us make sense of new

experiences by supplying us with expectations and frameworks for action. It is

the same with past learning which gives the learners background information

about the new concept.

People have schemata that represent an individual’s generic knowledge

about the world where old knowledge influences new information. When input

information is not consistent with schema, the original information is

reconstructed to fit within current schema, otherwise known as accommodation.

The second theory is Schema Theory in Education of Richard Anderson.

He pointed out that schemata provided a form of representation for complex

 15

knowledge and that the construct, for the first time, provided a principled account

of how old knowledge might influence the acquisition of new knowledge.

Anderson provided a rationale for how old knowledge might impact new

knowledge. In addition, he applied schema theory to understanding the reading

process. This served as an alternative to the bottom-up approach to reading by

recognizing that reading requires both bottom-up and top-down processing.

Reading requires bottom-up processing when the perceived letters are coming

into the eye and top down processing to construct a meaningful representation of

the content.

The third theory is the Schema Theory to Reading Comprehension from

which different models of cognitive processing were based as such of Laberge-

Samuels Model of Automatic Information Processing.

Samuels (2013) defines three characteristics of internal attention. The

first, alertness, is the reader's active attempt to access relevant schemata

involving letter-sound relationships, syntactic knowledge, and word meanings.

Selectivity, the second characteristic, refers to the reader's ability to attend

selectively to only that information requiring processing. The third characteristic,

limited capacity, refers to the fact that our human brain has a limited amount of

cognitive energy available for use in processing information.

The present study was related to these theories because teaching of

literature requires schematic approach where students are expected to create

 16

and recreate situation in their mind based from their interpretation of the selection

which is the focus of the strategies used in this investigation.

Conceptual Framework

Shown in Figure 1 on the next page is the research paradigm which

served as guide in the conduct of the study.

This study was guided by a paradigm utilizing Coombs’ System Approach

involving three frames, the Input-Process-Output Model.

Th input frame includes the description of the schema of Grade 9 learners,

and the level of performance of the respondents with respect to imagery, rhyme,

words sound, form, and figures of speech. Likewise, the evaluation of experts on

INPUT PROCESS OUTPUT

A. Description of the A. Development of

Schema of the Grade 9 Questionnaire for
learners description of Schema
B. Level of Performance of Grade 9 Learners
of Grade 9 Learners in
Literature with respect to: B. Administration of
Questionnaire to
 Imagery
describe the Schema
 Rhyme of Respondents
 Word Sound
 Form C. Analysis of
 Figures of Schema of Grade 9 Developed and
Speech Learners Validated Schema-
based Enrichment
C. Evaluation of Experts Materials for Grade 9
on the developed D. Development and
validation of the Learners
materials in terms of:
developed Schema-
 Content based Enrichment
 Format Materials
 organization and
presentation E. Administration of
 accuracy and up- the Questionnaire
to-datedness of Checklist for
information evaluation

F. Tabulation,
Analysis and
Interpretation of Data
 17

Figure 1

The Conceptual Model Showing the Level of Performance of Grade 9 Learners

and Development of Schema-based Enrichment Materials
for Grade 9 at Lagundi-CCL National High School

developed materials in terms of content, format, presentation and organization,

and accuracy and up-to-dated of information are considered as input.

The second frame refers to the process which includes the development

of questionnaire for description of schema of Grade 9 learners, administration of

questionnaire to describe the schema of respondents, analysis of schema of

Grade 9 learners, development and validation of the developed Schema-based

Enrichment Materials, administration of the questionnaire checklist for evaluation,

and tabulation, analysis and interpretation of data.

The output frame consists of the developed Schema-based Enrichment

Materials for Grade 9 learners.

The arrows connecting the three frames show feedback which indicates

that there is a continuous flow of the process.

 18

The Variables, Their Definition and Importance to the Study

This portion explains in detail the variables which were used in the

conduct of the study. Included also are the definitions of these variables as well

as the importance it contributes to the study.

Schematic Approach

One other example of a cognitive-based model is Rumelhart's (1994)

Interactive Model. Information from several knowledge sources (schemata for

letter-sound relationships, word meanings, syntactic relationships, event

sequences, and so forth) are considered simultaneously. The implication is that

when information from one source, such as word recognition, is deficient, the

reader will rely on information from another source, for example, contextual clues

or previous experience. Stanovich (1980) terms the latter kind of processing

interactive-compensatory because the reader (any reader) compensates for

deficiencies in one or more of the knowledge sources by using information from

remaining knowledge sources. Those sources that are more concerned with

concepts and semantic relationships are termed higher level stimuli; sources

dealing with the print itself, that is phonics, sight words, and other word-attack

skills, are termed lower level stimuli. The interactive-compensatory model implies

that the reader will rely on higher-level processes when lower-level processes

are inadequate, and vice versa. Stanovich (1980) extensively reviews research

demonstrating such compensation in both good and poor readers. Reading

Comprehension as Socio cognitive Processing A socio cognitive processing

 19

model takes a constructivist view of reading comprehension; that is, the reader,

the text, the teacher, and the classroom community are all involved in the

construction of meaning. Ruddell and Ruddell (1994) state, "The role of the

classroom's social context and the influence of the teacher on the reader's

meaning negotiation and construction are central to this model [developed by R.

B. Ruddell and N. J. Unrau] as it explores the notion that participants in literacy

events form and reform meanings in a hermeneutic [interpretation] circle." In

other words, this model views comprehension as a process that involves

meaning negotiation among text, readers, teachers, and other members of the

classroom community. Schema for text meanings, academic tasks, sources of

authority (i.e., residing within the text, the reader, the teacher, the classroom

community, or some interaction of these), and sociocultural settings are all

brought to the negotiation task. The teacher's role is one of orchestration of the

instructional setting and being knowledgeable about teaching/learning strategies

and about the world.

Reading Comprehension as Transactional The transactional model takes

into account the dynamic nature of language and both aesthetic and cognitive

aspects of reading. According to Rosenblatt (1994, p. 1063), "Every reading act

is an event, or a transaction involving a particular reader and a particular pattern

of signs, a text, and occurring at a particular time in a particular context. Instead

of two fixed entities acting on one another, the reader and the text are two

aspects of a total dynamic situation. The 'meaning' does not reside ready-made

'in' the text or 'in' the reader but happens or comes into being during the
 20

transaction between reader and text." Thus, text without a reader is merely a set

of marks capable of being interpreted as written language. However, when a

reader transacts with the text, meaning happens. Schemata are not viewed as

static but rather as active, developing, and ever changing. As readers transact

with text they are changed or transformed, as is the text. Similarly, "the same text

takes on different meanings in transactions with different readers or even with the

same reader in different contexts or times" (Rosenblatt, 1994, p. 1078). Reading

Comprehension as Transactional-Sociopsycholinguistic Building on Rosenblatt's

transactional model, Goodman (1994) conceptualizes literacy processing as

including reading, writing, and written texts. He states, Texts are constructed by

authors to be comprehended by readers. The meaning is in the author and the

reader. The text has a potential to evoke meaning but has no meaning in itself;

meaning is not a characteristic of texts. This does not mean the characteristics of

the text are unimportant or that either writer or reader are independent of them.

How well the writer constructs the text and how well the reader reconstructs it

and constructs meaning will influence comprehension. But meaning does not

pass between writer and reader. It is represented by a writer in a text and

constructed from a text by a reader. Characteristics of writer, text, and reader will

all influence the resultant meaning. (p. 1103) In a transactional-

sociopsycholinguistic view, the reader has a highly active role. It is the individual

transactions between a reader and the text characteristics that result in meaning.

These characteristics include physical characteristics such as orthographythe

alphabetic system, spelling, punctuation; format characteristics such as

 21

paragraphing, lists, schedules, bibliographies; macrostructure or text grammar

such as that found in telephone books, recipe books, newspapers, and letters;

and wording of texts such as the differences found in narrative and expository

text. Understanding is limited, however, by the reader's schemata, making what

the reader brings to the text as important as the text itself. The writer also plays

an important role in comprehension. Additionally, readers' and writers' schemata

are changed through transactions with the text as meaning is constructed.

Readers' schemata are changed as new knowledge is assimilated and

accommodated. Writers' schemata are changed as new ways of organizing text

to express meaning are developed. According to Goodman (1994): How well the

writer knows the audience and has built the text to suit that audience makes a

major difference in text predictability and comprehension. However, since

comprehension results from reader-text transactions, what the reader knows,

who the reader is, what values guide the reader, and what purposes or interests

the reader has will play vital roles in the reading process. It follows that what is

comprehended from a given text varies among readers. Meaning is ultimately

created by each reader. (p. 1127) Reading Comprehension as Influenced by

Attitude Mathewson's (1994) Model of Attitude Influence upon Reading and

Learning to Read is derived from the area of social psychology. This model

attempts to explain the roles of affect and cognition in reading comprehension.

The core of the attitude-influence model explains that a reader's whole attitude

toward reading (i.e., prevailing feelings and evaluative beliefs about reading and

action readiness for reading) will influence the intention to read, in turn
 22

influencing reading behavior. Intention to read is proposed as the primary

mediator between attitude and reading. Intention is defined as "commitment to a

plan for achieving one or more reading purposes at a more or less specified time

in the future" (Mathewson, 1994, p. 1135). All other moderator variables (e.g.,

extrinsic motivation, involvement, prior knowledge, and purpose) are viewed as

affecting the attitude reading relationship by influencing the intention to read.

Therefore, classroom environments that include well-stocked libraries,

magazines, reading tables, and areas with comfortable chairs will enhance

students' intentions to read. Mathewson (1994, p. 1148) states, "Favorable

attitudes toward reading thus sustain intention to read and reading as long as

readers continue to be satisfied with reading outcomes."

In this study schematic approach refers to approach in teaching using

prior experience.

Teaching Literature

This dissertation introduces a suggested approach to teaching poetry. It

consists of Five chapters. Chapter One involves an introduction for the study in

which the researcher writes about present reality of English language teaching in

the Gaza strip, modern attitudes towards teaching English, poetry teaching in our

universities and an alternative technique for teaching poetry. After that, statement

of the problem is given. This is followed with the questions of the study, definition

of terms and the limitations of the study. Shortcomings comes at the end of the

chapter. Chapter two begins with the theoretical framework for the suggested

approach; a review of the previous studies follows. The review is divided into two
 23

sections: overview of literature usage in language teaching process and Review

of using reader response in teaching literary works. Chapter Three is the

methodology of the study. In the methodology, the researcher writes about the

population and the sample of the study, used tools, and the procedures. The

sample of the study is (39) female students who are enrolled to 2006/2007

summer course. Concerning the tools, the researcher uses two tools in this

study: a checklist of Content Elements and a checklist of Technical Skills. Finally,

this chapter ends with an analysis of the findings of the study which shows that:

Overall availability of Content items in learners’ responses is (77.4%) and the

percents of their presence vary between (53.58% - 94.78%). Overall availability

of technical items in learners’ responses is (59.46%) and the availability rates of

grammar, punctuation, and writing skills vary between (76.56%), (52.95%) and

(42.56%) respectively. Statistical difference related to some contents items are

found between pre and the post experiment in learners' responses. Furthermore,

differences are Create PDF files without this message by purchasing nova PDF

printer (http://www.novapdf.com) IV found in the checklist as whole. These

differences are in favor of post experiment. However, no statistical differences

are found in the others.  Statistical differences related to the technical items are

found between the pre and the post experiment in grammar, punctuation, writing

skills and in the checklist as whole. These differences are in favor of post

experiment Chapter Four is devoted to introducing the approach. It consists of

three pillar: eclectic use of the theories of criticism, making use of the

approaches for teaching literature and using an effective teaching aid or

 24

technique which helps achieve the goal of the lesson. In the light of that, the

researcher sheds light on some of the theories and approaches from which the

suggested approach emerges. In this part, the researcher introduces the

assumptions of the theories that intersect with reader response theory and the

assumptions of literature approaches. This is followed with the importance of

eclectic use of theories and approaches. After that, a delineation of the checklist

items is made. Finally, rational behind involving each item in the checklist is

made. In chapter five, the researcher applies emerging approach on Cecil

Harrison's poem" The War is Never Over". The application of the approach is

performed to prove the replicability of the approach. During that application

another technique is used. Next, in the light of the study, the researcher

introduces recommendations for: learners, teachers, the university system and

further studies.

Creative Poetry Writing, its definitions and attitudes Creative writing and

creative poetry writing in particular represent not only a useful didactic tool but

also a way how to deal with ideas and emotions in ELT. It is connected with

numerous definitions and attitudes which are to be introduced in the following

paragraphs. Firstly, Maley (2012) defines creative writing as an aesthetically

motivated and personal activity which is less focused on facts and more on

imaginative representation of emotions and experience. Emotions and

experience are highly relevant aspects of learning a foreign language. Moreover,

these two seemingly abstract elements help to build the real knowledge of

language. Kirgöz (2014) emphasizes that creative writing puts stress on the right
 25

side of the brain which allows our feelings and intuition take part in the process of

learning. Creativity plays its major role in both teaching and learning and Boden

defines it as: “the ability to come up with new ideas that are surprising yet

intelligible, and also valuable in some way” (Boden, 2011). Following the

previous definitions, creativity and creative writing is connected with everyday

communication and helps learners to understand it. Considering language, the

variable and changing means of communication, foreign language learners are

supposed to adapt to changes not only in the understanding the message itself

but also in the emotional undertone of the message. This flexibility to understand

and react is closely associated with the ability to use the language creatively.

Moreover, creative uses of English appear in everyday language such as

advertisements, speeches, films, series, conversation, jokes etc. (Do-Seon,

2000, p. 6). The previous statement is possible to transform into a linguistic

attitude so that the unexpected and creative part of language is reflected in

vocabulary, syntax, semantics and morphology (Lazar, 1993). Even if Jane Spiro

(2004) claims that our era is driven by business world and conventional formulae

are more value than the life of imagination, she also notices that if students are

given the opportunity to say something original and are invited to use funny,

wise, playful, witty, experimental and philosophical way of self-expression, it

brings the needed practice of new aspect of language (Spiro, 2004). Not only the

frequency and rational but also the way people understand the term poetry is

essential for accepting the whole principle of its practical use and impact on

everyday language. Focus on form cannot often mediate our message to be

 26

intelligible and memorable. Contrarily, creativeness and poetic language can.

Spiro (2014) emphasizes that the poetic colorfulness helps the learners to

express their “this is what I want to say” idea and also helps other people to

comprehend the message. Tin (2011) confirms the abovementioned ideas and

claims that the ability to express something new and “new to self” helps foreign

language learners to broaden vocabulary, grammar and other language skills.

Lack of learner’s language creativity focus on the form and disability to express

self appears to be the significant. Panavelil describes the creative poetry writing

as: They also learn how to derive meaning of a text and form a semantic chain

from the key words, examine how language is used to describe a setting and

create desired effects, analyze how to assess them, and also find out ways of

transferring the text and reconstructing its specific and literal meaning. Thus, with

awakened language sensitivity and improved literary insight, they gain the ability

to read a poem critically as a creative expression with aesthetic sensibility.

(Panavelil, 2011, p.18-19) Students’ and teachers’ attitudes towards using

literature and poetry in lessons differ from the previous experience and ability to

use and perceive the modern and meaningful ways of poetry writing and

understanding it. Praveen (2007) defines literature as interpretation of life and

poetry as an interpretation of life through imagination and feelings. Modern

authors do emphasize the importance of the precise choice of materials and

activities which are not only helpful in terms of language skills but also enjoyment

(see the next chapter). Being aware of the advantages of poetry in EFL, students

who study poetry can simultaneously discover interesting ideas for creative
 27

writing (Panavelil, 2011, p. 12). Panavelil (2011) also mentions that the biggest

difficulty and barrier to using poetry is its typical characterization as a deviation

from the norms of standard English and that poetry is too complicated to be

understood, followed, written and explained for a regular student of EFL even if

teachers assume that poetry and creative writing brings many benefits in the

process of language acquisition. Metaphorical, elliptical and abstract language

appears to be elusive and from this perspective also creativity and imagination

provoking which Brindley (1980) considers a barrier but not a disadvantage for

language acquisition. Furthermore, students believe that reading, understanding

and even writing poetry is inadequate for learners which Hashim and Nawawi

(1994) confirms when they claim that students connect reading and writing poetry

with a special kind of knowledge typical for scholars or professional writers. On

one hand, cultural dissimilarities raise a reasonable doubt about student’s ability

to interpret or express the ideas in a different than a native language. On the

other hand, poetry conveys feelings such as dilemmas, conflicts, love, hate,

sorrow and these feelings can be considered universal (Kirgöz, 2014, p. 395).

Paradoxically, an aspect of the apparent marginalization of poetry considering

the deviation or expected sort of knowledge is contradicted by abundant use of

songs in ELT. Songs are often based on poems and are full of slang, informal

language, deviated forms and culturally based context (Leonard Cohen, Enya

and Roma Ryan, Bob Dylan, in the Czech context these should be mentioned –

Vladimír Mišík, Karel Kryl or Support Lesbians and their musical rendition of

Mácha’s Máj). Furthermore, songs (or poems) were a part of not only current and
 28

modern course books but were also part of books at the beginning of ETL

expansion. Such activities appeared at the end of units as a relaxing or

entertaining activity. Without dealing with the appropriateness of other aspects,

Angličtina pro jazykové školy (Zábojová, Peperník & Nangonová, 1994) as one of

the older Czech EFL textbooks used songs at the end of some units. In this case,

the songs were used mainly as listening activities. Songs and poems in the

context of materials for teachers and students will be mentioned in Lesson plan 7

(see appendix) and in chapter 1.2.1. A few textbooks also use the stories or

novels as a source of activities which are comparable with reading poems or

lyrics comprehension. The textbook Blueprint (upperintermediate, 1993) works

with the stage comedy called Educating Rita (by Willy Russell, 2003) and

provides teachers with several activities based on this story Both reading and

writing poems focus on universal topics and humans’ concerns and their sharing

in poem. Heath (1996) considers a great opportunity for foreign language

learners to project their emotions and add the personal involvement in writing

tasks the importance of which in learning a foreign language is perspicuous.

Kirgöz (2008) points out that exploring poems is connected with the ideas for

creative poetry writing and represents the natural way to creative and free self-

expression. Negative and positive attitudes more or less appear in the context of

every didactic tool, activity and style of teaching. Before expansion and growth of

modern language teaching methodology, poetry had been rather neglected by

both teachers and students or had been used as a source for practicing

memorizing or reciting. Analysis of poetry has been criticized and misinterpreted.

 29

Duff and Maley (2007) consider the year 2000 a turning point when literature

stopped to be broadly ignored in the world of language teaching. Aladini,

Farahbod & Arjomandi (2015) also talk about the exclusion of poetry from

teaching materials: English poetry is often excluded from these extensive reading

materials. Poetry has not been considered as a proper material for English

language teaching, so it has been left outside the EFL classroom door. Often

teachers consider poetry as one of the most sophisticated literary genres and

hence too difficult for EFL learners to grasp (Aladini, Farahbod & Arjomandi,

2015, 2555) Few authors even state that there is a minor relevance and

insufficient number of benefits connected with using poetry in EFL, Cook (1986)

deals with this level of relevance and doubts that the literature itself can bring the

knowledge of functional forms to the learners. In contradistinction to those

opinions, many authors emphasize the necessity to implement poetry and

creative writing into teaching. Do-Seon (2000) explains that modern English

language is not always governed by rules but requires flexibility in different

communicative situations and ability to react on different communicative

purposes and creative poetry writing is one of the ways to practice these abilities.

Moreover, using the songs (see above) and poetry in course books and EFL

lessons appears to be in conflict with Cook’s statement and proves that songs

and poetry is more than relevant teaching material. Reading and writing poetry

offers essential and effective vehicle for developing all English language skills,

which are surprisingly natural in basic need to express feelings – cards, letters

etc. (Do-Seon, 2000, p. 8). To support this idea, Starz (1995) supposes that
 30

communication through poetry seems not to be that threatening as different ways

and helps especially shy people to get rid of worries caused often by the written

communication through prose. Having mentioned the cards and letters, the

language of poetry goes even deeper into everyday life of communication

starting with nursery rhymes, radio tunes, lullabies or advertising jingles. (Holmes

& Moulton, 2001, p. 2). Especially nursery rhymes appear in everyone’s life since

childhood and play an important role in forming vocabulary. Hendricks (1979)

mentions several advantages of nursery rhymes and she stresses out their

impact on students’ fluency and vocabulary. Moreover, nursery rhymes-built a

cross-culture awareness and bring creative stimuli (Hendricks, 1979, p. 3).

Advertisements and commercials full of rhymes and texts reminding poems

abundantly surround people as well and several web pages dealing with ELT

materials use commercials and advertisement as a didactic tool. New approach

and poetry as the authentic material All above mentioned attitudes have been

continuously changing by the developing of new teaching methodologies and the

need to break the regular classroom routine mentioned by McKay (1982) helps to

accept new conditions for EFL: “one of the prerequisites for language learning is

a rich experience of language in use which is available in poetry” (Panavelil,

2011, p. 12). McKay (1982) also considers poetry a great inspiration serving as a

great model for creative poetry writing. Inappropriateness of poetry and creative

poetry writing as a didactic tool has been disproved by many authors who bring a

new perspective on needs of learners of foreign languages. To sum the ideas up,

Lazar said: “poems represent interesting themes and meaningful language,

 31

thereby increase emotional awareness in the learners, and motivating learners

not only emotionally but also cognitively to communicate creatively in L2.” (Lazar,

1996, p. 774). Creative poetry writing goes even further and employs the full

personality into to process of creative and variable communication. According to

Panavelil (2011) students then get the opportunity to experiment not only with the

language itself but also with non-verbal aspects of body language and emotional

expressions which is closely related to intonation, pronunciation, word stress,

sentence stress and natural language rhythm. Creative poetry writing does not

bring only advantages regarding writing but has a comparable positive impact on

all language skills.

There are no studies which focus on the instructional practices employed

in the teaching of children's poetry at the university level. This project aimed to

describe the instructional practices utilized in the teaching of children's poetry at

universities across the United States. Limited to the practices of the university

professors and adjunct instructors who were members of the Children's Literature

Assembly (CLA) of the National Council of Teachers of English (NCTE) at the

time of this study, this investigation attempted to ascertain the general

perceptions of poetry held by these university professors and adjunct instructors,

their in-class instructional practices, and the types of poetry assignments given.

Additionally, this study revealed both the poets typically highlighted and the goals

held by professors and instructors in courses of children's literature, English,

language arts, library science, and reading education. A mixed-methods design

provided the framework for the descriptive data gleaned from the Poetry Use
 32

Survey. Quantitative data analysis yielded descriptive statistical data (means,

standard deviations, ranges, percentages). Qualitative data analysis (manual and

computer-assisted techniques) yielded categories and frequencies of response.

Major findings included respondents': (a) belief that the teaching of poetry was

important, (b) general disagreement for single, "correct" interpretations of poetry

and general agreement in support of multiple interpretations, (c) general

disagreement whether current curricular demands have prevented or impaired

their teaching of poetry, (e) high frequency of reading poetry out loud in class, (f)

emphasis on inclusion of award-winning poets in assignments, (g) instructional

emphasis on variety and breadth in the selection of poets highlighted in a

particular course, (h) goals for inclusion of poetry centered on pedagogical issues

(e.g., frequent use, appreciation of craft; writing models; thematic uses) in

language arts and across content areas.In this study, teaching literature will

employ poetry as a genre to be used integrating various elements and ornaments

of poetry.

Grade 9 Learners

This article discusses the theoretical concepts underpinning a multimodal

approach to poetry teaching and considers a number of ways in which this can

be adopted in practice. It discusses what is entailed by the concept of

multimodality and examines the claims made about the benefits of employing a

multimodal approach. It reviews the literature on multimodality and examines

how teachers may blend a variety of techniques and resources in order not just

to engage their students with poetry but also to activate language learning. In
 33

particular, this article examines how by tapping students’ visual and digital

literacy skills they are enabled to create video poems, podcasts, hypertexts and

wikis, all of which represent new ways of using language and experiencing

poetry. Through constant reference to the research carried out so far, this article

seeks to show how by means of a multimodal approach poetry can act as a

springboard for the development of students’ language proficiency and creative

engagement.

This study investigated the factors affecting the teaching and learning of

poetry in the integrated English syllabus. The purpose of the study was to find

out why the performance of poetry in the Kenya Certificate of Secondary

Education (KCSE) examinations has persistently been poor. The study was

carried out in secondary schools in Nandi North District in Kenya. Twenty-one

secondary schools were selected using stratified and purposive sampling. Simple

random sampling was used to select forty-two teachers of English and three

hundred and fifty form two students. The focus of this study was on the teacher's

attitude towards the teaching of poetry, and the learner's attitude towards the

learning of poetry as well as the methods and the use and availability of teaching

and learning resources. The research instruments used to establish these were;

the teacher questionnaire, the student questionnaire and observation checklist.

The analysis of the data collected was done using descriptive statistics. The

findings of the study revealed that the teachers of English lack interest in

teaching poetry because of the problems they encounter, the main one being the

student's negative attitude towards poetry. It also emerged that a majority of the
 34

teachers mainly used discussion method and question and answer method when

teaching poetry. This was at the expense of methods like group work and

dramatization. Finally, the study revealed that there was an acute shortage of

learner's poetry textbooks and other teaching and learning resources. There was

also an inadequate use of instructional media by the teachers. The researcher

recommends that, the Kenya Institute of Education (KIE) should recommend a

poetry text book for each level of the secondary school system and that the

teachers should encourage learners to develop a positive attitude towards poetry

by using captivating teaching methods as well as adequate teaching and learning

materials.

The purpose of this action research study was to investigate whether the

implementation of cooperative learning strategies improved learner-learner

interactions and teacher-learner interactions and enhanced the relationships

between the teacher and learners and amongst the learners in an English First

Additional Language (EFAL) grade 10 classroom in a township secondary

school. The sample population, of forty learners, was from one class of grade 10

EFAL. Cooperative learning strategies were implemented into the EFAL

curriculum and learners were observed throughout the study on how they used

cooperative learning. In addition, interviews were used to determine learners’

perceptions and experiences of using cooperative learning. The results indicated

that learner-learner and teacher-learner interactions improved when EFAL

learners were engaged in cooperative learning activities. The results from this

study concluded that cooperative learning, when used effectively in an EFAL

 35

classroom, enhanced interactions, developed positive relationship between the

teacher and learners and amongst learners, supported EFAL skills, and improved

learners’ motivation towards their learning.

In this study, subjects include two sections of grade 9 students with

identical characteristics.

Content

Content refers to the scope of content area of the subject matter

considering the competencies included in the collaborative activities.

In connection with the study, David (2009), in her study entitled

“Developed and Validated Enhancement Activities in Optics”, stated that

enhancement activities found to be useful in teaching the learners regarding

optics as revealed in the evaluation of the experts and the learners. It was found

out that the developed enhancement activities as a means of enhancing

instruction and serves as guide on learners understanding of the subject matter.

Moreover, Haydey et. al. (2010) investigated the changes in content area

teachers’ instruction in the presence of social constructivist theory and the

characteristics of and challenges encountered by teachers whose instruction

reflected high levels of scaffolding and collaborative learning; both indicators of

social constructivist practices. Data collection included a questionnaire and

interviews. The study suggests that content area teachers’ instruction is evolving

from a transmission-lecture approach to include scaffolding and collaborative

group practices. Findings reveal the characteristics of teachers who use social
 36

constructivist practices and provide suggestions for school administrators on

ways to assist teachers as facilitators of learning.

Likewise, Canale (2009) said that one must know the content of the

instructional aids to determine their best use. She also stated that the contents of

the instructional materials must be clearly defined for the learners to grasp. The

content of the instructional tool can be better understood if the presentation is

within the comprehension level of the learners.

Moreover, De Vera (2014) stated that the content of selected topics in

Science remarkably increased the performance of the learners. The learning of

the learners should be beyond concepts so that these practical application be

given and be emphasized.

Moreover , Bhat (2012), in the study titled, “The developed and validated

self-learning material” revealed excellent in terms of self, graphic presentation

found to be ordinary, excellent in its framework and language and coverage of

the content are found to be very good.

The general findings of Bhat clearly suggest that technical usage and

clear utilization of language can help the learners to acquire knowledge in

teaching-learning process scenario.

However, Vallestero (2009) stated that the content of instructional

materials being developed has to use the language and style which can easily be

understood by the learners. It may be appropriate to use materials that are

simple yet more interesting to the learners, it helps the teacher to convey ideas

clearly and transfer of learning easily. It also guides the learner to comprehend
 37

and absorb the concepts. Language and structure avoids misinterpretation and

free from grammatical errors.

Format

In creating learning materials, format should always be considered in

order to produce an attractive and well-presented learning resource for the

learners.

Padilla (2015) in her study on the “Development and Validation of

Manipulative Instructional Materials in Teaching Grammar” reported that the

manipulative instructional material is very much accepted with respect to

objectives, content, format, usefulness and technical aspects.

In addition, as cited by Santos (2017) instructional materials, when

properly written, prepared and presented could supply a complete basis for

conceptual thinking and hence reduce meaningless words for the learners. He

also pointed out that content that are clearly presented, formatted and organized

can be interesting and enjoyable to learners which will make them more active in

learning various topics.

Moreover, a study titled “Interactive Effects of Prior Knowledge and

Material Format on Cooperative Teaching” (O’Donnell 2010) revealed that the

format of the learning materials has an effect on the student’s performance and

recall. The results of the experiment delineated some of the conditions under

which knowledge maps and texts are effective as learning or teaching tools.
 38

For this study, the format generally refers to the physical aspects of the

developed material. Its acceptability was determined based on the appearance of

the print, illustrations, design and layout, paper and binding, and size and weight.

Tambongco (2015), in her study entitled, “Development and Validation of

Enhancement Activities for Grade 7 English” reported that the developed

enhancement activities for Grade 7 Science as perceived by the teacher-

respondents were very much accepted as instructional materials with respect to

clarity of illustrations, graphics, layout and prints or its format.

In the study conducted by Castalone (2011), in her self-learning kit in

science and health for grade VI pupils concluded that the objective, organization

and presentation, content, format, language, and usefulness of the self-learning

kit were all found very satisfactory. They are accepted and effective as

instructional materials as perceived by the grade six English teachers. This

implies that learning kit and modules are effective in helping the learners express

their opinions and give comments which mean that they were able to

comprehend the lessons.

It is to be noted that Muldong (2013) stated that instructional materials

must be designed and selected to accomplish a specific purpose. The main

purpose is to implement ideas in the needs of the learners and help them

understand scientific concepts.

It may be appropriate to use materials that are simple yet more interesting

to the learners

Organization and Presentation

 39

Organization and presentation refer to the clarity in the presentation

observing the logical sequence of topics and lessons to convey ideas and

concepts clearly.

Sta. Maria (2015) in her study on the “Development and Validation of

Enhancement Activities on Selected Topics in Science for Grade 7” reported that

the developed hands-on activity with respect to organization and presentation as

one of the criteria is found to be Very Highly Organized.

In connection with the present study, Lirio (2014), in her study entitled,

“Development and Effectiveness of Supplementary Learning Activities in Reading

for Grade 7” reported that the developed supplementary learning activities were

perceived very much acceptable in its objectives, content, organization and

presentation.

More so, Archer and Hughes (2011) explained the importance of

presentation and organization as elements of explicit instruction. Deliver

instruction at an appropriate pace to optimize instructional time, the amount of

content that can be presented and on task behavior. Use a rate of presentation

that is brisk but include a reasonable amount of time for learners processing

especially when they are learning new materials. Well organized and well-

presented information make it easier for learners to retrieve information, and

facilitate concept integration in a new lesson.

Velarde (2010) conducted a study on “Development, Validation and

Effectiveness of the Enrichment Activities in Grammar IV”. The study made use
 40

of learners and teachers as evaluators of the developed enrichment activities. It

is found out that the developed enrichment activities were highly organized.

In the study of Fano (2015) titled, “Development and Validation of Graphic

Organizers as Instructional Materials in Teaching English 8”, revealed that the

use of Graphic Organizers on the topics in English 8 results to improve learners’

performance than the use of traditional teaching method.

Julian (2010) in her study “Effectiveness of Enhancement Activities in

Selected Topics in Grammar 9” cited when the presentation of ideas were clearly

presented and organized, the learners understand the concepts easily and finds

the lesson interesting and enjoyable.

The study of Julian clearly suggests that presentation and organization of

content must be in logical sequence and coherent.

Furthermore, Ayhon (2009) stressed that instruction should go hand-in-

hand with the presentation although they have different purpose. Introduction

directs the learners into presentation of lessons. During the presentation, the

teacher brings in the topics and as the process goes on, teacher and learners

interact about the topics being discussed.

Accuracy and Up-to-datedness of Information

Accuracy and up-to-datedness of information pertain to the quality of the

developed learning material to be free from any error and relevance of timely

information presented in the material.

 41

Ifeoma (2013) examined instructional materials usage and students’

educational performance in integrated Science in unity schools in Jalingo. The

experimental design of the pre-test and post-test sessions was used by the

researcher and one other teacher in the school. A Z-test statistical analysis was

used in comparing the post-tests mean scores. The mean scores in the findings

differ significantly showing accurate and current information.

The study of Nardo and Hufana (2014) pay attention going on the

improvement and estimation of course book in Technical Writing in the direction

of building up students’ independent education. Extraordinary practice in

technical writing, creating words to non-words information, composing judgment

from outcome of investigation, noting down research suggestion, stating

problems of inquiries, along with the mentioned were the needs based upon by

the modules. Topic, words and construction, drills, images, and composition was

evaluated along Module II. Control (2.94) and experimental (3.12) students rated

the Module II “Good”. The modules were rated “Excellent” by English teachers in

terms of accuracy and up-to-datedness of information.

In addition, the level of acceptability of the developed module of Quitevis

(2015) in developmental reading was evaluated by the teacher-respondents as

very much accepted with respect to its objectives, contents, language and style

of presentation, organization, creativity and evaluation, and accuracy and up-to-

datedness of information. On the other hand, they evaluated the developed

module with respect to activities as much accepted.

 42

It was found out by Manzano (2014) in his study that his developed

module for the leas competencies in Mathematics is very much acceptable with

respect to objectives, contents, organization and presentation, language and

styles, and accuracy of information. The developed module received highest

mean with respect to objectives thus the developed material can be used in

teaching Mathematics 6.

Likewise, Garrovillas (2012) found out in his study that his contextualized

interactive activities in selected reading skills found to be very much accepted in

terms of objectives, contents, language and style, usefulness, up-to-datedness of

information and applicability. However, significant difference on ratings was

found in the objectives, content, language and style, usefulness and applicability

which give way to the rejection of the null hypothesis.

Definition of Terms

For a common frame of reference, the following terms used in this study

were conceptually and operationally defined.

Accuracy and up-to-datedness of information. These pertain to the quality of

the developed learning material to be free from any error and relevance of

timely information presented in the material.

Content. This refers to the competencies involved in the development of the

learning materials.

Experts. These are the Master Teachers in English who evaluated the

developed
 43

enrichment materials.

Figures of Speech. It refers to a word or phrase that possesses a separate

meaning from its literal definition. It can be a metaphor or simile, designed

to make a comparison. It can be the repetition of alliteration or the

exaggeration of hyperbole to provide a dramatic effect.

Form. It refers to the physical structure of the poem: the length of the lines, their

rhythms, their system of rhymes and repetition.

Format. This pertains to the layout, design, font, illustrations and texts used in

the

developed learning material.

Grade 9 Learners. These are the group of students that composed the control

and experimental groups. It is the level of basic education which

categorically belongs to secondary level.

Imagery. It refers to the way the poet uses words to construct a vivid mental

picture or physical sensation in the mind of the reader. It is important to

keep in mind that a poem is not limited to only visual imagery, but will also

likely have imagery that appeals to the reader's other senses.

Performance. The term refers to the outcome based on a given learning tasks.

In this study, it refers to the scores obtained by the two groups of subjects

used in the experiment.

Presentation and Organization. These refer to how the developed learning

materials are structured and organized.

Respondents. This pertains to the students and teachers who will determine the
 44

acceptability and effectiveness of the computer aided enrichment

activities.

Schematic Approach. It pertains to the approach that the researcher applied in

the enrichment materials.

Schema-based Enrichment Materials. This is the output that the researcher

developed which include the topics on imagery, rhyme, word sound, form

and figures of speech.

Word Sound. It refers to the kind of repetition that most people associate

with poetry is the repetition of sounds, in particular in rhyme. Apart from

rhyme, there are other sound patterns in poetry which create additional

meaning, such as alliteration, assonance and onomatopoeia.

Such sound effects always have a specific function in a poem.

 45

Chapter 3

RESEARCH METHODOLOGY

This chapter presents research design, setting of the study, subject of the

study and the statistical treatment that were used in the study.

Research Design

The study utilized the combination of qualitative, descriptive and

developmental research design of research using a closed-ended questionnaire

and adopted questionnaire-checklist as the research instruments involving the

development of the Schema-based enrichment materials.

According to Booker (2017), qualitative research seeks more in-depth,

free form answers from the respondents either in person or via open-test

responses. This type of research is usually carried out with small groups and

takes the form of in-person focus groups, telephone interviews or detailed

surveys with free text responses. This method is used to gather anecdotal views

and opinions, which inform generally rather than offer hard data.

In this research, the schema of the Grade learners in selected topics in

literature particularly in poetry were analyzed and described based on their

answers in closed-ended questionnaires given to them.

 46

Meanwhile, Penwarden (2014) defined descriptive research as conclusive

in nature, as opposed to exploratory. This means that descriptive research

gathers quantifiable information that can be used for statistical inference on your

target audience through data analysis. As a consequence, this type of research

takes the form of closed-ended questions, which limits its ability to provide

unique insights. However, used properly it can help an organization better define

and measure the significance of something about a group of respondents and the

population they represent.

This method of research was used in this study since one of the goals of it

was to determine the level of performance of Grade 9 learners with respect to

imagery, rhyme, word sound, form and figures of speech. Likewise, this study

also aimed to evaluate the developed materials in terms of content, format,

presentation and organization, and accuracy and up-to-datedness of information.

The developmental method was also used since the main purpose of the

study is to develop enrichment materials. According to Andres (2010), the

purpose of developmental research is to investigate patterns and sequences of

growth and/or change as a function of time.

This study aimed to develop schema-based enrichment materials for

Grade 9 learners.

Setting of the Study

The study was conducted at the Lagundi - CCL National High School

located at H. Raymundo St., Sitio Libis, Brgy. Lagundi, Morong, Rizal Philippines.

It is a newly institutionalized public secondary school in the District of Morong,

 47

Division of Rizal and the Department of Education. Its operation started during

the school year 2009-2010.

Lagundi-CCL National High School is a social-based school with its

guiding principles in line with the Department of Education Vision, Mission and

Core Values such as Maka-Diyos, Makakalikasan, Makatao at Makabansa.

The school envisioned to be the leader institution in the Division of Rizal. It

has competent and responsive mentors who develop excellent graduates,

globally competent in academic, socio-economic, and information technology.

To achieve its mission, the teachers undergo different trainings such as

yearly training during semestral break and monthly training headed by the Head

Teacher and Master Teachers of the different subject areas.

In the field of English, Grade 7 to Grade 10 the students are trained and

encouraged to read a lot of books and novels as part of their training. Submission

of book reports include analysis of what they have read and presentation in front

of the class. To develop the total personality of the students, the school

conducts enriching curricular and co-curricular activities through social sciences

and other related subjects, sports, scouting and other club organizations

recognized by the school.

At present the school catered nine hundred (900) learners, with equally

distributed number of sections in a certain grade level. The average learners in a

classroom range from 40 to 45 learners. There are thirty-three (33) teaching staff,

ten (10) non-teaching personnel headed by a Principal.

 48

Lagundi - CCL National High School organizes a student governing body

such as Student Government Organization and school clubs to train and develop

the learners to become a potential leader.

Figure 2

Map of Rizal Highlighting Morong where Lagundi-

CCL National High School is located
 49

The school also intensified and conducted programs and activities that

cater to the learners of the school. In Science, Mathematics and English

remediation program was conducted that serves as Continuous Improvement

Program and TLE such as feeding programs for those identified learners.

English Department with its Remediation Program entitled BR-B4 or Blu

Rizal: Barangayan para sa Bawat Bata Bumabasa which caters those learners

whose reading level fell on Frustration Level by exposing them in different

reading sessions using the prescribed reading materials DepEd Rizal and other

developed reading materials. During the English Month different suggested

activities are conducted like Quiz Bee, Research Forum, Poster Making, Slogan

Making Contest, Film Viewing, Brochure Making, Characters on Ramp,

Declamation, Speech Choir and the like. The researcher believes that it could of

great help for the learners to develop and enhance their knowledge and skills in

the field of English that will make them to become globally competitive.

For the holistic learners’ development as area of improvement, the school

offers enriching extra-curricular activities and co-curricular activities like Quiz

Bee, literary contest, sports festival and inter-school competitions open for all

types of learners.

School-Based Management is also vital in educational system of every

school wherein both internal and external stakeholders are involved to show their

deepest concern when it comes to school’s improvement and instructional

system.
 50

Subject of the Study

This study aimed to develop schema-based enrichment materials for

Grade 9 learners.

The participants were the thirty-two (32) Grade 9 students of Lagundi-CCL

National High School enrolled during the school year 2019-2020 specifically

from one section of students, Grade 9 – Austen, who were grouped

homogenously. Likewise, the respondents were chosen purposively because

they were all previous students of the researcher and she has known the relative

academic performance of the learners when it comes to literature.

In addition, fifteen (15) language experts who were Master Teachers in

English were asked to evaluate the developed enrichment materials in terms of

content, format, presentation and organization, and accuracy and up-to-

datedness of information using an adopted questionnaire-checklist from LRMDS

Division of Rizal.

Sources of Data

There were two sets of research instruments that were used in this study.

The first set was the researcher made close-ended questionnaire regarding the

selected topics in Literature 9 particularly in poetry which was answered by the

learners in order to determine the description of their schema.

For the assessment schema of the Grade 9 learners, the following rubrics

were used.
 51

Table 1

Rubrics to Assess the Schema of the Grade 9 Learners

CRITERIA 1 2 3 4 5
ALERT Has no access Has access to Has access to Has access to Has access to
to relevance to less relevant more relevant good relevant good relevant
schema schema schema schema schema involving
involving involving involving involving phonological,
phonological, phonological, phonological, phonological, syntactic and
syntactic and syntactic and syntactic and syntactic and semantic
semantic semantic semantic semantic relationship
relationship relationship relationship relationship
SELECTIVE Students are Students have Students have Students have Students have
non-selective the ability to the ability to the ability to the ability to
attend all attend only to attend only to attend only to
information in information more most information
the text that requires information that requires
regardless of processing that requires processing
meaning processing
LIMITED Has no Has less Can grasp the Has more Can
capacity to capacity to information but capacity to accommodate
process process has less process more information
information information capacity to information and has the
process it ability to process
it to achieve
comprehension

The second set was the adopted questionnaire-checklist from the LRMDS

of Division of Rizal. This was used by the experts in evaluating the developed

materials in terms of content, format, presentation and organization, and

accuracy and up-to-datedness of information.

For the assessment of the developed material, the following scale and

verbal interpretation were used.

Table 2
Scale and Verbal Interpretation on the Evaluation of the Developed Material

Scale Range Verbal Interpretation

4 3.25 – 4.00 Very Satisfactory
 52

3 2.50 – 3.24 Satisfactory

2 1.75 – 2.45 Not Satisfactory
1 1.00 – 1.74 Poor

Procedure of the Study

The writing of this thesis commenced with preparation for title defense as

per instruction of the professor. The researcher presented three titles of her

interest and the research professor asked series of questions about the topic.

During the title defense, the researcher had to defend her claim for the choice of

the title and the need to conduct a research on the topic. With minimal insertions

on the title, approval of the title was given. Then the researcher started to gather

information about the selected topic. After which, development of Chapters 1-3

followed. Likewise, construction of the research instrument to be used for testing

was done which was personally subjected to validation with the help of some

teachers in the field of Language and Literature. It was then shown to the

research instructor for checking. After careful analysis of the research instructor,

finding out that it is ready for colloquium, schedule of the said activity was set.

With the approval from the office of the principal, the researcher started

data-gathering among respondents. The closed-ended questionnaire was given

to the respondents to determine the description of their schema and level of

performance in poetry with respect to imagery, rhyme, word sound, form and

figures of speech.

After analyzing the schema of the learners, the researcher developed

schema-based enrichment materials which were based on the prescribed

curriculum for Grade 9 English. These were then evaluated by the language
 53

experts, who are Master Teachers in English, in terms of content, format,

presentation and organization, and accuracy and up-to-datedness of information.

The data were then collected, tallied and tabulated. From the results, the

researcher completed the final manuscript and prepared for the pre-oral and final

defense. Revisions were integrated and the final manuscript was produced.

Statistical Treatment

The data obtained were analyzed and interpreted with the use of the

following statistical tools.

To describe the schema of the Grade 9 learners, qualitative discussion

was used.

To determine the level of performance of Grade 9 learners, frequency and

percentage were used.

To determine what material to be developed, qualitative discussion was

considered.

To determine the evaluation of the experts on the developed materials,

mean was used.

 54

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results and discussion, presentation of data,

analysis of data and interpretation of data gathered in order to answer specific

problems in Chapter 1.

Schema of Grade 9 Students

The process provided by Collaizi’s method on data analysis pushes the

researcher to go inside the rigor of data interpretation to discover the themes that

is prevalent to the collected data. After the tedious review of the data collected

and the thorough encoding of ideas from the interview, the researcher sets the

ground for the extraction of meanings out from experiences in the process of

discovering themes.

The following qualitative discussions on the schema of the Grade 9

learners were based on their answers in the close-ended questionnaire given to

them with respect to the selected topics in Grade 9 Literature.

The Grade 9 learners have various obligations that should be played.

These obligations and /or responsibilities vary on each place. Responsibilities of

the learners depends on their maturity level as an individual and experiences

concurred. The following were the themes extracted from the answers of Grade 9

learners from the interview conducted.

 55

Roles of the Teenagers in the Family, School, and Community

During the analysis, it was found out that teenagers played various

responsibilities in the family, school, and in the community. There are 3 major

themes identified: (1) Family Responsibilities, (2) Academic Responsibilities, and

(3) Social Responsibilities.

Theme 1.1: Family Responsibilities

During the interview, the respondents were asked for their roles they play

inside their home, school, and the community. Inside their homes, it is obvious

that everyone played various responsibilities. All of them looked that a teenager

should focus on supporting their parents at home either in household chores

and/or taking care of their younger siblings. As this theme repeatedly showed

and coded, it supported that students really perform and play roles at home.

The interview transcripts below are some of the answers of the Grade 9

students that focuses on the family responsibilities in taking care of their younger

siblings: The interview transcripts are as follows:

S1: “I’m capable of watching my younger siblings”

S7: “Teenagers are the one who guide younger siblings”

S9: “Teenagers in family guide the younger brother or sister”

S12: “In the family watches their younger sibling “

S13: “Teenager role in the family is to take care of their younger siblings”
 56

S19: “Teenagers are capable of taking care of their younger siblings”

S30: “Teenagers have different responsibilities at home “I’m Kuya”

Some of them have the same family responsibility but it has more

supporting the parents in household chores. The interview transcripts of Grade 9

pupils are as follows:

S11: “My role as a teenager in my family is to help my parents”

S23: “I will help in different task and household chores in the family”

S26: “teenagers are expected to help his or parents”

S32: “In a family, we as teenagers are the one who help the mother and

father in the best way we can”.

Answers of Grade 9 students are very clear that in their age, they act a

major role at home that could really help in the tasks at home. Using their

experiences at home, it could lead to a great springboard in discussing literature

or poem of Shakespeare which entitled “Seven Ages of Man”. In this way, the

schema or idea of the Grade 9 students could be a way in understanding the

message of the poem. Shakespeare talks about roles and responsibilities that

men and women performs. He accentuated that each stage of man differs with

their roles and responsibilities as they get older.

The learners’ capacity of thinking was based on their experiences as an

individual. In this, it could be concluded that learners’ capacity belongs to alert

 57

level of comprehension as they involve their true experiences with the questions

ask to them.

The results were supported with the study of de Haan et al. (2019) in

which they emphasized that deepening the knowledge of students could have the

relation of relating the experiences of the children with the tasks at home. They

emphasized that prior experience of the students can make an effect in long –

term learning and get students’ attention with the wider span.

After the emergent theme family responsibilities another theme with a high

frequency in the interview transcript is the academic responsibilities.

Theme 1.2 : Academic Responsibilities

During the interview with the Grade 9 learners according to the roles they

played, it was observable that learners have really played major role inside their

home. The interview transcript shown below that teenagers are evident with

academic responsibilities, and these are:

S1: “My role in school is to be a good student, a better student to learn a

lot

of things”

` S7: “study hard”

S9: “study and listen carefully in school”

S11: “school is to study well”

S13: “good model in school”

 58

S21: “school they should be responsible for their homework”

S27: “to be a good student “

S31: “In school we are expected to study hard”

In can be seen from some of the interview transcript as answered by the

Grade 9 students that as they go older there are expectations and obligations to

meet. As they go older, the expectations and obligations in their academic

studies becomes bigger especially in attitudes that will be shown inside the

classroom. It is important for them to become role model and exemplar with other

pupils.

Some of the answers come from the Grade 9 learners could be included

with the selective level of comprehension as they infer their roles in the school.

They gave things expected to them. Answers have shown that learners focused

on what should be done inside the school. It processed only on the question and

do not explore more on the true roles and responsibilities.

It can be related with the poem of Shakespeare as children have their own

obligation and expectations to meet as they go older. It affirms with the study of

Kouatli (2019) which states that academic responsibilities enhance the quality of

life of the students in general and provide mechanism to motivate low aptitude

students to get engaged with study and projects with high-aptitude students.

The next theme will have something to with the role of the Grade 9 pupils

with their role responsibility in the community. This theme has something to do

with the social responsibility.

Theme 1.3: Social Responsibility

 59

Another theme extracted from the interview transcript about the roles of

the Grade 9 students are the social responsibility. The interview transcript below

also showed the learners also have responsibility in the community, and these

are:

S5: “being responsible in everything”

S6: “my community is to help and follow rules”

S7: “obey rules”

S9: “obey the community rules”

S10: “community is to respect and follow them”

S17: “to be a good citizen in the community”

S21: “community they should join some community activities”

S26: “a good community member”

From the interview transcripts showed, the learners have the responsibility

with the community. There are standards to follow in the community and

observed attitudes to the Grade 9 leaners. It could also say that learners are

already showing these attitudes and expectations to them.

From the transcripts got form the answers of the learners, it could be

thought that these answers could be under the alert level of comprehension as

learners integrate their role in the community. Learners have shown the ways

how they perform in the community and these could be concluded under the alert

level of comprehension.
 60

It affirms to Carbonero et al (2017) that students with greater responsibility

in the community and the like would have a better attitude toward their studies,

resulting in higher academic achievement.

Themes extracted from the interview transcript has shown significant

understanding to the Grade 9 learners. Most of them have answered the

question about the roles of the teenagers in the family, school, and the

community profoundly as they connect their experiences and things that they

usually do at home, school, and the community that they interacted with.

The next theme extracted from the answers of the Grade 9 learners has

something to do with the immediate roles of the learners from the interview

conducted.

Roles in the Immediate Environment

In the interview conducted, the Grade 9 learners were asked on their

thought on their immediate role in the environment and this is the emergent

theme arose with their answers which has something to do with their worthiness

as a teenager and these were followed:

S2: “So I can perform my roles very well and while learning everyday”

S6: “It’s important because it can help you to grow up as teenagers”

S7: “To know how important you are”

S10: “I think it is better to know your role because our role is our part of

being a teenager that helps you to grow up”

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S13: “Knowing each person’s role can have a positive impact, it ensures

that everyone knows what they are doing”

S16: “To how valuable you are”

S17: “To know what to do”

S18: “To know the do’s and dont’s”

S20: “I can adjust myself in doing all things properly”

S21: “To know the responsibilities that someone should do”

S22: “It is important to know your role to act properly”

S23 “It is important to know your role so that we can identify in what part

we can help to lessen the problems around us”

S24: “To prepare yourself for future challenges”

S26: “To know how you should act and make decisions”

S29 “To know what to do and my limitations”

S32: “Knowing our roles makes us realize our value and what we do stand

for in our life”

Learners have the mind that their roles should be specifically detailed for

them to identify and perform clearly their roles in the environment. It was given

from the transcript from the interview conducted that learners should have given

also the value in the environment that they were belong. These value or

worthiness accentuated that they really belong to the environment and have their
 62

own duties to perform. It stated in their transcript that in the worthiness gives

them their limitations because they formed and understand their purpose in the

immediate environment. These transcripts have shown that learners could

narrate their roles in the immediate environment. They could also point out what

should specifically done. They should be valued as a person and they should

know their worth as a person.

The theme extracted from the transcript have shown the immediate role of

the learners and it showed that learners looked for their worthiness. Most of them

have shown that worthiness is really important. They would like to be recognized

according to the role performed. They accentuated that roles their performed

were important as it showed their importance and value.

Emler (2011) stated in his study “Self-esteem: The costs and causes of

low self-worth. Youth Studies Australia” which accentuated that worthiness is

needed in performing duties and responsibilities. It could be added in the

emotional capacity an individual that when someone knows his/her worth in the

environment, it could lead into higher self – esteem that could help them to finish

a simple task.

The next theme extracted has something to do with the favorite song of the

Grade 9 learners.

Grade 9 Learners favorite Song

The next transcripts showed the interview conducted with the Grade 9

learners that has something to do with their favorite song and the following
 63

interview transcripts has something to do with the musicophiles and these are as

follows:

S1: “You are the reason by Calium Scott and Safe worship song”

S9: “My favorite song is “Shine “ by Regine Velasquez”

S13: “The Journey “ by Lea Salonga”

S26: “Thinking out loud is my favorite song”

S31: “My favorite song is Je Crois En Toi “ I believe in you” in English”

In the interview conducted learners are obviously musicophiles which

means they love music. The interview transcripts are some of the answers of the

pupils in which it showed that learners do love and have their own favorite music.

In opening the lesson about the Psalm of Life which is a song. Using the

schematic approach that will be applied, it could be connected in opening the

lesson about the Psalm of life which has something to do with the song. The

answers of the Grade 9 learners could be viewed under the limited level of

comprehension as they only answered the question about their favorite song.

Utmost of the learners had not elaborated their answers and no realizations has

been made.

However, answers of the learners only depend on the level of questions

being delivered. Learners’ comprehension could be constructed from low level

questions up to the complex once. Therefore, low level questions could also be

used in developing the comprehension of the learner.

 64

According to Boer et al. (2014) in their study it stated that listening in

music could really help in learning and there are many benefits in listening to the

music even it was neglected by others. It was added here that in listening to

music it could elicit strong emotion which is needed in listening lessons about

literature.

The next theme has something to do with the familiarity of the Grade 9

learners with the song.

Familiarity of Grade 9 Learners with the Song

The interview conducted with the Grade 9 learners has led to the theme

which has something to do the melancholia. The learners were asked about the

familiarity of the song “Thinking Out Loud” by Ed Sheeran. The following are the

interview transcripts among the Grade 9 learners and these are:

S1: “Yes I can relate to this song because maybe we will go through

things like forgetting, falling down and getting old”

S5: “Yes I can relate to this song because it sounds like it’s about long

lasting love”

S6: “I think I can relate with the message of the song and it seems people

really experience it”

S7: “Yes even though I’ve never been in a relationship”

S15: “Yes, because I imagine myself being with someone as I grow older”

S24: “Yes I can relate to that song because maybe it will happen”
 65

S32: “Yes I can relate to that song it all about the goals in life”

In teaching literature and specifically the Psalm of Life which a song,

learners could connect to the lesson as the Psalm of Life also talks about the

past experiences and reminiscing the things happened. Using the schematic

approach, it could help the learners link their experiences to the lesson which has

something to do with songs. Familiarity of the song of the learners could be

included with the highest level of comprehension which has something to do with

alert. It could be gleaned from the transcripts above that learners could related

with the song and integrate its meaning with their own experiences. In this, we

could conclude that learners have the ability to put themselves with the story of

the song. Some of the learners have shared the message of the song. They

interpreted the song and associated it with the real situations happened that they

have seen. They put themselves within the story of the song and link to the real

things happening.

This is supported by the study conducted by Wassiliwizky et al. (2017) in

which they stated that music really helps on cognitive part of a person. It could

bring strong emotions specially in focusing. Also, it is stated that music can

engage us emotionally in a compelling manner

The next theme has something to do with the theme extracted from the

interview conducted to the Grade 9 learners.

Life Matters
 66

The interview conducted led the conversation extracted the theme which

has something to with purpose. The transcripts below were the conversation

among the Grade 9 learners and these are:

S3: “Life matters because every day have a contribution to make the

world and can rectify mistakes by approaching some situations in better ways in

the future”

S5: “Our life matters because it is broader in scope than the darkness you

might experience today”

S13: “Life matters because it gives us a chance to experience. Feel, and

help other creatures and environment”

S30: “Life matters because it is God’s blessing and we must be grateful”

S31: “Life matters because it was the greatest and precious gift of God for

us that is worth living for”

It can be gleaned on the answers of the learners that life really matter, and

it has purpose. Life is important to the learners and they know that life has its

own meaning. In teaching literature especially in Psalm of Life the way how

learners think the purpose of life could be linked to the lesson using the

schematic approach.

Answers from the learners are expounded and explained deeper in this

part. Learners could answer why their life matters and what they can do with it.

They can explain themselves and elaborate more the purpose of their life. In this,
 67

considering the answers of the learners could belong with the highest level of

comprehension which has something to do with alertness. Noticeably, some of

the learners have shown the purpose of life as they answered the question. They

explained profoundly the purpose of their life critically. However, several of them

cannot express themselves.

According to Hooker et al. (2018) the purpose of life has a big factor in

understanding things around. The purpose of life can be related with the

experience underwent by a person. The more a person undertake situation the

more expands the purpose of life of a person.

The next theme has something to do with the feelings of Grade 9 learners

in celebrating special occasions.

Feelings in Celebrating Special Occasions

Another theme had been extracted from the interview conducted to Grade

9 learners and this has something to do in reminiscing. The learners where

asked about their feelings in reminiscing when they received a gift. The following

are the interview transcripts from the learners, and these are as follows:

S1: “Of course, I’m happy because we celebrated the Christmas whole

with my family, I also received a gift from my uncle, aunt, godmother and

godfather”

S2: “Of course I’m happy being with my family is the best thing I received

from God and having a good health no card or anything is more than enough and
 68

having the chance to celebrate it with so much food in the table is really a

blessing because some can’t afford it which is sad reality”

S5: “Yes I am happy even I didn’t receive any material gift because I

received a hug from my family and friends and it’s already enough for me”.

S7: “Yes I’m happy but I don’t receive gift and I understand the situation”

S12: “Last Christmas I didn’t receive any gift because there’s a pandemic

but I’m happy because I’m with my family”

S14: “I’m happy because it’s Christmas and I received so many gifts but

aside from that I’m quietly bit sad because I can’t feel the same Christmas as

before”

S19: “We had fun celebrating Christmas with my family even though it

was not like we used to be as a whole family”

S20: “Yes I’m happy because I still get to celebrate Christmas with my

family even though I didn’t receive any gift because for me being with my family

is enough and it’s more than a gift to have”

S21: “Yes I did enjoy it, though I didn’t receive anything. I’m still happy

that I celebrated it with my family”

S31: “Yes I’m happy. Yes I received gift but most important gift for me is

having my family to spent holidays with”

In the discussion together with the Grade 9 learners, it was found out that

learners have the ability to reminisce with the things happened before. As the
 69

learners needed to associate their experiences to the lesson, it could have a

direct relation with the Psalm of Life as the topic in literature as this poem

includes reminiscing about the past experiences of a person.

Answers revealed above from the Grade 9 learners have something

connection with the celebrated occasions. We could have seen that their

answers are connected with their experiences. They could narrate things

happened in the past and specifically things happened. We could collect from

their answers that the way they think could be put under the alert level of

comprehension which is the highest level of comprehension. Majority of them

answered the questions about the feelings that they felt celebrating occasions.

They go deeper describing situations that they made and feel them happy.

The results were supported with the study of Neale et al. (2017)

reminiscing skills in the children has been already established. This skill will help

develop more the cognitive skills of the learners. They added that even in the big

class size teachers could use reminiscing as part of the explicit teaching.

The next theme has something to do with the differences in celebrating

occasions with the Grade 9 learners.

Differences in Celebrating Occasions

In celebrating occasions, the learners have been asked about the

differences in the celebrating previous and the recent occasions. The themed

extracted has something to do with remembering. The interview transcripts are

as follows and these are:

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S1: “Nothing because like before we were celebrated the Christmas celebration

together with my family and we celebrated it with a happy and blessed life

although there’s a pandemic it is not a barrier because Christmas for me is a

symbol of happiness and giving so the only thing I can give is my belief in the

Lord that he can change the world and be happy again let’s just believe in him”

S2:” Yes. Because before we can go anywhere to the mall etc. but now

we have to stay home which is more unproblematic that staying in the hospital

because you sick so yeah still thankful”

S3: “The differences between the previous Christmas and last Christmas.

This previous Christmas cannot go outside to celebrate together with the family

compared last Christmas we don’t worried about Covid-19.”

S6: ”The difference between 2019 and 2020 Christmas is that, this 2020

Christmas was not very happy because of pandemic compared to 2019

Christmas were having fun because we don’t need to wear mask”

S10: “The difference between the two is, last Christmas my family didn’t

worried but this previous Christmas my family is very worried because of

pandemic which is Covid-19”

S12: “Yes there are differences because on the previous Christmas we

celebrate Christmas by preparing a party but last Christmas parties are not

allowed in our barangay because of the pandemic”

S32: “It’s not as much as different from us because it’s still our family is

complete but I think some other families are different from before Christmas”
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The learners showed how they remembered the occasions celebrated.

They know the differences happened in those and they can identify specifically

describe each difference. In teaching literature and applying schematic approach

the learners have already could associate their experiences with the lesson

Psalm of Life as it also accentuated remembering as the one of the main

messages of the poem. Learners have differentiated things happened in the

occasions they have attended. Differentiating two ideas could be a higher skill

that belongs to alert level of comprehension. Majority of them have differentiated

the occasions that they have celebrated specifically Christmas. They have

differentiated as they told things happened and what did they feel while

celebrating the occasions. There were lot of differences that they experienced,

and it was obvious as they narrated each occasions and things done.

Schrijvers et al. (2016) stated the remembering as a way of teaching

literature could make a big impact in learning. It broadens the student’s personal,

social, and cultural horizons. Using the skill which is remembering, this perceived

learning outcomes related to teachers’ approaches to various aspects of

literature teaching.

The next theme has something to do with the unforgettable occasions

celebrated by the Grade 9 learners

Unforgettable Occasions Celebrated

The Grade 9 learners were asked with the most unforgettable moments in

their life and there is theme extracted with it which has something to do with
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forgetting and renewing. These are the interview transcripts came from the

learners and these are:

S1: “My mother’s birthday last year because we surprised her and she

cried so it was memorable for me because as a daughter I’m very happy to see

that my mother is happy to simple things that I make”

S2: “It’s probably the birthday of my cousin which unfortunately the day

my father died too, I mean do people come and go and that’s life I already

accepted it long ago. I promised to my father to always take care of my mother

and take care of my studies and my siblings too.”

S8: “So many because every occasion we have bonding my family but I

will never forget my birthday because I know that many love me they never

forget”

S14: “The most unforgettable moment I has is celebrating christmas and

new year with my family and my kuya (older brother) when he’s still alive. The

countdown the laugh and the happiness in their eyes (I’m missing of them) but

now all I can see is sorrow and pain”

S18: “New year our family is whole and happy even though the problems

that come into our home are overcomes and when the new year comes we are

happy to welcome it whole and firmly”

S32: “My 10th birthday because I think that day I have all of my family and

my grandma still alive and she’s the one who cooks my food for my birthday so I

think that is the most unforgettable celebration in my life“

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In the interview, it seemed that there were unforgettable moments

treasured by Grade 9 learners. These were mostly celebrations that really

marked to their minds and showed significant experiences. Some of the answers

of the learners showed that learners have something to treasure and should not

forget and some were trying to continue things that stopped and paused or to be

exact in which to be renewed again and continue. Learners way of thinking that

they could reminisce and went back to the things happened could be an

indication that learners have a high skill of comprehension. Several of them have

answered the questions and learners shared their unforgettable occasions

celebrated. It was showed as they told and reason-out their unforgettable

occasions. Moreover, all the unforgettable experiences of the learners were

personal including themselves and family- related occasions.

It is supported by Murphy et al. (2021) states that forgetting and renewing

enhances the minds of the learners. It gave the opportunity for learners to learn

more, to have more ideas, and accommodate and assimilate ideas. They added

that remembering and forgetting could also be a strategic way in recalling and

expanding the knowledge of the learner.

The next theme will have something to do with the difference of young

adults and teenagers.

Difference of Teenagers and Adults

Difference of Teenagers and Adults were also asked with the interview

conducted with the Grade 9 learners. The theme extracted from the interview
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transcripts has something to do with mind setting of people and the transcripts

are as follows:

S4: “The differences of young adults and teenagers is that young adults

they are still thinking playing while the kids and the teenagers their thinking is

more matured”

S5: “Adults are mentally grown and lived longer than adolescent while

adults think they have more responsibilities, teenagers don’t have any”

S10: “The differences of young adults and teenagers are that young

adults are playing and teenagers are matured about their society”

S11: “The differences of young adults and teenagers is the way they think

and make decisions”

S20: “The differences of young adults and teenagers is their way of

maturity nor physically or mentally”

S22: “Young adults can act more carefully and make decision from their

experience while teenagers are very naïve and carefree”

It showed that the difference of teenager from the young adults has

concerned with the mind setting of the people. As the person grows old his/her

way of thinking becomes different and it made visible o the decision making that

he/she does. Teenagers could have more immature decisions compared as to

young adults as these people experienced more other than the teenagers.
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Learners differentiated and elaborated between things. The skills of the

learners were high as they could differentiate and distinguish the differences of

ideas. Learners’ way of thinking about differences of teenagers and adults

depends on their way how they see things. Several of them compared the adults

and teenagers on how they think and how they performed their roles.

It could be related with the Seven Ages of Man by Shakespeare as a real

individual goes development and growth. In these, a young adult could

experience more rather than the things experienced by a teenager. It supports

the study of Dweck et al (2019) which states that a growth mindset is the belief

that human capacities are not fixed but can be developed over time, and mindset

research examines the power of such beliefs to influence human behavior.

Planners and Its Content

In the interview among the Grade 9 learners, there are themes extracted

from their answers. These are the following themes: ideas, hopelessness, and

determination and confidence.

Planners Content

The Grade 9 learners were asked about the content of the planners that

they have and a theme was extracted and it has something to do with their plans

in the future. The transcripts were showed and these were as follows:

S1: “repay all the sacrifices they made for me”

S2: “I write my goals, plans and inspirations”

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S11: “I usually write my plans in the future and for my family”

S12: “I have I wrote my goals in the future and with my family”

S20: “I have a planner and I always write in it is my dream to be an

accountant”

Grade 9 learners usually write plans to their planners. They usually write

things that they would like to accomplish in the future. Learners are full of dreams

as they answered with the questions and visualizing their dreams one day.

In the interview transcripts, it could be related with the poem “If”, written by

Rudyard Kupling as an individual thinks of ideas that will truly help him and guide

him in reaching his goal. As the schema is concern, the learners could relate

themselves with the poem as they could answer and relate things with their own

experiences. As the learners answered the question, it could be determined that

in this kind of question their comprehension could be put in the selective level of

comprehension. As the learners only tell what they write and what do they think

they would like to become in the future. They focused more on the questions and

later do not give details to what they write in their planners. All of the learners

answered that the content of their planners was more of future plans and

aspirations in life. They can write it together with the reasons why do they want to

become the person that they wanted to be in the future.

It affirms with the study of Schoon (2010) which states that using the plans

of the teenagers they could learn in depth. They could use this as a spring board
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in awakening the minds of the learners to listen and motivate in relating their

plans with the lesson.

The next theme will have something to do in accomplishing the plans of

the Grade 9 learners.

Accomplishment of Plans

From the interview conducted with the Grade 9 learners, it showed that

learners are controlling of plans as the theme extracted from the interview

transcript and these are the transcripts, and these are as follows:

S1: “Yes, but other I’ll keep walking and running to the future that I want”

S9: “Not yet still working on it”

S12: “Not yet because of pandemic”

S13: “Yes and I have another plans”

S14: “I think I guess it is little by little”

S20: “Not yet. I'm doing right now the steps to accomplish it”

In the interview conducted, the Grade 9 pupils are controlling their

imaginations and dream. Some of them accomplished few of their plans written

on their planners and some are not. Most of the learners interviewed try to

answer that they have plans that being pause since pandemic comes and others

have answered that they are in progress in reaching their dreams.

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The interviewed conducted can be a great way in opening the lesson

which has something to do with the poem of Kupling as they are related with one

another. It is said in the poem that if a person can dream and reach or not their

dreams, they should know that how to bounce back from a long pause causing

by other factors and started to dream again. Learners’ ability to think on how they

would accomplish their plan in detail could be an indication that learners have a

high level of comprehension.

It affirms to the study of Shih et al (2010) that controlling is needed in

accomplishing task. In every implementation in the management, failures and

pauses are always foreseeable to anticipate things to happen to become ready

and prepared in all situations that may happen.

The next theme has something to do how Grade 9 learners visualize

themselves after how many years

Visualization of Grade 9 Learners

The Grade 9 learners have seen themselves as they put their plans in

their planners. They see themselves as the person they would become someday

and their transcripts are as follows:

S3: “I see myself ten years from now, having a big company of my

business, travelling with my family and having my own house”

S6: “I see myself ten years from now having a successful life and having

my own family”
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S10: “I see myself ten years from now, having a good job and I wrote

many plans for our safety”

S14: “I see and imagining myself in the future reading, having and doing

of what I wrote before and that is my biggest achievement for me”

The learners have seen themselves as the person that they would like to

be in the future in which relative to the poem wrote by Kupling as a person could

really visualize things happening with their lives. In this, schematic approach,

could also be the way of teachers in teaching the literature. Getting the great

stimulus to motivate the learners is a nice way in teaching literature to the

learners. The ability to see themselves years from now could be a sign that

learners used their higher order thinking. All of them answered the question and

they already visualized themselves the person that would like to become in the

future. They see themselves working as a professional and performing their own

duties and responsibilities.

It is supported by the study conducted by Hanratty et al (2019) in which

emphasizes that effective teaching of literature should touch the lives of the

learners and that could motivate them to listen and become attentive. In this, an

effective learning and help the learners to understand better the meaning of the

literature piece.

The next theme has something to do with the challenges and problems

faced by the teenagers.

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Challenges and Problems Faced by the Teenagers

In the interview with the Grade 9 learners they were also asked with the

challenges they faced in their teenage years. A theme arose and it has

something to do with positivity and its interview transcripts are as follows from the

Grade 9 learners:

S1: “Decision, failure. Be myself decide what is in my heart and believe

that someone believes in my ability and always think that success is not final,

failure is not fatal it is the courage to continue the counts”

S2: “I think its mental health disorders I only encountered everything and

anxiety attacks fortunately depression is not my thing but I do have them

sometimes probably twice a year I experience mental breakdown, I can cheer

myself up thou I can handle myself very smoothly I just need to cry all the pain

away and done I’m back with myself again being a cheerful person is an

advantage in life plus being happy is something I can so very well”.

S3: “Bullying, depression, academic problem and anxiety, usually the only

thing I always do to overcome my problem is focus on the good things that I do in

life”

S5: “The common problem that I encountered was when my parents need

to separate their ways. I handle that situation by cheering myself up and of

course praying to our God”

S11: “Financial problem, usually the only thing I always do to overcome

my problem is focus on the good thing that I do in my life”

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From the answers collected from the Grade 9 learners it was figured out

the learners have positivity effect in facing their problems. They always look for

the brighter side that everything that they were encountering problems there

were answers to looks for or the problems will not take long. In could be related

in teaching Mother to son poem as the poem is also dealing in resolving

problems. Using the schematic approach, it could be a great association in

linking the personal experiences of a person in the lesson to teach. Most of the

learners could point out things faced and the challenges encountered. They

could breakdown things which is a mark of using the higher order thinking skills

under the alert level of comprehension.

Catalino et al. (2014) says that putting positivity could lead to a great

understanding. Learners should also grasped the skill in the process to make and

create an individual in the 21st century with a great skill with emotional stability

The next theme will have something from the ways in resolving problems

with their mothers.

Ways in Resolving Problems with their Mothers

In the conducted interview, the learners were asked how they resolve

problems with their mothers and or parents. A theme emerged and it has

something to do with reconciliation. The learners have their own way to settle

their emotions with their parents who had misunderstandings with them and

these are as follows:

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S12: “Mothers got angry because they want their child to learn good

things and to avoid making mistakes when they grow up. I say sorry to my

mother when I make a mistake by making her happy after doing my mistake.”

S14: “It’s because she loves her daughter or son, mother will get angry

when you pissed her off or you didn’t do of what she told you to. My way of

saying sorry to her is doing house cleaning and studying well”

S15: “My parents get mad at me if I did something wrong that resulting to

an argument. I hug them and say sorry personally”

S27: “There are difference between mothers know compare to child. I say

sorry whole heartedly and give them a smile”

S31: “The perspective of a mother is sometimes different to her son or

daughter. I apologize and explain my side in a nice way”

In teaching the mother to son as a poem, the learners could make a jump

of their experiences to lessons as the poem deals with the problems and

common situation happening during teenage years. In using the schematic

approach, it could help to make a wide understanding of knowing the undertaking

of the learners relating to their lessons. Resolving skills of learners were the most

of the important things to be developed. As the transcripts showed above, it

could possibly say that learners had already the resolving skills as they answered

the question. It was obvious here that learners have the highest level of

comprehension which is alert as they knew to resolve complicated things.

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According to Meernik (2019) said that learners should know how to

reconciliation and how it happens. Developing the 21st century learners should

consider the emotional quotient of the learners. They should know how to

understand, use, and manage their own emotions in positive ways to relieve

stress, communicate effectively, empathize with others, overcome challenges

and defuse conflict.

The next theme have something to with the ways on how to make their

parents proud.

Ways on How to Make their Parents Proud

The Grade 9 learners have also ways in making their parents proud. In

their conversations, a theme arose, and it emerged achievements as they know

their parents will be proud if their accomplished something in life and these are

some of the following transcripts of Grade 9 learners:

S1: “I want not only be the best but a better daughter and have a high

grade and to fulfill all their dreams for me and I will do everything not only for me

but also for them”

S5: “They said that if they saw me happy genuinely and I’m achieving my

goals I already achieved that goals/dreams, I make them proud”

S12: “The things that I can do to make my parents proud is by studying

hard in school and graduate, find a better job and be successful then pay them

back for what they did to me to be a better child.”

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S14: “I’ll do my best as I can to make them proud. To do what they want

me to do. To achieve my dreams as well as their dreams and also a successful

life”

S20: “The things I do to make them proud is to study hard and do my best

in my academic learnings”

All of the Grade 9 learners have their own belief on how they know that

their parents will become proud of them. They accentuated that after

accomplishing things academically they achieve something bigger and make

their parents proud of them. In line with this, using the schematic approach

associating the lived experiences of learners could make a big impact in

understanding the poem, “Mother to Son”, as it dealt also about achievements

and accomplishments. Looking for ways and method of knowing how their

parents should be proud of them could make an impact with the learners. They

were not only thinking of tangible things but also with the emotions involved.

Thinking of things that have an effect with other things could be a symbol of

using the alert level of comprehension. As they knew looks for answers that

possibly affect the emotions of other people.

To Carbonaro (2015) there are different factors of achievement. They

emphasized that learners achieving their accomplishment at time would have a

greater success after even if it is an extrinsically or intrinsically motivated.

Level of Performance of Grade 9 Learners with respect to Imagery, Rhyme,

Word Sound, Form, and Figure of Speech
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Table 3 shows the level of performance of Grade 9 learners with respect

to imagery, rhyme, word sound, form, and figure of speech.

Table 3

Level of Performance of the Grade 9 Learners in Literature in terms of

Imagery, Rhyme, Word Sound, Form, and Figure of Speech

Imagery f %
Selective 16 50.0
Alert 7 21.9
Limited 9 28.1
Total 32 100.0
Rhyme
Selective 6 18.8
Alert 21 65.6
Limited 5 15.6
Total 32 100.0
Word Sound
Selective 8 25.0
Alert 2 6.3
Limited 22 68.8
Total 32 100.0
Form
Selective 7 21.9
Alert 2 6.3
Limited 23 71.9
Total 32 100.0
Figure of Speech
Selective 9 28.1
Alert 5 15.6
Limited 18 56.3
Total 32 100.0

It can be glanced on the table that majority of the learners with 16 or 50

percent have Selective schema in Imagery, 7 or 21.9 percent of them have Alert

schema, and 9 or 28.1 percent of the respondents have Limited schema. It can

be inferred that most of the Grade 9 learners were only focused on the

information that is required or needed to be acquired. The implication is shown in

their answers which reflected that the learners distinguished the relevant details.
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This is related to the result of the study of Kim (2010) who studied the

importance of background knowledge and the effect of its quality and quantity on

students’ translation performance. The results of the study showed that

possessing background knowledge; selective content schema, on a certain issue

significantly affected translation quality; and it was the quality of the background

information, not the quantity, which had a significant impact on the quality of

translation.

With regard to Rhyme, 21 or 65.6 percent of the respondents have Alert

schema, 6 or 18.8 percent have Selective schema, while 5 or 15.6 percent have

Limited schema. It suggests that the Grade 9 learners used their previous

knowledge to comprehend the relationship of words and sentences, the structure

of the vocabulary and the associated grammatical rules in the literary text they

read to acquire information. Likewise, they were able to maintain a state of

preparedness for processing available and new information.

This is associated to the study of Schwenk (2010) which explained that

alertness in formal schema represents one’s knowledge related to “rhetorical

structure of the text”. It takes account of “the knowledge that different types of

texts use text organization, language structures, vocabulary, grammar and level

of vocabulary knowledge.

This is associated to the study of Schwenk (2010) which explained that

alertness in formal schema represents one’s knowledge related to “rhetorical

structure of the text”. It takes account of “the knowledge that different types of
 87

texts use text organization, language structures, vocabulary, grammar and level

of vocabulary knowledge.

In terms of word sound, form and figures of speech, majority of the

student-participants have Limited schema with 22 or 68.8 percent, 23 or 71.9

percent, and 18 or 56.3 percent of them respectively. It can also be glanced on

the table that 8 or 25.0 percent, 7 or 21.9 percent, and 9 or 28.1 percent have

Selective schema; while, 2 or 6.3 percent, 2 or 6.3 percent, and 5 or 15.6 percent

have Alert schema in the said topics.

It can be implied in these results that the Grade 9 learners have limited

background knowledge on the abovementioned topics in poetry. It can also be

noted that they were not able to infer or create meanings from the explicit details

presented in the literary pieces they dealt with. More so, they could not use their

prior knowledge to make connections and process the information given to them.

The data above is connected to the findings of Roit (2014) which stated

that students with limited background knowledge on what they read were more

likely to have poor comprehension skills and were not able to associate what

they know to the new information that they will gain. Thus, developing their

schema is very important in teaching reading.

Developed Enrichment Materials for Grade 9 Learners

Students learn effectively if they can connect the new concept to their prior

knowledge using their schema. Different teaching strategies should be utilized

that maximize learners’ schema in order to integrate their new knowledge and
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enrichment materials that will allow them to connect the fresh concepts and their

background learning.

Based on the analysis of learners’ schema, the researcher developed

Schema-Based Enrichment Materials which would be used in teaching Grade 9

Literature. These include different learning tasks will encourage the students to

make three types of connections: text to self, text to world, and text to text. In text

to self-connections, the learners will link what they read, mainly the poems, back

to their personal experiences. In the text to world, students make understanding

of the world as it relates to the context of the story. In the text to text connections,

students relate the concepts to another reading in class. Through these,

integration of the concept to be acquired to the context of the students, the world,

and other disciplines was very evident.

The enrichment materials also consist of individual and group task that will

targeting the maximum utilization of schemas of the learners in dealing with

elements and ornaments of poetry.

It also manifests the phases of reading, pre-reading, while-reading, and

post-reading. Pre-reading will target to unlock the difficulties of the learners with

regard to vocabulary and diagnosis of their prior knowledge. While-reading is the

comprehension phase where the learners’ understanding on the presented

lesson will be assessed through oral question and answer. In the post-reading,

the students will be evaluated through individual and group activities to fully

identify if they master the presented concepts.

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This Schema-based enrichment material allow learners to utilize their

relevant schemata which will enable them to make the connections between

ideas that are necessary for the transfer of abilities from the text to their external

realities such as a real-life scenario. These many connections may help learners

become better able to gain access to their schema-based knowledge when they

need it in authentic and relevant situations, not simply for comprehension.

Evaluation of Experts on the developed Shema-based Enrichment Materials

with Respect to Content, Format, Presentation and Organization, and
Accuracy and Up-to-datedness of Information

Table 4 presents the evaluation of experts on the developed Shema-

based enrichment materials for Grade 9 with respect to content.

It can be gleaned on the table the mean average of 3.65 with verbal

interpretation of Very Satisfactory as the evaluation of experts in the developed

material with respect to content. It also significantly shows that the respondents

believe that the developed learning material enhances the development of

desirable values and traits among students as they rated it with 3.27 verbally

interpreted as Very Satisfactory. Likewise, the developed resource gained a

grand total of 23.53 points; thus, it passed the criterion. This means that the

scope, range and depth of content and topics are appropriate to the target

audience learning needs.

Table 4

Evaluation of the Experts on the Developed Materials

with Respect to Content
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Content Mean VI
1. Content is suitable to the student's level of development. 3.87 VS
2. Material contributes to the achievement of specific objectives of the
3.80 VS
subject area and grade/year level for which it is intended.
3. Material provides for the development of higher cognitive skills such as
critical thinking, creativity, learning by doing, inquiry, problem solving, 3.73 VS
etc.
4. Material is free of ideological, cultural, religious, racial, and gender
3.67 VS
biases and prejudices.
5.Material enhances the development of desirable values and traits
3.27 VS
such as: (Put a check ( √ ) mark only to the applicable values and traits)
6. Material has the potential to arouse interest of target reader. 3.80 VS
7. Adequate warning/cautionary notes are provided in topics and
3.40 VS
activities where safety and health are of concern.
Average 3.65 VS
Grand Total 23.53
Note: Resource must score at least 21 points out of a maximum 28 points to pass this
criterion.
Legend: VS- Very Satisfactory

More so, the table indicates that the teacher-respondents agreed that the

content of the collaborative learning activities are suitable to the learners,

contribute in achievement of specific objectives for the intended learners,

develop critical thinking skills of the students, arouse the interests of the learners,

and promote different desirable values among students.

It can be implied that the level of detail in the developed schema-based

enrichment material is appropriate for the achievement of the specified learning

outcomes of the Grade 9 learners.

The study of Latina (2019) supported the present study, because in

Latina’s study it was found out that the developed enhancement activities as

evaluated by the teacher-respondent with respect to content were Very

Satisfactory with regards to the present study, the developed collaborative

activities are Very Satisfactory.

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Table 5 presents the evaluation of experts on the developed Shema-

based enrichment materials for Grade 9 with respect to format.

Table 5

Evaluation of the Experts on the Developed Materials with

Respect to Format

Prints Mean VI
1. Size of letters is appropriate to the intended user. 3.80 VS
2. Spaces between letters and words facilitate reading. 3.73 VS
3. Font is easy to read. 3.93 VS
4. Printing is of good quality (i.e., no broken letters, even density,
3.87 VS
correct alignment, properly placed screen registration).
Average 3.83 VS
Illustrations
1. Simple and easily recognizable. 3.67 VS
2. Clarify and supplement the text. 3.80 VS
3. Properly labelled or captioned (if applicable) . 3.67 VS
4. Realistic / appropriate colors. 3.80 VS
5. Attractive and appealing. 3.93 VS
6. Culturally relevant. 3.40 VS
Average 3.71 VS
Design and Layout
1. Attractive and pleasing to look at. 3.80 VS
2. Simple (i.e., does not distract the attention of the reader). 3.93 VS
3. Adequate illustration in relation to text. 3.80 VS
4. Harmonious blending of elements (e.g., illustrations and text). 3.67 VS
Average 3.80 VS
Paper and Binding
1. Paper used contributes to easy reading. 3.67 VS
2. Durable binding to withstand frequent use. 3.67 VS
Average 3.67 VS
Size and Weight of Resource
1. Easy to handle. 4.00 VS
2. Relatively light. 4.00 VS
Average 4.00 VS
Grand Mean 3.80 VS
Grand Total 68.13
It is to be noted that resource must score at least 54 points out of a

maximum 72 points to pass this criterion

 92

The table offers evaluation of the experts on the developed material with

respect to format in terms prints, illustration, design and layout, paper and

binding, and size and weight of resource.

It can be glanced from the results that the evaluation of the expert on the

developed material with respect to format is Very Satisfactory receiving a grand

mean of 3.80.

Consequently, each aspect for this format, prints, illustrations, design and

layout, paper and binding and size and weight of resource, all resulted to a Very

Satisfactory. With the average mean of 3.83, 3.71, 3.80, 3.67, and 4.00

respectively, all verbally interpreted as Very Satisfactory, the teacher-

respondents agreed that the material is handy and can be brought anywhere with

ease. Likewise, the material has a format appropriate for the target readers and

is consisting of well-illustrated design and layout. Moreover, the resource gained

a grand total score of 68.13; thus, it passed the criterion. This means that the

developed schema-based enrichment material has good prints, illustrations,

design and layout, and paper and binding.

The results revealed that the format of the developed schema-based

enrichment materials is appropriate for the level of the learners and has good

quality of format.

This confirms the findings of San Antonio (2010) which showed that the

experts/teachers perceived that the developed work text in English 8 in terms of

its format was highly sufficient, thus the material was effective to use because it

possessed attractive and well-formed designed format. It may suggest that the
 93

developed material has attractive, and clear format that may arouse students’

interest in dealing to the activities presented in the material. The format of any

developed learning resource is important which could be significant in developing

the skills in literature of the learners.

Table 6 presents the evaluation of experts on the developed Shema-

based enrichment materials for Grade 9 with respect to presentation and

organization.

Table 6

Evaluation of the Experts on the Developed Materials with Respect to

Presentation and Organization
Presentation and Organization Mean VI
1. Presentation is engaging, interesting, and understandable. 3.73 VS
2. There is logical and smooth flow of ideas. 3.87 VS
3. Vocabulary level is adapted to target reader's likely experience and
3.93 VS
level of understanding.
4. Length of sentences is suited to the comprehension level of the
3.93 VS
target reader.
5. Sentences and paragraph structures are varied and interesting to
3.80 VS
the target reader.
Average 3.85 VS
Grand Total 19.27
Note: Resource must score at least 15 points out of a maximum 20 points to pass this
criterion
Legend: VS- Very Satisfactory

It can be seen on the data that the experts evaluated the developed

material with respect to its presentation and organization Very Satisfactory with

average mean of 3.85. It can be reflected that the teacher-respondents agreed

that the resource contains word and sentences that are well-matched to the level

of the Grade 9 learners. In addition, the material gained a grand total score of
 94

19.27; thus, it passed the criterion. This means that the developed schema-

based enrichment material is presented in well-organized and consistent manner.

It can be reflected that the material promotes engagement and supports

understanding by the Grade 9 learners and the logic of presentation of ideas is

clear and evident to the target user.

The result of the present study is similar to the study conducted by Sta.

Maria (2015) that the developed hands-on activity with respect to organization

and presentation as one of the criteria is found to be Very Highly Organized.

Table 7 presents the evaluation of experts on the developed Shema-

based enrichment materials for Grade 9 with respect to accuracy and up-to-

datedness of information.

Table 7

Evaluation of the Experts on the Developed Materials with Respect to

Accuracy and Up-to-datedness of Information

Accuracy and Up-to-datedness of Information Mean VI

1. Conceptual errors. 4.00 VS
2. Factual errors. 4.00 VS
3. Grammatical errors. 3.93 VS
4. Computational errors. 4.00 VS
5. Obsolete information. 4.00 VS
6. Typographical and other minor errors (e.g., inappropriate or unclear
3.87 VS
illustrations, missing labels, wrong captions, etc.).
Average 3.97 VS
Grand Total 23.8
Note: Resource must score 24 out of a maximum 24 points to pass this criterion.
Legend: VS- Very Satisfactory

It is shown on the table all aspects under accuracy and up-to-datedness of

information were graded Very Satisfactory with an average mean of 3.97. It then

reflects that the developed learning material was carefully proofread to ensure
 95

that it will not have errors. More so, it is comprised of accurate information

needed to enhance students’ performance in literature. Furthermore, the

materials gained a grand total score of 23.8; thus, it passed the criterion. This

means that the presentation of factual content of the developed schema-based

enrichment material is accurate and up-to-date.

This implies that the material contains correct and relevant information

about the given topics.

This relates to the study of Domingo (2013) in his thesis “Knowledge-

Based Worktext in Grammar 7” as it was evaluated by English experts and found

out that the material includes accurate and up-to-date information which add to

arousing students’ interests.

Table 8

Composite Table of the Evaluation of the Experts

on the Developed Schema-based Enrichment Material

Factors Mean VI
1. Content 3.65 VS
2. Format 3.80 VS
3. Presentation and Organization 3.85 VS
4. Accuracy and Up-to-datedness of Infromation 3.97 VS
Overall Average 3.82 VS
Legend: VS- Very Satisfactory

The table presents the summary of the evaluation of the experts on the

developed schema-based enrichment material with respect to content, format,

presentation and organization, and accuracy and up-to-datedness of information.

It can be summed up that the evaluation of experts on the developed

materials with respect to all the factors, is Very Satisfactory with an overall

average of 3.82.
 96

This infers that the quality of the material itself contribute greatly in

achieving its intended purpose. Moreover, based on the result it can be

described that the material is worth reading and using with the purpose of

enhancing students’ performance in grammar.

The present findings support the study of Lirio (2014) on the

supplementary activities in Chemistry for Grade 7, that the developed

supplementary learning activities were perceived very much acceptable in its

objectives, format, content, organization and presentation.

 97

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and

recommendations offered for the benefits of the learners and the people

concerned.

Summary of Findings

Based on the result of the study of the Schematic Approach in Teaching

Literature, the following were the findings:

1. Schema of Grade 9 Learners

Roles of the teenagers in the Family, School, and Community could be as

follows as extracted from the transcript: Family Responsibilities; Academic

Responsibilities; and Social Responsibility. Roles in the immediate environment:

worthiness; Difference of Teenagers and Adults: mind-setting of people. Planners

and its content: ideas, hopelessness, and determination. Planners content: plans

in the future. Accomplishment of Plans: controlling of plans. Visualization of

Grade 9 Learners: Plans

2. Level of performance of Grade 9 Learners with respect to Imagery,

Rhyme, Word Sound, Form, and Figure of Speech

2.1. With respect to imagery, 16 or 50.0 percent of the student-participants

have Selective schema which means they have the ability to attend all

information in the text regardless of meaning.

 98

2.2. With respect to rhyme, 21 or 65.6 percent the student-participants

have Alert schema which means they can grasp the information but has less

capacity to process it.

2.3. With respect to word sound, 22 or 68.8 percent the student-

participants have Limited schema which means they have access to less relevant

schema.

2.4. With respect to form, 23 or 71. 9 percent the student-participants have

Limited schema which means they have access to less relevant schema.

2.5. With respect to figures of speech, the student-participants have

Limited schema which means they have access to less relevant schema.

3. Developed Enrichment Materials for Grade 9

Based on the analysis of the schema of the Grade 9 learners, Schema-

based enrichment material was developed to enhance the performance of the

learners in rhyme, word sound, form and figure of speech.

4. Evaluation of Experts on the developed Shema-based Enrichment

Materials with Respect to Content, Format, Presentation and Organization,
and Accuracy and Up-to-datedness of Information

4.1. In terms of content, the average mean was 3.65 verbally interpreted

as Very Satisfactory. The resource gained a grand total score of 23.53

and passed the criterion.

4.2. In terms of format, the average mean on prints was 3.83 verbally

interpreted as Very Satisfactory, 3.71 on illustrations verbally interpreted

as Very Satisfactory, 3.80 on design and layout verbally interpreted as

Very Satisfactory, 3.67 on paper and binding verbally interpreted as Very

 99

Satisfactory, and 4.00 on size and weight verbally interpreted as Very

Satisfactory, with a grand mean 3.80 verbally interpreted as Very

Satisfactory. The resource gained a grand total score of 68.13 and passed

the criterion.

4.3. In terms of presentation and organization, the average mean was

3.85 verbally interpreted as Very Satisfactory. The resource gained a

grand total score of 19.27 and passed the criterion.

4.4. In terms of accuracy and up-to-datedness of information, the average

mean was 3.97 verbally interpreted as Very Satisfactory. The resource

gained a grand total score of 23.80 and passed the criterion.

Conclusions

From the findings of the study, the following conclusions were drawn:

The schemata of Grade 9 learners have not been fully developed as

shown on the responses to open- ended questions. One’s improved prior

knowledge could be of help in understanding texts.

The developed schema - based instructional materials had been based on

the findings of the study.

The experts showed the significance of developing schema-based

instructional material which could be used to develop the learners’ reading skills.

Recommendations

Based on the results of the study, the following recommendations were

hereby proposed:
 100

1. Additional intervention material as instructional materials in teaching

Grade 9 literature aside from the Schematic Approach may be developed

to further improve their schema.

2. Various strategies may be used in teaching Grade 9 literature to enrich

and enhance interests of the learners in learning different concepts.

3. Teachers may employ Schematic Approach in teaching different topics in

other subjects intended for remediation.

4. Future researchers may conduct parallel study using higher contexts

intended for improving the performance of the learners.

Chapter 6
 101

THE OUTPUT

The output of this study is Schema-Based Enrichment Materials which

would be used in teaching Grade 9 Literature. These include different learning

tasks that will encourage the students to work individually or collaboratively to

master the given contents utilizing their prior knowledge or schemas.

Schema-Based Enrichment Materials tend to maximize the use of

students’ schemas or previous knowledge in understanding new concepts. It

consists of motivational activities targeting the background knowledge of the

learners in a particular topic, individual tasks which will allow them to connect

their prior learning to new ones, and group activities that will engage them in

collaborative discussions.

This also comprised of different learning experiences that will improve

their vocabulary and reading comprehension skills.

The materials contained learning experiences patterned to 4As approach

that will let them build conversations among themselves and maximize what they

already know before they grasp the new knowledge. Its parts include the title of

the lesson, objectives, activate, analysis, abstraction, application and

assessment.

The title reflects the content to be discussed which included rhyme, word

sound, form, figures of speech. The objectives provide the target competencies

to be mastered through the learning activities given in the material. In addition,

the activate part has two tasks which aim to stimulate the prior knowledge of the

learners before engaging to lessons. Likewise, the analysis part will arouse the
 102

learners’ interest to deal with the lessons. More so, in the abstraction, the target

lessons are discussed thorough understanding of the learners. Furthermore, the

application and assessment parts which have two to three activities will allow the

learners to work either by themselves or with their classmates to measure their

level of understanding after engaging themselves in various activities in the

enrichment material.

It also has illustrations, pictures, games, tables, research activities,

figures and samples for the users to understand the lessons clearly and explore

more independently or collaboratively.

The developed schema-based enrichment materials can serve as

references of teachers in order to reteach the concept to Grade 9 learners who

have difficulties dealing with literature by means of adopting the activities in the

materials. This may aid the learners and the teachers to make the teaching-

learning process during literature class fun and meaningful.

 103

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No. Activities Dates

1 Submission of Proposed Title April 2018

2 Title Defense April 2018
3 Preparation of Chapter 1, 2 & 3 April 2018 – September 2018
Search for Related Literature
4 April 2018 – September 2018
and Studies
5 Colloquium October 2018
Preparation and Validation of
6 July 2019
Research Instrument
Permission to Conduct the
7 September 2019
Study
Administration of Pretest and
8 September 2019
Posttest
9 Conduct of the Study September – November 2019

10 Administration of Posttest November 2019

Tallying, Tabulating and

11 July 2020
Analyzing of the Results
12 Revision of Chapter 1–3 August 2020
13 Preparation of Chapter 4 – 5 September 2020
14 Final Oral Defense December 2020
15 Final Printing of the Manuscript
16 Book binding
Submission of Hard Bound
17
Copies
APPENDIX A

GANTT CHART

APPENDIX B
 109

Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM
Province of Rizal
GRADUATE SCHOOL
Morong, Rizal

September 11, 2019

DR. MARITES A. IBAÑEZ, CESO V

Schools Division Superintendent
Division of Rizal
Cabrera Road Kaytikling, Taytay, Rizal

MADAM:

I have the honor to request permission to conduct a study regarding my approved thesis
entitled: “SCHEMATIC APPROACH IN TEACHING LITERATURE ” in partial fulfillment
for the degree Master of Arts in Education major in English which I am presently
pursuing at University of Rizal System Morong Campus..

The study requires administration of Pre-test and Post Test and Questionnaire Checklist
among the grade 9 learners of Lagundi CCL National High School in the District of
Morong.

Rest assured that the data to be attained will be treated with utmost confidentiality.

Thank You and More Power.

Very truly yours,

FAY FATIMA B. GONZALES

Researcher

Noted:

ISABELITA C. BACUD,
Adviser

Recommending Approval:

PITSBERG B. DE ROSAS, Ph. D

Division Coordinator in Research

APPROVED:

MARITES A. IBAÑEZ, CESO V

Schools Division Superintend
APPENDIX C
 110

LETTER OF PERMISSION TO CONDUCT THE STUDY

APPENDIX D
 111

LETTER TO THE PRINCIPAL

APPENDIX E
 112

APPOINTMENT OF THE ADVISER

 113

APPENDIX G

CERTIFICATION FROM THE STATISTICAL CENTER

 114

CURRICULUM VITAE

I. Personal Information

Name : FAY FATIMA B. GONZALES

Date of Birth : November 4,1976

Place of Birth : Malate, Manila

Nationality : Filipino

Sex : Female

Permanent Address: #35 H. Raymundo Street

Lagundi , Morong, Rizal

Parent’s Name Father : Rustom D. Billones

Mother: June Ellen M. Billones

II. Educational Background

Graduate Studies : University of Rizal System-Morong

Program : Master of Arts Teaching

Major : English

Date : April 2021

Tertiary : University of Rizal System- Morong

Course : Bachelor of Secondary Education

Major : English

Date : April 5, 2002

Secondary : Binangonan Catholic High School

Date : March, 1994

Elementary : Dominican College

Date : March, 1990

III. Civil Service Eligibility

 115

Licensure Examination for Teachers (LET)

IV. Work Experience

July 1, 2015 – Present : Lagundi-CCL National High School

Position : Teacher II

July 16, 2007 – July 30, 2015 : Margarito A. Duavit Memorial National High School

Position : Teacher II

V. Seminars and Trainings Attended (For the last five years)

Title Venue Inclusive Dates Sponsoring Agency

2016-Division Cluster Bernardo F March 2,2016 DepEd Division

Based DemoFest San Juan National of Rizal
High School
Transforming MOOC Tomas Claudio June 22, 2019 DepEd Division
Experience into Action Colleges of Rizal

Research
Tanay, Rizal

Education in the New Online April 20, 2020 Bounce Back PH

Normal