1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the background and purpose of the study, problem and its

background, theoretical framework and conceptual framework, statement of the

problem, hypothesis, scope and limitations and definition of terms.

Background and Purpose of the Study

The education provides knowledge of the world; it develops perspective of

looking at life. It is the most important element in the evolution of the nation. Without it,

one will not explore new ideas. It means one will not be able to develop the world,

because without ideas there is no creativity and without creativity, there will be no

development of the nation. The education is an integral part of human society; it helps

people to find a better solution to the problems; it lets people realize the true value of

contribution and help. In this sense, proper education teaches a person to think beyond

his personal interests and also provides the ability to give something back to the

society.¹

According to the 1987 Constitution of the Philippines- Article XIV of the Philippine

Education, Science and Technology, arts, culture and Sports with the following

Sections:

Section 1: “The State shall protect and promote the right of all
citizens to quality education at all levels, and shall take appropriate steps
to make such education accessible to all.”1
 2

Section 2: “The State shall: (1) Establish, maintain, and support a

complete, adequate, and integrated system of education relevant to the
needs of the people and societys.”2
Furthermore, in Batas Pambansa no. 232, as cited in Section 9.1:

“The right to receive, primarily through competent instruction,

relevant quality education in line with national goals and conducive to
their full development as person with human dignity.”3
The said legal mandates, state that education brings equal opportunity for both

men and women and create quality education, which is relevant to the learners as well

as associate to t n s o t so ty t us omp t nt pro r ss v n qu l ty

instruction is highly necessary.

The interaction of teachers and learners in the learning context play a vital role in

sustaining a quality education, which are important function of sharing knowledge, skills

and learning values.

Moreover, t v lu o t r n l rn r‘s l nnot b ov rst t .

Becoming a teacher offers endless opportunity to help all learners understand and

achieve their full potential. Teaching is not only a profession with rigorous standards; it

is also a calling to serve others. If one enjoys working with children and believes that

education has the power to change lives, then one may have what it takes to become

an exemplary teacher.4

Every teacher in the learning context is organized based from the area of

specialization as it becomes the teacher's strength, which allows them to master the

specific subject area and provides a quality education for learners to clearly understand

the lesson. One of the subject area implemented in the Philippine context is an English
 3

subject. In line with this, English subject is concerned with enhancing one of the

fundamental macro skills that teachers should enhance to the learners known as the

reading skills as it becomes a useful way of learning wherein learners are able to gather

information. The reading skill gives an opportunity for learners to comprehend, to

analyze and create in mind the things, scenarios or situations through the use of

reading text. In addition, reading is an effective way of engaging with the different

literary text that can be helpful for the learners to have a better way of appreciating the

reading text, which touches life as every lessons from the text can be a source of

inspiration and motivation to be applied in real life situations.

An online article entitled, ―Making Connections‖ stated that, the process of

reading is when a person reads text and their inner voice makes connections between

the words, and their life and prior knowledge. The more closely the reader connects to

the text, the higher the level of comprehension.5

According to an article entitled, ―Reading Interest‖, it was believed that readers

could recall best the more important ideas at the higher levels of text structures. Since

the early 1980s, however, research has shown that readers' well-formed individual

interests and their situational interests (evoked by topics and text segments) contributed

to their reading comprehension and learning. Several studies have demonstrated that

personally interesting text segments and passages written on high-interest topics

facilitate children's as well as college students' comprehension, inference, and retention.

Specifically, beyond increasing the amount of recall, interest seems to have a

 4

substantial effect on the quality of learning leads to more elaborate and deeper

processing of texts.6

With regard to this, a research journal as cited by Yanxia Shen, as per Coady,

r r‘s b k roun knowl nt r ts w t on ptu l blt s n pro ss

strategies to produce comprehension. In line with this, she quoted as well from Vacca &

Vacca that readers tend to reflect their experiences, conceptual understanding,

attitudes, values, skills, and strategies, which are then bring to a text situation.7

An article entitled, "Revisiting Read Alouds: Instructional Strategies that

Encourage Students' Engagement with Text" which was published online by Vanessa

Morrison and Lisa Wheeler stated that, when reading a text, proficient readers activate

numerous interacting knowledge sources to construct meaning of the message. One of

these knowledge sources is schema, which is the stored body of knowledge one

already has in memory. This theory maintains that reading is an active process,

whereby readers construct new ideas and concepts based on their prior knowledge.

When listening to a text, listeners must also make meaning by using already established

knowledge structures and integrate this with incoming information. That is, they interpret

the information they are listening to and relate it to what they have already read, heard,

or experienced.8

Erica Loop stated that English subject heavily depicts on one of the refined

knowledge about the world cultivated through lessons such as literature. The Literature

courses includes the different literary works and pieces that originated from every

country's culture, periods and genres.9 For instance, learners have a chance to acquire
 5

a meaningful way of learning and appreciating the different literary works evolved in

local and international context through reading different literary text.

According to an article written by Abugu, Literature as an imitation of human

action, often presents a picture of what people think, say and do in the society. In

literature, the stories are designed to portray human life and action through some

characters who, by their words, action and reaction, convey certain messages for the

purpose of education, information and entertainment. What writers of literature do is to

transport the real-life events in their society into fiction and present it to the society as a

mirror with which people can look at themselves and make amends where necessary. 10

In addition to the studies mentioned above, an article entitled Identifying with

Literature explained that for many readers, finding points of familiarity along gender,

age, geographical or other lines was important for their ability to enjoy stories from

communities different from their own. Readers were also struck by finding experiences

that were similar to their own in very different contexts.11

In line with this, according to Wright in his article entitled, ―W y R L t r tur ‖

he mentioned that people usually enjoy stories since they are able to meet the

characters; to live in their world, to experience their joys and sorrows. Thus, it helps

them perceive truth, make value judgments and deal with the complexities of life in

creative ways.12

World Literature is one of the lessons considered in teaching an English subject;

it is the totality of all national literatures. The formation of literature in different countries
 6

happened not at the same time, which is connected with the emergence of writing and

artistic creativity. They enrich each other borrowing certain literary elements. 13

An online article written by Kotler, an English and Psychology double major at

Skidmore College, stated that the most important and prevalent lesson to learn from

literature has to do with the human experience. Reading a quote from a character and

having found oneself thinking or saying those very words before, recognizing a fictional

plot s p r ll l to po nt n story or ln r t r‘s s m ln s b s on

similar experiences all deepen the understanding of the human experience. Even when

exploring fictional, historical, or far off worlds that exist in literature, the ability to

empathize or understand even a fraction of what the characters go through pulls closer

together as humans.14

A fiction editor Hill stated that readers like to be touched or moved by story. They

like to imagine themselves in worlds and situations that challenge them; that give them

opportunity to do and be something other than what they do or are in their real lives.

Fiction, whether in book or film or games, allows people to not only step into other

worlds, but to experience those worlds. To do what they cannot in the course of a

normal day to feel beyond their normal feelings. One technique the writer can make use

of to create reality out of fiction is to induce emotion in readers, make them feel

something of what the characters are experiencing. Writer and reader know the fictional

v nts r n‘t r l but t mot on nb .R rs n r n l joy n b x t

and know grief. They can laugh and cry, shiver and rage which are all came from

reading a story.15
 7

An article entitled, ―Lumen‖ explained that the emotional states are combinations

of physiological arousal, psychological appraisal, and subjective experiences. Together,

these are known as the components of emotion. These appraisals are informed by our

experiences, backgrounds, and cultures. Therefore, different people may have different

emotional experiences even when faced with similar circumstances."16

Furthermore, the World Literature is a way of creating connections and

interactions of every individual around the world and preserving important details of

culture, traditions and attitudes. In addition, an online posted article by CSI Literacy

claimed that it is particularly important for English language learners who need to

connect learning to their experiences, their culture and family at home, and often across

l n u s. T t t stu nt‘s b k roun knowl n t rm n t

meaning they take from a text. Good readers make connections to everything – from the

books they read to the communities they live in.17

The way of collecting ideas and information will help everyone to reflect on a

specific group of people at a certain time in history. According to Valerie Henitiuk, a

professor of Literature and Translation at the University of East Anglia, in a compelling

2012 essay, she posits that texts become successfully worlded only through interpretive

acts of mediation profoundly bound up in aspects of culture. In other words, a text can

never truly be independent of its translation. As literature moves across boundaries of

culture and language, it is, in a way, transformed into a unique cultural artifact. 18

Nadyja Von Ebers stated that English department is centered heavily around

literature and literary analysis, which is to say: reading, interpreting, and discussing
 8

literature of many forms and genres in order to make cogent written and verbal

arguments about it. In doing so, learners interrogate the relationship between form and

content, consider and assess multiple interpretations of text, and select and dissect

convincing evidence to support highly specific interpretations.19

A or n to r s r stu y nt tl ―W y l t r tur s oul b us n t

l n u l ssroom?‖ In r t t us n l t r tur nt l n u l ssroom n our s

a dynamic learning, which involves the learners as actively and as personally as

possible. In order to make sense of the text, readers use to form hypotheses, make

predictions, use imaginations, background knowledge and personal experience until

they arrive at a satisfactory interpretation, because words on the paper remain mere

words until a reader actively engages with them as intellectually and as sensitively as

the knowledge of life and command of the language will allow. In addition,

interpretations of texts are influenced by psychological, cognitive, affective and social

factors; each reader may arrive at different interpretations, which is a positive thing as it

offers opportunities for negotiation and interaction between learners. However, they

should know that although their interpretations may differ, they should always justify

their answer with close reference to the text.20

The teacher's proper way of choosing an appropriate and quality teaching and

learning approaches or strategies has great impact and considered vital in coping the

needs and problems of learners in learning and understanding the world literature

lessons.
 9

According to the British Council, an approach is a way of looking at teaching and

learning. Underlying any language teaching approach is a theoretical view of what

language is, and of how it can be learnt. An approach gives rise to methods, the way of

teaching something, which use classroom activities or techniques to help learners

learn.21 Therefore, it will help the teachers to assess the strength, weaknesses and

limitations of learners through sense of instruction that will challenge every student to

actively and attentively participate in the class discussion.

The study entitled, "Approaches Employed by Teachers in Teaching Literature",

showed that the information-based approach is popularly employed by teachers,

followed by moral-philosophical approach and paraphrastic approach. The findings

n t t t t t n ppro s n lu n by t stu nts‘ n b l ty to

comprehend English language which forces teachers to spoon feed the students and

us t stu nts‘ mot r ton u st m um o nstru t on. T mpl t on s t t

l t r tur t n wt t ms o v lop n stu nts‘ l n u n t nk n sk lls

n n r t n stu nts‘ p rson l r sponse and appreciation may not be achieved.22

An online published article entitled Systematic Review: The Challenges and

Approaches in The Teaching of English Literature in Enhancing English Proficiency

stated that the study discovered that between teacher-centered approach and student-

centred approach, English teachers prefer to implement teacher-centered approach in

teaching literature.23

According to a study by Ramlan that was done on English teachers, the

respondents agreed that they implement teacher-centered approach in their literature

 10

classroom because they believe it is the best approach to use since their students have

low English proficiency level and to them, student-centered approach is only suitable to

be implemented in high proficiency classes.24

Another research study entitled, "Types of English Literature Teaching

Approaches Preferred" the results of the study implied that teachers are still rather

conservative to the varied choices of literature teaching approaches. They are still

applying the traditional method of paraphrasing the literary texts in their literature

lessons because there is so much to cover within the only one or 40-minute lesson

weekly. It also showed from the study that they have lack of exposure to more student-

centered literature teaching approaches in order to v lop stu nts‘ nt r st n t

l ssons. In t on stu nts r st ll unw ll n to l rn t sm ll ―L t r tur ‖ prob bly

due to the language barrier they face in their entire school life because English is their

second language. Students are often fairly lost when answering higher-order thinking

literature because they were only spoon-fed by teachers to answer direct literature

questions.25

Rebecca Alber shares that teachers need to create routine situations where

learners' lives are brought into the learning and connections, which are made between

the stories they share and the content being learned. It is because she believes in Lisa

D lp t‘s l m t t l rn rs r lly n to s onn t on b tw n l rn n n t r

lived experiences. Echevarria, Vogt, & Short provided a reason for this, according to

them, making connections can make learning meaningful for learners.26

 11

It is necessary for teachers to get the learner's attention by giving the learners an

opportunity to have an active involvement in the learning process through interpreting

the different literary text such as the lesson in World Literature. In line with this, the

researchers conducted a study about one of the approaches in teaching world literature

known as the Negotiated position approach which was proposed by Stuart Hall that

aims to solicit the perception of the students. The negotiated position will be used by the

researchers in the study that will bring the learners an opportunity to learn and

appreciate the essence of every literary piece. It will also enable learners to become an

active participant, to enjoy and in order to develop critical thinking skills in interpreting

the meaning of the literary text.

According to an article Future Learn stated that Hall established the centrality of

nt ty to t t o nt rpr t t on. It w s t nt ty o w o n w r t ‗r r‘ w s

that determined his or her ability to accept, reject or adjust the assumptions of the text.

Hall distinguishes three kinds of reading positions. One of these is the Negotiated

position where in the readers accept what is encoded unproblematically and thus

reinforce its ideological or preferred meaning or may reject the situations which are

unacceptable to them owing to their social situation and decode the text accordingly.27

Based from an article of Brixen Labs entitled Stuart Hall written by Irene Viviani,

he mentioned that "Stuart Hall as the father of Communication and Cultural Studies

gives the relevance of discourses while communicating a message. As human beings

tend to render something into narrative form in order to understand its significance; our

understandings of the world are coded in stories. The decoding positions of the
 12

audience according to Stuart Hall in 1973, offers decoding positions of a message that

there are some possible and different ways to interpret a message through the use of

negotiated position. Furthermore, negotiated position refers that readers understand the

message in general, but they do not completely accept it. The audiences modify the

message reflecting their own beliefs and interests. Therefore, the readers or viewers

acknowledge the legitimacy of the message but operates with some exception to the

meaning.28

Daniel Chandler mentioned from the article entitled Semiotics for Beginner, gives

emphasis to negotiated position which was proposed by Stuart Hall as part of the three

hypothetical interpretative codes or positions for the reader of a text stated that the

reader partly shares the text's code and broadly accepts the preferred reading, but

sometimes resists and modifies it in a way, which reflects to their own position,

experiences and interests.29

In line with this, the A NSW Government website – Education stated that,

connecting ideas requires the use of inference, and an understanding of the

relationships between events and characters or causes and outcomes or

consequences. The learners must be able to link related pieces of information to fully

understand the main idea of the text.30

In addition, according to an article entitled, ―Revision World‖, Stuart Hall asserts

that negotiated reading pertains to where the audience accepts parts of the producer's

views, but has their own views on parts as well. The media texts are encoded and

decoded. The producer encodes messages and values into their media which are then
 13

decoded by the audience. However, different audience members will decode the media

in different ways and possibly not in the way the producer originally intended.31

Elinwa claimed that the important consideration in this study is that in as much as

media producers encode meanings within media texts, it is the audiences who

ultimately negotiate what the texts mean to them based on how these texts relate to

their everyday lived experiences and how they socially identify.32

The negotiated position is related to the Reception Theory. Khaled Alyami

explained that Stuart Hall developed reception theory, popularly known as Audience

T ory or r r‘s r pt on t ory n 1973. H s ss y ‗En o n n D o n

T l v s on D s ours ‘ o us s on t n o n n o n o t ont nt v n to t

audience no matter the form of media such as magazines/papers, television/radios,

games. Today theorists who do the analysis of media through reception theory often

derive results from the experience of an audience created by watching a cinema, game

or books.33

Tom and Lilly Joe assert that Reception Theory is a version of a reader response

L t r ry T ory t t mp sz s t r r‘s r pt on o l t r ry t xt. T y dded

that this theory suggests that when a producer constructs a text it is encoded with a

meaning or message that the producer wishes to convey to the audience. In some

instances audiences will correctly decode the message or meaning and understand

what the producer was trying to say. In other cases the audiences will either reject or fail

to correctly understand the message. Also, they indicated that negotiated approach is

one of the three types of audience readings (or decoding) of the text. They said that
 14

negotiated position is where the audience accepts, rejects or refines elements of the

text in the light of previously held views.34

The Covid-19 pandemic lessen the face to face interaction therefore different

modes of learning such as online mode of learning is widely acceptable through the

help of various social platforms and mass media to be used in teaching world literature.

An online research study entitled, "Roles for Multimedia in the Response-based

Literature Classroom" stated that Multimedia can serve to shape the social context in

which literary works can be explored or experienced with others. Students and their

teacher have a central source of images, sounds and text that can stimulate and

facilitate the sharing of responses. The technology can be used as a springboard and

around which roles and discourse can be shaped.35

The negotiated position can be applied in the new mode of learning, which is

through the use of online platforms and mass media. According to Irene Viviani Stuart

H ll‘s mo l of communication claims that TV and other mass media messages are

used and decoded or interpreted in different ways depending on an individual's cultural

background, economic standing and personal experiences. There is an idea that

audience members play an active role in decoding messages as they rely on their own

social contexts and might be capable of changing message themselves. 36

Al x T l s bout n ot t pos t on t t H ll‘s n w mo l o us on

television discourse and compared it to the communication process making it like a

r u t. H t t H ll‘s l m t tl n u nd media do not reflect the real but

 15

s mply onstru ts som t n s m l r on b l . How v r w t H ll‘s t ory t w s

possible for the audience to change the meaning of a message in order to fit their social

context. This led the learners to have almost the same interpretation from the story and

some are have different views.37

Saga Briggs stated that learners need a personal connection to the material,

whether that is through engaging them emotionally or connecting the new information

with previously acquired knowledge. Without that, learners may not only disengage and

quickly forget, but they may also lose the motivation to try. On the other hand, the

learners were individually engaged from reading and watching the story and this helped

their learning experience not to forget some remarkable scenes. 38

An online article named Kumon explained that watching a film adaptation of a

book that the child has already read can be very fruitful for further engaging them in the

story and developing their analytical thinking skills. The child can consider whether the

director interpreted a relationship between characters or the setting of a scene in the

same way they did. They can consider the structure of the film and how it differs or

marries up with the structure of the book. Perhaps the choice of actor has meant the

character portrays a different personality trait to the character that the child pictured in

their mind when reading the written story. Watching a film based on someone else's

interpretation of a popular story allows considering the attitudes and perspectives of

others. Encouraging the child to analyze the film and reflect on the differences to the

original story can, therefore, encourage the development of their social skills. 39
 16

As an observation of the researchers, some of the problems that learners

encounter in reading world literature is getting easily bored as the text was too long as if

they see it as a burden rather than a learning opportunity and they have lack of interest

in reading English literature for they are having difficulty in understanding the essence

and purposes of the text on the way how writers and authors presented the literary text

that lead the learners not to appreciate the content and context of literature. Thus, the

researchers came up with the study entitled, the use of negotiated position in teaching

world Literature among Grade 10 learners of Vicente Madrigal Integrated School with

the purpose of exploring the use of negotiated position as an approach in teaching

world literature and to develop various possibilities, which the said approach could offer

such as, making learners to get involved with the literary text through self-expression, to

have a deeper sense of meaning about the literary text that will affect the emotional and

mental aspects of every learners; gives learner an opportunity in developing their own

interpretation of the text that relates and reflects to their personal life experiences and

real world situations; to provide a new teaching approach to be used by teachers in

teaching world literature; and to focus of knowing if the negotiated position is applicable

to use for both learners and teachers in teaching and learning world literature.

The study can benefit the learners to enhance their communicative competence.

This can help them to have a better and clearer understanding of the literary text that

they are reading. In this sense, negotiated position can help the learners to have lens in

reading by prompting them to reflect their experiences to connect more their interests

and views. Also, the study can help the learners in developing the information that they

decoded by rephrasing, clarifying and taking a closer view to see whether they have to
 17

agree or oppose on the texts. Thus, this can give them ample of opportunities to make

meanings of; to harness their critical thinking skills, communication skills and analytical

skills. The researchers utilized this knowledge to enhance learners' engagement,

interest, and focus to the literary text. The result of this study integrating negotiated

position can contribute to the success of teaching and learning world literature.

Theoretical Framework

T s stu y w s n or on two (2) t or s n lu n S nnon‘s In orm t on

Theory and the Theory of Configuration from the Gestalt Theory of Learning. The two

(2) theories were integrated to create the guiding framework of this research.

S nnon‘s In orm t on T ory s ons r s m t m t l r pr s nt t on o

the conditions and parameters affecting the transmission and processing of information.

Moreover, it is chiefly of interest to communication engineers, though some of the

concepts have been adopted and used in such fields as psychology and linguistics. 40

This theory gave this study the basic concept of the flow of information; from the source

to a channel then to the receiver. This study tended to focus on the importance of the

― nn l‖ t t st k y rol w s to prov onn t on b tw nt sour o

information and the receiver.

The study is also guided by the theory of Configuration, which is based on the

Gestalt theory of learning. As cited in an article of Learning Theories, it says that one

aspect of Gestalt is phenomenology, which is the study of how people organize learning

by looking at their lived experiences and consciousness. Learning happens best when
 18

the instruction is related to their real life experiences. The human brain has the ability to

make a map of the stimuli caused by these life experiences. This process of mapping is

ll ― somorp sm.‖ In tion, this theory of learning purports the importance of

pr s nt n n orm t on or m st t ont n ps n l m nts t t on‘t x tly t

into the picture. This type of learning requires the learner to use critical thinking and

problem solving skills. Rather than putting out answers by rote memory, the learner

must examine and deliberate in order to find the answers they are seeking.41

The Theory of Configuration, or widely known as Theory of Transposition is

advocated by the Gestalt psychology. Transfer starts in understanding the fact and

perception of similarity by the learner. It is known as pattern of relationship. It is not the

specific skills or facts or even underlying principles which are important, but the

understanding of relationship between facts, process and the principles are the real

basis of transfer.42 For the purpose of this study; the researchers utilized the four (4)

factors that affect the transfer of information, which are included in the Gestalt Theory of

Configuration. These factors are mental ability, nature of the subject, attitudes and

efforts of the learner, and the manner of teaching. Considering the fact that the

experiences are vital in the transfer of information, the greatest result of the transfer can

be achieved with the learners with high mental ability. If any case that any other factor is

constant then the connection of the subject to each learner matters. However, if the

learners think that what they are learning is unrelated to other uses, then there will be a

little transfer of information. Conversely, if the learning happened by having the learners

putting it merely in their memory and not into application, then there will be poor transfer
 19

of information. These factors were used by the researchers to serve as their guideline in

identifying what affects the experience of the learners in their viewing.

Therefore, the researchers were guided by these two (2) different theories in

or r to r ss sp on pts o t s stu y. T S nnon‘s In orm t on T ory

provided the general flow of information, while the Theory of Configuration from the

Gestalt Theory of Learning determined the factors that affect the experiences of

learners in viewing the video material.

Statement of the Problem

The main concern of the study is to determine the use of negotiated position in

teaching world literature.

Specifically, it sought to answer the following questions:

1. What is the impact of negotiated position as a teaching tool?

2. How do the learners perceive the negotiated position as a technique in learning

literature?

3. How do the learners respond to the experience of learning literature through

negotiated position?

Scope and Limitation of the Study

The study focuses on exploring the usage of negotiated position as an approach in

teaching world literature among Grade 10 learners, School Year 2020-2021. The data

collection was conducted in Vicente Madrigal Integrated School located at Palangoy,

 20

Binangonan, Rizal, since it offers an Online Distance Learning (ODL) that could make

the study possible amidst the constraints caused by the pandemic. The subjects are the

thirteen (13) Grade 10 learners, who are having the world literature as one of their

topics, from three (3) different sections who are having their ODL and being taught by

the teacher, whom the researchers communicated with, selected through the utilization

of purposive sampling technique. The focus of this study was on the negotiated position

as an approach in teaching world literature. Only one (1) piece was used and was

showed for an audio-visual presentation in the negotiated position. The title of the piece

s ―L ttl Pr n ‖ ( n Ex rpt rom t A s o C v lry o L nds) by Antoine De Saint

Exupery, given by the teacher from one of the topics that they have for the World

Literature subject. The researchers only focused on the experiences of the respondents

regarding to the audio-visual presentation through the negotiated position. The literary

piece was given first by their teacher as an assignment, for the respondents to read.

Afterwards, data were gathered through Focus Group Discussion with the learners

through Google Meet.

Conceptual Framework

T Con ptu l r m work w s rv rom S nnon‘s Commun t on Mo l

and the Gestalt theory of Learning. According to t S nnon‘s ommun t on mo l

three elements are important in communication, namely: source of information, channel

and receiver.
 21

Literary
Piece

Teaching through Learning

Negotiated Experience of the
Position Students

Teacher

Figure 1
The Conceptual Framework Showing the Use of negotiated Position in Teaching
World Literature Among Grade 10 Learners in
Vicente Madrigal Integrated School
 22

The conceptual model shows that the source of information can be further

divided into two elements which are the message and the sender. In this study, the

message is the literary piece and the sender is the teacher.

The next figure of the framework is the channel. In this study, the channel or the

modality of transmitting the information is through teaching. In particular, the channel is

characterized as teaching through the negotiated position.

The final figure of the framework is the receiver. For the purposes of this study,

the researchers sought to determine the learning experience of the learners as the

receivers. This is where the Gestalt theory of learning also becomes relevant. The study

utilizes the factors that affects learning as presented in the Gestalt theory of Learning,

specifically, the manner of teaching.

The framework shows that the literary piece as taught by the teacher through the

negotiated position influences the learning experience of the learners.

Definition of Terms

For better understanding of a certain terms in the study, the following terms are

defined as:

Focus Group Discussion. This refers to the group of people who gathered to

discuss a specific topic of interest. The researchers used this as the instrument or tool

to gather and analyze the data of the study.

 23

Use of Negotiated Position in Teaching. This pertains to the approach,

wherein the researchers attempted to adapt to the video material that was presented to

the respondents.

Use of Negotiated Position as a Teaching Tool. This pertains to one of the

alternative approaches in teaching world literature which was used by the researchers

in this study. The approach was used to show how the learners understand and

interpret the text through modifying the meaning of the text that reflects to the personal

life experiences, interest and perceptions, accepting the preferred meaning or rejecting
 24

Notes
¹Cdadmin,.(2018)."Importance.of.education.in.life",.https://www.theasianschool.n
et/blog/importance-of-education/,.Retrieved on March 17, 2020.

2
"1987 Constitution of the Philippines- Article XIV of the Philippine Education,
Science.and.Technology,.Arts,.Culture.and.Sports",.https://www.officialgazette.gov.ph/c
onstitutions/the-1987-constitution-of-the-republic-of-the-philippines/the-1987constitution-
of-the-republic-of-the-philippines-article-xiv/, Retrieved on March 17, 2020.

3
"Batas.Pambansa.Blg..232",.https://www.lawphil.net/statutes/bataspam/bp1982/
bp_232_1982.html, Retrieved on August 8, 2021.

⁴Mary.Dowd,.(2018)."Importance.of.becoming.a.teacher",.https://work.chron.com/
importance-becoming-teacher-2258.html, Retrieved on March 14,2020.

⁵"Writing.About.Reading:.R r‘s.Response",.https://courses.lumenlearning.co
m/howardcc-devenglishandreading/chapter/making-connections/, Retrieved on July 10,
2021

⁶Suzanne.Hidi,.(2021)."Reading.Interest",.https://education.stateuniversity.com/p
ages/2350/Reading-INTEREST.html,.Retrieved on July 10, 2021.

⁷Yanxia Shen, (2008) "An Exploration of Schema Theory in Intensive Reading",

Journal for English Language Teaching, Vol. 1, No. 2, Retrieved on July 12, 2021.

⁸Morrison,.Vanessa.and.Lisa.Wheeler,.(2020)."Revisiting.Read.Alouds:.Instructio
nal.Strategies.that.Encourage.Students'.Engagement.with.Text",.https://www.readingroc
 25

kets.org/article/revisiting-read-alouds-instructional-strategies-encourage-students-
engagement-text, Retrieved on July 12, 2021.

⁹Erica Loop, (2021) "English language curriculum for secondary schools",

https://www.theclassroom.com/english-language-curriculum-secondary-schools-
6331481.html, Retrieved on February 4,2021.

10
Benjamin.Abugu.(2016)."Literature.As.A.Reflection.Of.The.Society",.http://abug
ubenjamin.expertscolumn.com/article/literature-reflection-society,.Retrieved.on.July
11,2021.

11
(2017)."Identifying.with.literature..Postcolonial.Writers.Make.Worlds",.https://wri
tersmakeworlds.com/on-reading/identifying-with-literature/, Retrieved on July 10, 2021.

12
David.M..Wright,.(2019).―W y.Read.L t r tur ?‖ .https://www.memoriapress.co
m/articles/why-readliterature/?fbclid=IwAR1AKOQD7bSZ0lgn5uUXJwPKbOnNgkqbQU-
km_PKI7wgSvzfvlRshRagR00, Retrieved on July 11, 2021.

13
(2020)."What.is.world.literature?",.https://ozzz.org/world-literature/,.Retrieved
on March 16,2020.

14
Hannah.Kotler,.(2020)."What.Literature.Can.Teach.Us",.https://www.silverpenpr
oductions.com/what-literature-can-teach-us/, Retrieved on July 10, 2021.

15
Beth.Hill,.(2011)."Creating.Emotion.in.the.Reader",.https://theeditorsblog.net/20
11/01/30/creating-emotion-in-the-reader/, Retrieved on July 10, 2021.
 26

16
Lumen.(2021)."Theories.of.Emotion",.https://courses.lumenlearning.com/waym
aker-psychology/chapter/emotion/, Retrieved on July 11,2021.

17
(2018)."Making.Connections".https://csi-literacy.nz/blogs/blog/readingstrategies
-making-connections, Retrieved on July 11, 2021.

18
(2014)."World.literature:.Theories.in.the.context.of.globalization",.https://publish
.illinois.edu/globalcurrents/2014/12/03/world-literature-theories-in-the-context-of-
globalization/, Retrieved on February 4,2021.

19
Nadyja.Von.Ebers,.(2017)."The.importance.of.teaching.literary.analysis",.https:/
/www.chicagoacademyforthearts.org/news/2017/3/10/the-importance-of-teaching-
literary-analysis, Retrieved on March 31,2021.

20
Nina Daskalovska & Violeta Dimova, (2012)"Why should literature be used in
the language classroom?", ttps:// or . .uk › p , Retrieved on March 31,2021.

21
"British.Council:.Approach",.https://www.teachingenglish.org.uk/article/approac
h, Retrieved on November 2, 2021.

22
Rashid,.Radzuwan.Ab..Et.al..n.d.,."Approaches.Employed.by.Teachers.in.Teac
hing.Literature",.https://www.ccsenet.org/journal/index.php/elt/article/view/37015,.Retrie
ved on July.10, 2021.
23
Affendi,.Faiza.R..&.Azlina.A. Aziz.(2020) "Systematic Review: The Challenges
and.Approaches.in.The.Teaching.of.English.Literature.in.Enhancing.English.Proficiency
",.International.Journal.of.Academic.Research.in.Progressive.Education.&.Development
, Vol. 9, 2020, Retrieved on July 10, 2021.
 27

24
Ramlan,.Najah.B..(2015)."Teaching.Approaches.Employed.by.Secondary.Scho
ol.English.Teachers.when.Teaching.Literature.Component.in.English",.https://www.goog
le.com/url?sa=t&source=web&rct=j&url=https://core.ac.uk/download/pdf/42955761.pdf&
ved=2ahUKEwiMxLPb3KfyAhWLbn0KHe8MA10QFnoECAMQAQ&usg=AOvVaw0RsBk
J5zxOnM7Whwwf-tbY, Retrieved on July.11,2021.

25
Ling,.Sii.and.Chen.Siew.(2016)."Types.of.English.Literature.Teaching.Approac
hes Preferred", http://ijleal.ump.edu.my/, Retrieved on July 12, 2021.

26
R b Alb r (2015) ―T Us n t L v Exp r n s o your Stu nts‖
https://www.edutopia.org/blog/teach-using-lived-experiences-your-students-rebecca-
alber, Retrieved on July 12,2021.

27
Michele,.Aaron.(2020)."Reading.difference",.https://www.futurelearn.com/info/c
ourses/digital-storytelling/0/steps/9276, Retrieved on July 25, 2021.

28
Irene.Viviani,.(2017)."Stuart.Hall",.https://medium.com/brixenlabs/stuart-hall-
7f75ce66a847, Retrieved on March 31, 2021.

29
Daniel.Chandler,.(2020)."Semiotics.for.Beginner",.http://www.visualmemory.co.
uk/daniel/Documents/S4B/sem08c.html, Retrieved on March 31, 2021.

30
(2020)."Connecting.Ideas",.https://education.nsw.gov.au/teaching-and
learning/student-assessment/smart-teaching-strategies/literacy/reading/connecting-
ideas, Retrieved on July 28,2021

31
"Revision.World",.https://revisionworld.com/a2-level-level-revision/media-
studies-level-revision/reception-theory, Retrieved on July 10,2021
 28

32
Onotina Jeiva Elinwa, (2020) "Audience readings and meaning negotiation in
the film viewing space: an ethnographic study of nollywoo ‘s v w n nt r u n s"
https://journals.sagepub.com/doi/full/10.1177/2158244020939537, Retrieved on April 2,
2021.

33
Khaled.Alyami,.(2020)."Reception.theory",.https://www.communicationtheory.or
g/reception-theory/, Retrieved on April 2, 2021.

34
Tom.and.Lilly.Joe,.(2020)."Reception.theory",.https://www.slideshare.net/lillyto
mjoe/reception-theory-28017122, Retrieved on April 2, 2021.

35
Meskill,.Carla and Karen Swan. "Roles for Multimedia in the Response-based
Literature.Classroom",.https://www.albany.edu/lap/Papers/roles%20for%20multimedia.h
tml, Retrieved on July 12, 2021.

36
Irene.Viviani,.(2017)."Stuart.Hall",.https://medium.com/brixenlabs/stuart-hall-
7f75ce66a847, Retrieved on April 2, 2021.

37
Al x T l (2017) ―T Appl t on o Stu rt H ll‘s Au n R pt on T ory‖
https://medium.com/@ateel/the-application-of-stuart-halls-audience-reception-theory-to-
help-us-understand-whichlivesmatter-3d4e9e10dae5, Retrieved on July 13,2021.

38
S Br s (2014) ―How to M k L rn n Relevant to Your Students (and
Why.It‘s.Crucial.to.their.Su ss)‖ .https://www.opencolleges.edu.au/informed/features/
how-to-make-learning-relevant/, Retrieved on July 11, 2021.

39
"Engaging.children.in.literature.through.film",.https://www.kumon.co.uk/blog/eng
aging-children-in-literature-through-film/, Retrieved on July 12,2021.
 29

40
George.Markowsky,.Et..Al..(2017),.https://www.britannica.com/science/informat
ion-theory, Retrieved on May 22, 2021.

41
L,.D..(2017)."Gestalt.Theory.(von.Ehrenfels)..Learning.Theories",.https://www.l
earning-theories.com/gestalt-theory-von-ehrenfels.html, Retrieved on May 22, 2021.

42
T, Shrivastava (2016).."Important theories of transfer of learning..psychology
discussion.-.discuss.anything.about.psychology",https://www.psychologydiscussion.net
/educational-psychology/6-important-theories-of-transfer-of-learning/ 1827#: %7E:text=
Transfer%20starts%20in%20understanding%20the,of%20similarity%20by%20the%20l
earner.&text=It%20is%20not%20the%20specific,the%20real%20basis%20of%20transf
er, Retrieved on May 21,2021.
 30

Chapter 2
RESEARCH METHODOLOGY

This chapter consists of the methods and procedures that the researchers

utilized in order to gather data, including the research design, the setting and subject of

the study, the procedure of the study, the sources of data, and statistical treatment that

are applied.

Research Design

The study utilized descriptive qualitative method that the data-collection

processes typically involve the use of focus group discussion, document review, or

observation of a specific event. A qualitative descriptive design is used when an

uncomplicated description is desired that focuses on the details of what, where, when,

and why of an event or experience.1

According to Vickie Lambert and Clinton Lambert, the goal of qualitative

descriptive studies is a comprehensive summarization; in everyday terms of specific

events experienced by individuals or groups of individuals. 2 While, descriptive research

is to describe a phenomenon and its characteristics. On the other hand, qualitative

research, however, is more holistic and often involves a rich collection of data from

various sources to gain a deeper understanding of individual participants, including their

opinions, perspectives, and attitudes. Qualitative research collects data qualitatively,

and the method of analysis is also primarily qualitative.3

Thus, the research utilized qualitative descriptive method to explore the impact of

negotiated position in teaching world literature from the perspectives of the grade 10
 31

learners. The focus group discussion is via Google Meet from Vicente Madrigal

Integrated School learners.

Setting of the Study

The researchers conducted their study in Vicente Madrigal Integrated School.

The said school will serve as the ground of the study about the Use of negotiated

position in Teaching World Literature among Grade 10 Learners in Vicente Madrigal

Integrated School, School Year 2020-2021. Furthermore, the focus group discussion

done virtually through the available digital technologies of the researchers and

respondents.

The Vicente Madrigal Integrated School (VMIS), is formerly known as Vicente

Madrigal National High School (Mataas na Paaralang Nasyonal ng Vicente Madrigal)

located in Brgy. Palangoy, Binangonan, Rizal Philippines. It has 9 two-storey buildings

and 2 single-storey building. In addition, it includes a library, an Audio-Visual Room

(AVR), Science Laboratory, School Clinic, Garments Laboratory, Home Economics

Room and a School Cooperative.4

VMIS was established in 1992 as Vicente Madrigal Municipal High School, but in

the virtue of the Republic Act No. 8010 it was converted to a National High School on

May 25, 1995. It was named after the late Senator Vicente Madrigal. It has a vision,

which is to produce individuals, who are technically equipped, globally competitive, and

morally upright citizens, and in order to attain this, it has the mission to be an institution
 32

that will enhance and develop students to become competent, responsible, and

empowered individuals.

Currently, VMIS offers Junior High School including grades 7-10 and Senior High

School offering four (4) strands such as, Humanities and Social Sciences (HUMSS),

Accountancy, Business, and Management (ABM), Technical-Vocational-Livelihood

Strand (TVL) and General Academic Strand (GAS).

Moreover, they are offering several programs that are beneficial for the learners

and the society like Project BRB4 (Reading Remediation) for both English and Filipino,

Project Math Zero, Project Elevate, Project Video Lesson, Project Sagip Kabataan

(DORP Program), Project 3Ds *Teachers development), and Project ABCD (

stakeholders).

In addition, even due to the advent of the pandemic, VMIS still continues in

serving and for it to be possible, they are offering Online Distance Learning (ODL) and

Modular Distance Learning (MDL). With this, learners have the freedom to opt what type

of mode of learning they will be utilizing, which will be convenient for them.

Subject of the Study

The total number of Grade 10 learners who have World Literature lesson in their

English subject, in Vicente Madrigal Integrated School, is 1,154, 270 learners who are

taking ODL and 884 who are having their Modular Distance Learning (MDL), for the

school year 2020-2021. The researchers utilized purposive sampling, also known as

selective sampling that refers to choosing the respondents based on a particular

 33

Figure 4

Vicinity Map of Vicente Madrigal Integrated School

 34

characteristic that are of interest. The focus respondents came from the three (3)

selected sections from twenty-five (25) sections of Grade ten (10) who are taking online

classes as it is due to the restrictions caused by the pandemic. The researchers only

focused on the experiences of the respondents regarding the audio-visual presentation

through the negotiated position. A literary piece was given first by their teacher as an

assignment, for the respondents to read. Afterwards, data were gathered through Focus

Group Discussion with the learners and an interview with the teacher.

Procedure of the Study

The researchers visited the University of Rizal System Morong campus library in

order to discover and read significant undergraduate thesis based from the area of

specialization, which is English. The researchers also identify various problems that

were observed from the learning context, which can also be reflected from the readings

of recent undergraduate thesis. On the other hand, the researchers decided to come up

with those problems, which focused on the area of specialization. The researchers

created three titles and prepared for the title defense. Based from the result of title

defense, the chosen and approved title was the "Use of Negotiated Position in Teaching

World Literature among Grade 10 Learners of Vicente Madrigal Integrated School". In

order to develop the content of Chapter's one (1), two (2) and three (3), the researchers

started to gather related literature and studies containing primary and secondary

sources. The researchers also prepared a letter as a permission to conduct a study in

Grade 10 learners at Vicente Madrigal Integrated School, which consist of thirteen (13)

learner respondents from three (3) sections who are having an online mode of learning
 35

classes and were selected through purpose sampling technique. This is due to the

threat of Covid-19 pandemic resulting for the researchers to find possible ways on how

this study could still be successful amidst restrictions. The focus of this study was on the

negotiated position as an approach in teaching world literature. Only one (1) literary

piece was used and showed as an audio-visual presentation adapted instrument in the

used of negotiated position.

In order for the researchers to provide an excellent audio-visual presentation that

would help them to properly gather the perceptions of the grade 10 learners in terms of

using the negotiated position in teaching world literature; they had to follow a

preparation phase. The preparation phase is the preparatory stage of the whole audio-

visual presentation viewing of the learners. It intends to assure that the researchers

could formulate a video material, wherein the negotiated position is appropriately

applied and that the learners are well-equipped with the knowledge about the

negotiated position as an approach in teaching world literature. This phase, which

includes the analyzation and conceptualization, the recording, the reading, and the

presentation viewing, were all done in the span of five (5) days.

The analyzation and conceptualization serves as the foundation and backbone of

the audio-visual presentation. This is a part of the preparation phase, wherein the

researchers tended to read, review, and analyze the literary piece given by the teacher

of the learner respondents. And upon interpreting and understanding the literary piece,

they should have employed the use of negotiated position, which encouraged them to

relate their own experiences to the text.

 36

Afterwards, the researchers had their meeting through a Google Meet that lasted

for three (3) hours, for them to have their brainstorming regarding their injections of their

own experiences to the literary piece that they have read and analyzed. Also, they have

discussed as well, on how they would be able to adapt the negotiated position to the

given literary piece through an audio-visual presentation.

First, they focused on the one main important symbol of the story, which is the

rose that they tended to compare to a dog, as a pet. The little prince in the story has

cared, loved, and tamed the rose; the same with the most common experiences of the

researchers, they have their pets in their home that they considered as their special

friend who they love and truly cared for. However, just like the little prince when he

became disappointed upon seeing a garden full of roses and realizing that his rose is

not a unique one; they came to a point like this also, wherein once they were able to

own a new pet, then that is the time when the pet that they first loved was neglected,

and their attention is now transferred to the new one.

Second, the researchers gave emphasis as well on the characters of the story;

the little prince and the fox. Instead of having the little prince, they have decided to use

―l ttl boy‖ or s r t r or t to b mor r l t bl or t m sn t woul b r lly

suited to the society that they are part of. Moreover, instead of having a talking fox, they

injected their experience of receiving several advices from the old ones for a certain

decision that they may do, with that they utilize the old woman as an altered character

for the fox, who seemed to became friend with the little prince and made him realized

the importance of the rose that he has tamed.

 37

Upon having the final concept, they discussed next the time, date, and place for

the video recording, as well as the things such as, the camera and props that would be

vital for the success of the recording.

The researchers formulated and planned the flow of the whole video. They

appropriately chose the people who played as the characters of the story and carefully

dressed them with costumes that would be suitable for the characters that they were

portraying. Moreover, the props were put to their right places while considering the flow

of the target story and the desire of the researchers. Most specially, they took into

consideration the application of the negotiated approach in the execution of the video. It

took only one (1) day for them to finish the video recording.

The next day is the video editing, wherein elements, like transition and

background sounds were wisely selected. These are essential for the respondents to

have a proper understanding regarding the flow of the video presentation. In addition,

the voices of the casts were checked if they are audible; though in order to make sure

that the video would be very comprehensible for its viewers, captions were added with a

visible font color and font size. And as the video presentation was finally done in its

editing stage; the researchers showed their video material to their research adviser for it

to be evaluated. Later, as their adviser had evaluated the audio-visual presentation,

they uploaded it to the Google Drive for the respondents to easily access the material

once the link was given.

The literary piece that was given by the teacher to the researchers as their

material for this study was then given to the learners as their assignment for them to
 38

read, study, and analyze. They were given by their teacher one (1) day to review the

material.

The researchers checked the link first for the audio-visual presentation before

giving it to the teacher to assure that they will be able to access and watch the material

without any problem, and then the teacher forwarded it to the learners and asked them

to watch the video material that lasts for 7 minutes and 5 seconds.

After watching the video clip presentation, the researchers focused on soliciting

experiences and perception of the respondents regarding use of negotiated position

through audio visual presentation, through having the Focus Group Discussion, via

Google Meet, consisting questionnaires that consist of engagement questions,

exploration questions and exit questions, which were evaluated and approved first by

the panels. The researchers also conducted an interview with the English Teacher who

handles the class, which aims to solicit her perception about the use of negotiated

position in teaching world literature.

Finally, after collecting all data through the use of online platforms, the

researchers analyzed and interpreted the data utilizing Focus Group Discussion and the

interview with the teacher together with the supporting studies and literature through

pt n t tr n ul t on m t o w v l t on ‘s sour t rou ot r sour s.

Moreover, they have applied as well the thematic analysis, for them to easily sort large

data sets into broad themes.

Statistical Treatment
 39

The following are used to validate the result of the study:

To determine the impact of negotiated position as a teaching tool qualitative

discussion is utilized.

To find the perception of the learners on the negotiated position as a technique,

qualitative discussion is also utilized.

To determine how the respondents respond to the experience of learning

literature through negotiated position, qualitative discussion is utilized.

Sources of Data

For any research in order to reach its objective, identifying an appropriate means

of data collection is necessary, thus for this study a focus group discussion

questionnaires, evaluated and approved by the panels, provided by the researchers

were used as the main instrument in gathering the needed data. It consists of

engagement questions, exploration questions and exit questions.

The researchers seek for the help of the English teacher for the literary text to be

r n un rst n by t r spon nts. T os n l t r ry p s ―T L ttl Pr n ‖

(an Excerpt from the Ages of Chivalry of Legends) written by Antoine De Saint Exupery,

which was one of the literary piece in world literature that most of the learners have

difficulties in understanding and dealing with. This story is included in the class syllabus

n mo ul o t r 10 l rn rs‘ Worl L t r tur subj t n V nte Madrigal

Integrated School. Afterwards, the focus group discussion questionnaires were

answered by the thirteen (13) Grade 10 learners, who are presently enrolled at Vicente
 40

Madrigal Integrated School in School Year 2020-2021 through an online platform,

Google Meet. In addition, the researchers had an interview with the teacher in order to

solicit her perception regarding utilization of negotiated position in teaching world

literature among grade 10 learners.

 41

Notes

¹Holly.Et.Al.,.(2014)."Qualitative.descriptive.research",.https://connect.springerpu
b.com/content/book/978-0-8261-93889/ part/part02/chapter/ch05#:~:text= Data%2Dcol
lect ion%20methods%20typically%20involve,of%20an%20event%20or%20experience.,
Retrieved on May 20, 2021.

²Vickie.A..Lambert.and.Clinton.E..Lambert,.(2012)."Qualitative.descriptive.resear
ch: an acceptable design", https://www.tci-thaijo.org, Retrieved on May 20, 2021.

3
Hossein Nassaji, (2015) "Qualitative and descriptive research: Data type versus
data.analysis",.https://journals.sagepub.com/doi/10.1177/1362168815572747,.Retrieve
d on May 20, 2021.

4
August.Jamora,.n.d.,.―V nt .Madrigal.National.High.S ool‖ .https://augustjam
ora.angelfire.com/mav.html/, Retrieved on February 5, 2021.
 42

Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter includes the learning experience that describes the experiences,

which the learners have acquired while participating in this study. The general impacts

of the negotiated position and the evaluation of the presentation viewing are also

included in this chapter.

The discussion on the use of negotiated position was divided into three (3) the

impact of negotiated position as a teaching tool, l rn rs‘ perception to the negotiated

position as a technique in learning literature, l rn rs‘ response to the experience of

learning literature through negotiated position.

Impact of Negotiated Position as a Learning Tool

The impact of negotiated position as a teaching tool was determined after

gathering the data upon having the focus group discussion with the learners and an

interview with the teacher. After the teacher gave a task to the grade 10 learners to read

l t r ry p t t s nt tl ―T L ttl Pr n ‖ (An x rpt) n t n w t n t

video presentation, with an application of negotiated position, prepared by the

researchers, a focus group discussion between the researchers and the respondents

was done. And according to the results that were gathered with regard to the

r spon nts‘ op n on bout t v om t r lt t s n pplication of the negotiated

pos t on t yw r bl to un rst n t l t r ry p b tt r; t y nsw r ―y s‖;

“It did help me to understand it more” “j. It helped me because I understand the story
 43

and I can identify the characters, location and the message of the story.” “Yes because I

understand more about the story of the little prince” “Yes it helps me to understand the

story to identify the scenarios or mood in the story.” Moreover, the teacher agreed as

well that the negotiated position as an approach helped the learners to better

understand the literary piece, since according to her it helped to simplify the story; “I

agree that negotiated approach is a technique to simplify the complexity of some parts

of the story, so students can understand. Therefore, negotiated approach is a way to

deliver the lesson within the context of the students.”

Even though, the researchers tended to utilize different types of representation of

the characters in the story that is merely based on their society and experiences and not

on how the literary piece exactly presented its characters, respondents were able to

understand more the literary piece. According to Daniel Chandler, the negotiated

position which was proposed by Stuart Hall, the reader partly shares the text's code and

broadly accepts the preferred reading, but sometimes resists and modifies it in a way,

which reflects to their own position, experiences and interests. In addition, as cited by

Y nx S n n r r s r journ l s p r Co y r r‘s background knowledge

interacts with conceptual abilities and process strategies to produce comprehension. In

line with this, she quoted as well from Vacca & Vacca that readers tend to reflect their

experiences, conceptual understanding, attitudes, values, skills, and strategies, which

are then bring to a text situation. In this sense, the respondents were able to understand

the literary piece after they have read it; however, they were able to understand it more

through the video material that has an application of negotiated position, since it shows

characters that they can easily relate themselves with; people that they usually
 44

encounter to their environment, such as the little boy (Little Prince) and the old woman

namely Ms. Fox (fox). Moreover, a common experience for many, wherein having a dog

as pet at home instead of having a rose.

The researchers formulated several questions as well that allowed them to

determine the views of the respondents regarding to the literary piece and the video

presentation. When they were asked about their thoughts regarding to the connection of

t t tl o t story ―T L ttl Pr n ‖ to t story ts l t r spon nts s t tt

title is related to the piece since the story is all about the journey or adventure of the

Little Prince, so as the main character of the story, the connection of the title to the story

is undeniable. “The title of the story is the little prince because the main character of the

story tells us the adventure of the prince.” “The title is little prince because the main

character of the story is the boy or the child.” “The title is a little prince because the story

is all about the journey of the curious and innocent little prince.” “The title of the story is

the little prince because it revolves around the journey of the prince or child with adults

and the persons that he met on his journey.” “As for the title, The little prince, the Story

shall l about the journey or events of the little prince because he is the main character of

the story.” “Binigyan po tayo ng hint kung tungkol saan ang little prince.” In connection

with this, when their teacher was asked if she thinks that the learners would be able to

assume that the title has something to do with the story, she said that “I think that the

students assumed that the title is about the adventures of a boy who was born as a

prince.” B s on t rt l o s moop nt tl ―T L ttl Pr n W t‘s up w t t

T tl ?‖ It s st t t r t tT L ttl Pr n s m nly bout t m n r t r who is

the little prince, who goes on adventures. It added as well that there are no other
 45

characters are relevant as the little prince enough to deserve the whole title. With this, it

shows that the answers of the respondents are acceptable and/or correct.

Moreover, the respondents were asked as well to share what they think could be

the main idea of the story. And upon asking that, according to the observation of the

teacher if the learners would be able to highlight the main point of the story, she highly

agreed; “That is an assurance, students can definitely figure out that main point of the

story.” And the respondents said that the story focuses mainly on the responsibility,

relationship and/or friendship; “the main point of the story is how important of building

friends and to communicate with other.” “The main point of the story is making readers

understand that they use their time on to something they are taking responsibility in that

and should be responsible on other things.” “How important of making friends and

understanding each other.” “The main point of the story is all about how communication

and friendship can teach you a lot of things.” “The main point of the story is how you can

trust others and make them your friend.” “The main point of the story is how other

people can change you by communicating to each other and how to gain trust.” “The

main point of the literary text is all about having patience in building friendships and

bonds. And one should be responsible for making friends and making them one of the

most important parts of your life.” A or n to t rt l o L tC rts nt tl ―T L ttl

Pr n :C pt r 21‖ n t n lys s p rt t l rly sp t t t l ttl pr n n t

story l rns rom t ox bout w t tm ns to orm r l t ons p w t som on . It

b m known to mt t t b n unl k o s not m k som t n un qu or

sp l t st onn t on som t n or som on s or not r; t us un qu n ss

grows afterwards out of a relationship. In connection to the answers of the respondents

 46

who gave emphasis to the relationship, friendship, and/or bonds, it clearly shows that

they have provided the precise main idea of the story.

Then, when the researchers asked them to illustrate the main characters of the

story that are the Little Prince and the fox, the respondents were able to provide

different descriptions. They described the little prince as a little, curious, and innocent

boy with a golden hair who wanted to tame the fox. On the other hand, they described

the fox as a creature who wanted to be tamed by the little prince and the one who

shared a very special secret to him. For instance, “The Little prince is a curious and

unhappy before he met Ms. Fox that later became his friend. While, Ms. Fox is

somewhat persuasive and friendly but in the end he gave a beautiful secret to the prince

that he will never forget.” “The Prince is a little boy with a golden hair and the fox is

good on hiding and wanted to be tamed by the little prince.” “Fox: one who teaches the

prince on how to tame others. Prince: one who tamed the fox” “Prince: little boy with a

golden hair. Fox: good on hiding and wanted to be tamed by the little prince” LP:

innocent little boy who's curious about the fox. Fox: creature that wants to be tamed by

the prince to be unique to each other” “Prince: Curious and innocent little boy. Fox: wild

creature that wants to be tamed.” T s r spon nts‘ nsw rs w r r by t r

teacher when she claimed that according to her viewpoint, the learners would describe

the two main characters as “the little prince is a boy who is curious and the fox is a wild,

clever animal.” These answers were proved correct by referring in one of the articles of

the GradeSaver website that is entitled, The Little Prince Character List, which provided

descriptions to the characters of the story; The Little Prince was depicted as the

protagonist of the story, who is at times grave, amused, querulous, inquisitive,

 47

philosophical, ur ous w ll ul n k n st vo o t l r n nt ult worl

which can merely shows his innocence, while the fox was described as a wild creature

w om t pr n t t ox‘s r qu st t m s. T ox v p losop l ns ts l k

what is invisible is what is truly worth loving.

In addition, the respondents were able to express their insights and opinions

about why does the story ended the way it did, most of them come up with the idea that

t story t t s nt tl ―T L ttl Pr n ‖ n t w y t or t r son t tt

mission of the fox, which is to teach the Little Prince to be responsible for the things that

he had tamed was already accomplished; “The story ended the way it did because the

prince has a lot of tamed creatures and it is the foxes mission to teach the prince on

how to focus his attention to his tamed creatures” “I think it ended the way it did

because the Prince accomplished taming the fox”. “It ended that way because their

mission to each other finish”. A or n to t rt l o Sp rkNot s ―C r t rs (Fox)‖

in the final encounter of the prince and the fox, it made sure that the prince understands

why his rose important to him. This article explains as well that this encounter displays

an ideal type of friendship, since considering the fact that as the prince bids his goodbye

and caused the fox in so much pain, the fox behaves unselfishly and encouraged the

little prince to act in his own best interest. In addition, in order to further support this

article, an analysis from the Litcharts for the story of the Little Prince Chapter 21

explained the ending part. It said that the little prince realizes now that his relationship

with his rose is more important than its outward appearance and its superficial lies. He

l rn t s by nt r tn wt t ox. A t on lly n s moop rt l nt tl ―T Fox‖

it was stated there that the fox teaches the prince lessons that was then extended to the
 48

narrator and to its readers. These articles supported the responses of the respondents

regarding to their opinions about why the story does ended the way it did. In line with

this, the teacher believed that the respondents would be able to come up with various

reasons regarding on the explanation of the ending of the story; “I believe that the

students are able to provide ideas on why the story ended the way it did, because they

can assess and connect very part/scene of the story” . As per the A NSW Government

website – Education, connecting ideas requires the use of inference, and an

understanding of the relationships between events and characters or causes and

outcomes or consequences. The learners must be able to link related pieces of

information to fully understand the main idea of the text.

On the other hand, when they were given an opportunity to change the ending of

the story, they came up with several ideas; “If I can change the ending I would like the

ending to be a happy ending where they can all be friends.” “If I could change the

ending, I would like it to end with a good memories of the prince and the fox.” “For me if

I can change the ending I would like to read that the little prince is able to show to the

fox its flower.” “I would like to end the story by the fox and little prince stayed to each

other and make a lot of memories.” “If I could change the ending I will end it with the

prince coming back for the fox so that the fox will not going to be lonely.” “I will change it

into “let‟s we meet again” „not saying goodbye to each other in the end.‟” “If I could

change the ending I would like to include a part where the little prince and the fox meet

again and tell that they are still unique to each other”. These responses clearly shows

that they wanted to end the story with a happy ending, either the little prince will come

back to the fox so that they could still stay together forever or the little prince, the fox,
 49

and the flower would be able to meet and to be friends as well. In line with this, based

on t rt l o M r Bostw k t t s nt tl ―T C s or H ppy En n ‘ r rs

still need and crave for happy endings for these provide them hope, instilling the belief

that obstacles can be overcome, love can last, fences can be mended, and good can

triumph. Furthermore, as cited by the Sunday Times, according to a survey published

or Worl Book D y ppy n n s m k pos t v ontr but on to t n t on‘s qu l ty

of life.

Additionally, the researchers ask the respondents if there is anything else they

would like to say or share about utilizing the negotiated position as an approach in the

chosen literary piece entitled "The Little Prince". Based from the respondents' answers,

most of them shared that they learn and understand the literary piece better as they can

relate their real life experiences and situations to the text. The following answers were

stated by the respondents such as, "It helped me understand the way they both made

friendship and I understand Ms. Fox wanting a friend." “It does help me to understand

that even though your different from each other you can have a friendship that will last

forever." “It helps me to understand how the prince is curious in a lot of things because I

am also curious in a lot of things." "In making my own friends and tame them so that we

can tame each other" "It help me to communicate and making friends." "Experience

especially when you fail at something you can learn by making mistakes." "I can relate

the story to my life because of making friends that I patiently gained their trust." "My

own experience helps me to better understand the literary piece just like the little prince

I am curious about the world and just like the fox I wanted to build a friendship to other

people." "My own experience to better understand the literary piece it focuses on the
 50

important details of the text, thus, developing a deep understanding of the text‟s form."

And "With my own experiences as a teenager with friends, I managed to properly

understand the literary text more, because it gave me proper visualization of the text.

Utilizing negotiated position in the literary text is impressive and effective to some, but

that depends on how the student interprets it."

The result conforms to an article written by Hannah Kotler who is an English and

Psychology double major at Skidmore College stated that, "Arguably the most important

and prevalent lesson to learn from literature has to do with the human experience.

Reading a quote from a character and having found yourself thinking or saying those

very words before, recognizing a fictional plot as a parallel to a point in history, or

ln r t r‘s s m ln s b s on s m l r xp r n s ll p n t

understanding of the human experience. Even when exploring fictional, historical, or far

off worlds that exist in literature, the ability to empathize or understand even a fraction of

what the characters go through pulls closer together as humans." Based from this

statement, literature allows the learners to relate their real world situations and be able

to understand that this can be the reflection of themselves and the environment that

surrounds them which shows similarities in dealing with the literary piece.

Learners’ Perception on the Negotiated Position as a Technique in Learning

Literature
L rn rs‘ p r pt on to t negotiated position as a technique in learning

literature intends to learn and understand on how the learners perceived about the use

of negotiated position as an approach in teaching the world literature. In addition, it aims

 51

to determine the initial feelings, shared thoughts and ideas of the learners on the

utilization of negotiated position.

Based from the initial thoughts that the learner respondents' shared with regard

to the literary text, most of them answered that this piece would be all about a prince in

a kingdom, a fable or it will be all about fairytale. To support the claim, the following

students stated that, "Before I read the piece I thought the story is all about the prince of

a kingdom”; "Before I read the literary piece I thought that the story is gonna be all about

the kingdom because of its title The Little Prince” and "Before I read the piece I thought

it‟s about the world of a little prince." Another respondent said, “Before I read the

literary piece, I think the excerpt is a fable because there‟s a character that is a fox."

Another respondent answered that, "Before I read the literary piece, I thought it is all

about fairytales." Their answers were supported by the teacher as she shared her

thoughts regarding to the expectations of the learners from the story, “I think students

expect that the story is a children‟s story about the life of a boy who is living a

comfortable life.”

Based from results of the gathered data mentioned about, an article entitled

"Revisiting Read Alouds: Instructional Strategies that Encourage Students' Engagement

with Text" which was published online by Vanessa Morrison and Lisa Wheeler stated

that, when reading a text, proficient readers activate numerous interacting knowledge

sources to construct meaning of the message. One of these knowledge sources is

schema, which is the stored body of knowledge one already has in memory. Schema

theory maintains that reading is an active process, whereby readers construct new
 52

ideas and concepts based on their prior knowledge. When listening to a text, listeners

must also make meaning by using already established knowledge structures and

integrate this with incoming information. That is, they interpret the information they are

listening to and relate it to what they have already read, heard, or experienced.

Additionally, the more prior knowledge one has stored about a topic, idea, or concept,

the easier it is to understand a text discussing that topic, idea, or concept.

According to an article entitled Reading Interest, "It was believed that readers

could recall best the more important ideas at the higher levels of text structures.

However, research has shown that readers' well-formed individual interests and their

situational interests (evoked by topics and text segments) contributed to their reading

comprehension and learning. Several studies have demonstrated that personally

interesting text segments and passages written on high-interest topics facilitate

children's as well as college students' comprehension, inference, and retention.

Specifically, beyond increasing the amount of recall, interest seems to have a

substantial effect on the quality of learning leads to more elaborate and deeper

processing of texts.

An online article entitled Making Connections stated that, the process of reading

is when a person reads text and their inner voice makes connections between the

words, and their life and prior knowledge. The more closely the reader connects to the

text, the higher the level of comprehension. In addition, an online posted article by CSI

Literacy claimed that, it is particularly important for English language learners who need

to connect learning to their experiences, their culture and family at home, and often
 53

ross l n u s. T t t stu nt‘s b k roun knowl n t rm n t

meaning they take from a text. Good readers make connections to everything – from the

books they read to the communities they live in. Learners have to be able to draw on

what they already know to make sense of what they read.

However, when the respondents' were asked if they were familiar with the

negotiated position, all of them said that they were not familiar with that approach. This

was agreed by the teacher when she shared that “I can say that the students are not

familiar with the negotiated approach. They even did not think that it is similar to

localization used by teachers in teaching.”

According to an online journal entitled "Types of English Literature Teaching

Approaches Preferred", the results of the study implied that teachers are still rather

conservative to the varied choices of literature teaching approaches. They are still

applying the traditional method of paraphrasing the literary texts in their literature

lessons because there is so much to cover within the only one or 40-minute lesson

weekly. It also showed from the study that they have lack of exposure to more student-

nt r l t r tur t n ppro s n or r to v lop stu nts‘ nt r st n the

l ssons. In t on stu nts r st ll unw ll n to l rn t sm ll ―L t r tur ‖ prob bly

due to the language barrier they face in their entire school life because English is their

second language. Students are often fairly lost when answering higher-order thinking

literature because they were only spoon-fed by teachers to answer direct literature

questions.
 54

Moreover, the result of the findings from the study entitled "Approaches

Employed by Teachers in Teaching Literature", showed that the information-based

approach is popularly employed by teachers, followed by moral-philosophical approach

and paraphrastic approach. The findings indicate that the teaching approach is

n lu n by t stu nts‘ n b l ty to ompr n En l s l n u w or s

te rs to spoon t stu nts n us t stu nts‘ mot r ton u s t

medium of instruction. The implication is that literature teaching with the aims of

v lop n stu nts‘ l n u n t nk n sk lls n n r tn stu nts‘ p rson l

response and appreciation may not be achieved.

An online published article entitled Systematic Review: The Challenges and

Approaches in The Teaching of English Literature in Enhancing English Proficiency

stated that, the study discovered that between teacher-centred approach and student-

centred approach, English teachers prefer to implement teacher-centred approach in

teaching literature. According to a study by Ramlan that was done on English teachers,

the respondents agreed that they implement teacher-centred approach in their literature

classroom because they believe it is the best approach to use since their students have

low English proficiency level and to them, student-centered approach is only suitable to

be implemented in high proficiency classes.

Additionally, the teacher expressed as well her observation about the initial

feelings, impression or thoughts of the learners about watching the video clip

presentation portraying the text in the negotiated approach which is new among

learners, “I assumed that the students might have a question in mind why there were
 55

some replacements from the original.” This clearly stated that the learners might get

confuse and curious why there were some differences between the literary piece and

how the researchers presented the piece through an audio-visual presentation that has

an application of negotiated position. As cited by Susan Edelman in her article entitled,

Curiosity and Exploration, Berlyne believes that the curiosity is a motivational

prerequisite for exploratory behavior. The term curiosity is utilized both as a description

of a specific behavior as well as a hypothetical construct to explain the same behavior.

Exploration refers to all activities concerned with gathering information about the

environment.

After watching the video clip presentation of the literary text incorporated with

negotiated position, there are various feelings and emotions which were shared by

respondents in the focus group discussion. Most of the respondents feel amazed as

they were able to learn and understand the story. The respondents stated that they feel

amazed about how the characters in the story as it aims to fosters good communication

and friendships like what the following respondents clearly stated, "I'm amazed at how a

simple communication and negotiation can be start of a new friendship.” "I felt amazed

and have a high respect with a little prince because he still obeyed Ms. Fox." And "I'm

so amazed to the fox because she can communicate properly to the little prince."

Though, one respondent answered the researchers that, "I felt amazed on how the

writer and characters convey the message of the story but I don't completely agree in

some as I may not understand the symbolism the characters portray." While the other

respondents stated different feelings and emotions towards the video clip presentation

of the text such as being happy, sad, impress, and enlightened. The respondents
 56

shared that, "I felt enlightened because of how faithful the fox was to the little prince."

And, "I felt happy and impress because the story teaches that building relationships or

friendships and deep connection require amounts of time and patience". Another

respondent expressed that "I felt sad because of a rose on his tiny planet that he is in

love as a child." In line with this, the teacher as well shared her observation regarding to

what the learners felt after watching the video clip presentation that was incorporated

with negotiated position, “I think the students feel that it is another technique (an

alternative) the teacher uses in teaching.” It is evident on the claims of the respondents,

which clearly shows how they differ with their opinions and/or feelings.

With regard to the results of the gathered data about the respondents' feelings

after watching the video clip presentation, an article named Lumen explained that the

respondents' answers showed, emotional states are combinations of physiological

arousal, psychological appraisal, and subjective experiences. Together, these are

known as the components of emotion. These appraisals are informed by our

experiences, backgrounds, and cultures. Therefore, different people may have different

emotional experiences even when faced with similar circumstances." This related study

reflects to every respondent‘s s tu t on w l l n on t v o l p pr s nt t on. T

students watched one particular video clip presentation but when they were asked by

the researchers about their feelings towards the given instrument they shared various

emotions that they perceived.

A fiction editor Beth Hill stated that, "Readers like to be touched or moved by

story. They like to imagine themselves in worlds and situations that challenge them; that
 57

give them opportunity to do and be something other than what they do or are in their

real lives. Fiction, whether in book or film or games, allows people to not only step into

other worlds, but to experience those worlds. To do what they cannot in the course of a

normal day to feel beyond their normal feelings. One technique the writer can make use

of to create reality out of fiction is to induce emotion in readers, make them feel

something of what the characters are experiencing. Writer and reader know the fictional

v nts r n‘t r l but t mot on nb .R rs n r n feel joy and be excited

and know grief. They can laugh and cry, shiver and rage which are all came from

reading a story.

On the other hand, based from one of the respondents‘ answers who said that, "I

felt amazed on how the writer and characters convey the message of the story but I

don't completely agree in some as I may not understand the symbolism the characters

portray." An online article from Swayswati explained that, the idea that audience

members can play an active role in decoding messages as they rely on their own social

contexts, and might be capable of changing messages themselves through collective

action. When the message is decode, the audience are extracting the meaning of that

message into terms that are able to easily understand. Hall claims that decoding subject

can assume three positions and one of these was the negotiated reading where in the

reader partly shares the text's code and broadly accepts the preferred reading, but

sometimes resists and modifies it in a way which reflects their own position,

experiences and interests.

 58

In addition, according to an article entitled Revision World, "Stuart Hall asserts

that negotiated reading pertains to where the audience accepts parts of the producer's

views, but has their own views on parts as well. The media texts are encoded and

decoded. The producer encodes messages and values into their media which are then

decoded by the audience. However, different audience members will decode the media

in different ways and possibly not in the way the producer originally intended."

On the other hand, when it comes to the observation of an English teacher about

the impression of the students on the application of the negotiated position in the

discussion of the story, The teacher states that, "As an observation, students thought

why some aspects are not taken as they are. Or why is there a need to change some

elements."

An online article named Kumon explained that, watching a film adaptation of a

book that the child has already read can be very fruitful for further engaging them in the

story and developing their analytical thinking skills. The child can consider whether the

director interpreted a relationship between characters or the setting of a scene in the

same way they did. They can consider the structure of the film and how it differs or

marries up with the structure of the book. Perhaps the choice of actor has meant the

character portrays a different personality trait to the character that the child pictured in

their mind when reading the written story. Watching a film based on someone else's

interpretation of a popular story allows considering the attitudes and perspectives of

others. Encouraging the child to analyze the film and reflect on the differences to the

original story can, therefore, encourage the development of their social skills. With
 59

r r s to t stu y pr s nt bov s ows t tt r s r rs‘ pt nstrum nt

which was an audio visual video clip presentation of the literary piece entitled "The Little

Prince" will help the learners to reflect, understand and analyze the literary piece better.

In addition, an online research study entitled "Roles for Multimedia in the

Response-based Literature Classroom" stated that, Multimedia can serve to shape the

social context in which literary works can be explored or experienced with others.

Students and their teacher have a central source of images, sounds and text that can

stimulate and facilitate the sharing of responses. The technology can be used as a

springboard and around which roles and discourse can be shaped. Through multimedia

students can be encouraged to build meaning and develop understandings. Given aural

and visual tools with which to explore, expand, clarify, and modify their understandings,

the technology can be cast in the role of support system for students as they develop

and share their interpretations.

Furthermore, the researchers ask the teacher if there is anything else to say or

share about utilizing the negotiated position as an approach in the chosen literary piece

entitled "The Little Prince". Based from the teachers shared thoughts, "This negotiated

approach is an alternative in teaching the literary text to achieve the goal which is to

make students understand the lesson. This can be utilized if the elements of the story

are really foreign to students and they do not have a background of the story".

According to an article Future Learn stated that "Hall established the centrality of

nt ty to t t o nt rpr t t on. It w s t nt ty o w o n w r t ‗r r‘ w s

that determined his or her ability to accept, reject or adjust the assumptions of the text.
 60

Hall distinguishes three kinds of reading positions. One of these is the Negotiated

position where in the readers accept what is encoded unproblematically and thus

reinforce its ideological or preferred meaning or may reject the situations which are

unacceptable to them owing to their social situation and decode the text accordingly.

According to an article written by Benjamin Abugu, Literature as an imitation of

human action, often presents a picture of what people think, say and do in the society.

In literature the stories are designed to portray human life and action through some

characters who, by their words, action and reaction, convey certain messages for the

purpose of education, information and entertainment. What writers of literature do is to

transport the real-life events in their society into fiction and present it to the society as a

mirror with which people can look at themselves and make amends where necessary.

In addition to the studies mentioned above, an article entitled Identifying with

Literature explained that for many readers, finding points of familiarity along gender,

age, geographical or other lines was important for their ability to enjoy stories from

communities different from their own. Readers were also struck by finding experiences

that were similar to their own in very different contexts.

Learners’ Experiences of Learning Literature through Negotiated Position

The researchers sought to determine the experiences of the respondents upon

watching the video that has an adaptation of the negotiated position. Thus, they

ormul t qu st ons t t woul t r r spon nts‘ v ws n op n ons.

 61

Upon reading the literary piece and watching the video material, the respondents

shared their insights about the ut or‘s purpos o t story; or n to t m t

ut or‘s m n purpos s to s ow mon ts r rs ow to bu l r l t ons p or

friendship towards someone and how to give importance to it. “I think that having deep

connection requires amount of time and patience so that they will build a relationship or

friendships stronger.” “The authors purpose in writing this literary piece is about being

responsible for the one you tamed or for the one who tamed you or tamed for you and

unique to them or to you.” “I think the author‟s of The Little Prince is the importance of

finding one‟s child self and the importance of love.” One said that “I think the author‟s

purpose is to tell us that communication is a key to have a friend and you need to step

outside of your comfort zone and trust others.” As t nt S rb nt tl ―A L t r ry

An lys s o t L ttl Pr n ‖ or n to S ttu k Anto n S nt-Exupery, the

author of the Little Prince, produced almost half of the writings wherein he could be

remembered for, including a tender tale of loneliness, friendship, love, and loss in the

form of the main character of the story, the little prince. With this, it proves that the

shared insights of the respondents are accurate, since they were able to give emphasis

to ― r n s p‖ s on o t ut or‘s purpos n wr t n t pt r 22 o T L ttl

Prince, where the little prince met the fox. In line with this, the negotiated position might

have adaptations depending on the perception of the student and on their interest that

can lea t m to s r t r un rst n n rom t qu st on bout t ut or‘s

purpose. The author of negotiated position, Stuart Hall elaborates that, the audience

could add, rebuild or recreate the meaning of the message. He also believes that the

decoding process could possibly result in a different interpretation than what was
 62

delivered or encoded to the audiences. The different factors that could make the

students understand the messages in different ways are age, mood, gender,

experiences, backgrounds and economic standings.

In addition, the respondents might have different interpretation or opinion based

on their chosen scenario from the story. Their answers talk about friendship that is built

by understanding between Little Prince and the Fox which was happened in the forest.

They answered the question about the thoughts they pictured out on the story. There

are respondents who realized that “The scenarios I can picture out while reading the

story is that the fox is teaching the prince on how to tame and became friends with

others,” another one said that “The scenarios that I can picture out is the prince and the

fox symbolizes that knowing the different personalities is not a hindrance from forming

connections and bonds” and other pictured out that “A scenario of a conversation

between two strangers who become good friends after understanding each other.”

Nevertheless, there are respondents who based their answers about the things they

have felt and imagined from the story like one respondent has stated “The scenario I

could picture out while reading the story is when the little prince is hearing a voice from

the fox and he can't find him” It is important to know about the things that learners have

pictured out from the story to find out if they got the same or different imagination from

the story. Through negotiated position, the learners were able to add their different

viewpoints. Brooke Khan claims that students need to use visualizing and synthesizing.

Examining different views are important to strengthen and build the critical thinking and

metacognitive abilities; this will give a lesson for the students to appreciate the

significance of divergent thinking.

 63

On the other hand, the respondents responded for the next question about the

scene that they have not forgotten. “I will never forget the scenario where the prince is

going back to the fox every hour closer and closer.” “The scenario that I will never forget

is their first meeting because they get along easily” and “I will never forget when the fox

was explaining what is tame to the little prince because you can see that the fox had a

lot of knowledge.” “The scene wherein the fox says to the prince that if he tame her she

will be unique to him and he will be unique to her.” Saga Briggs stated that learners

need a personal connection to the material, whether that is through engaging them

emotionally or connecting the new information with previously acquired knowledge.

Without that, learners may not only disengage and quickly forget, but they may also lose

the motivation to try. On the other hand, the learners were individually engaged from

reading and watching the story and this helped their learning experience not to forget

some remarkable scenes.

Furthermore, the respondents shared as well the part that they love from the

story. They shared that they enjoyed the conversation of the characters from the story;

they love the part when the secret of the fox was revealed and the part that the little

prince realized what is important to him. “The part of the video clip that I enjoy is when

the little prince is having a conversation with the fox,” “When the little prince and the fox

became friends,” “When the last part, when the fox told the little prince the secret,” and

“The part when the prince understands what is important to him.” T r spon nts‘

answers were supported by the observation of their teacher; “The students enjoyed the

part when the little prince and the fox met.” In line with this, according to David M.

Wright in his article that s nt tl ―W y R L t r tur ‖ m nt on t t p opl

 64

usually enjoy stories since they are able to meet the characters; to live in their world, to

experience their joys and sorrows. Thus, it helps them perceive truth, make value

judgments and deal with the complexities of life in creative ways. Herewith, it shows that

the respondents enjoyed some particular scenes in the story as they were able to feel

the emotions and the environment of the characters living in it. Moreover, they were

able to learn some philosophies in life as well through the story that would probably

guide them in their real-life situations.

The researchers asked the teacher about her thoughts if the literary text

som ow r l t s to l rn rs‘ p rson l-life experiences, then she agreed since

or n to r v ry story n b onn t to nyon ‘s l v s; “Every story can be

connected to anyone‟s situation since it deals with human activities. Students can

related to the story of the little prince since it has to do with getting along with others.” In

line with this, the respondents shared the connection of their real-life experiences to the

story. Most of them shared that they can really connect themselves to the story since

they were able to experience as well building a friendship just like what happened

between the little prince and the fox. “In my experience I'm also a curious little girl. I also

want to learn a lot of things to others but I'm afraid to step outside of my comfort zone”

and other said that “The way that the prince and the fox became friends are like some of

my personal experiences in making friends and giving and gaining trust from others.”

On the other hand, other leaners simply shared that “My experience as a little boy

because that is the time I'm making friends” n ―My experience as a student more

related to the Literary piece because it is when I made friends and I found the one

who tamed me.” Rebecca Alber shares that teachers need to create routine situations
 65

where learners' lives are brought into the learning and connections are made between

the stories they share and the content being learned. It is because she believes in Lisa

D lp t‘s l m t t l rn rs r lly n to s onn t on b tw n l rn n n t r

lived experiences. Echevarria, Vogt, & Short provided a reason for this, according to

them, making connections can make learning meaningful for learners.

When the respondents were asked if they were able to better understand the

literary piece by connecting their experiences to it, they agreed; “I understand it

because I‟m making friends” while others explained further their answer like “It helps me

to understand how the prince are curious in a lot of things because I am also curious in

a lot of things” “My own experience helps me to better understand the literary piece just

like the little prince I am curious about the world and just like the fox I wanted to build a

friendship to other people.” “It does help me to understand that even though you‟re

different from each other you can have a friendship that will last forever.” “I can relate

the story to my life because of making friends that I patiently gained their trust.” Their

responses are supported by a research, as cited in Chapter 5: Connecting to Students

Lv s s s own t t t rs w o onn t n w l rn n to l rn r‘s b k roun s

n r s l rn r‘s ompr ns on. Furt rmor t mport n o l rn rs‘

experiences in their comprehension is reiterated in the article of Craig E. Abrahamson,

he cited that according to Maguirre, people gain a better understanding of one another

using concrete examples instead of having the abstractions and generalizations that

v l ttl r l t ons p to on ‘s xp r nces.

 66

According to results, the respondents claimed that the negotiated position helped

them to better understand the story even though there is a difference between the

characters used from the original story to the video that they have watched. And when

they asked about their impression regarding the application of the negotiated position in

the discussion of the story, they shared that “I think the negotiated position in the

discussion about the story made the literary piece more clearer. For it changed some

characters such as the rose‟s character into a dog that represented how important that

rose is to the prince.” “My impression is that the video helps me to understand and

picture out more about the literary text.” Alex Teel said about negotiated position that

H ll‘s n w mo l o us on t l v s on s ours n omp r t to t ommun t on

pro ss m k n t lk r u t. H t t H ll‘s l m t tl n u n m

do not reflect the real, but simply constructs something similar on behalf. However, with

H ll‘s t ory t w s poss bl or t u n to n t m nn o m ss n

order to fit their social context. This led the learners to have almost the same

interpretation from the story and some are have different views.
 67

Chapter 4

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions drawn, and

recommendations offered.

Summary of Findings

The following were the summarized results of the study:

1. Impact of Negotiated Position as a Teaching Tool

According to the results, the grade 10 learners were able to understand the

literary piece better through the application of the negotiated position as a teaching tool

in teaching world literature. It is evident as they were able to answer the questions

r l t to t story ―T L ttl Pr n ‖ orr tly su s t onn t on o t t tl ―T

L ttl Pr n ‖ to t story ts l t m n o t story llustr t on o t m n

characters in the story, and the reason behind the ending of the story. Moreover, when

they were given a chance to have their crafted ending for the story, all of them provided

a happy ending scenario wherein either the little prince will be staying forever with the

fox or the fox will be able to en ount r t l ttl pr n ‘s ros n ll o t m w ll b

friends. Furthermore, the grade 10 learners provided some additional insights and/or

opinions regarding to the utilization of the negotiated position as an approach in learning

the story and they shared that they understand and learn the literary piece better as

they are able to relate their real-life experiences and situations to the text.
 68

2. Learners’ Perception on the Negotiated Position as a Technique in

Teaching Literature
The grade 10 learners shared their perceptions on having the negotiated position

as a technique in learning world literature. When they were asked if they are familiar

with the negotiated position as an approach, all of them said that they are not familiar

with it. In addition, the teacher shared that since this type of approach is new among the

learners, she was assuming that the learners might get curious and/or confuse for there

were some replacements from the original. Then, the learners shared their initial

thoughts about the story before they have read it, they shared that the piece would be

all about a prince in a kingdom, a fable or will be all about fairytale. And as they

watched the video clip presentation that was incorporated with the negotiated position,

the respondents shared that they feel amazed as they were able to understand the

story, however one respondent expressed his opinion that he was not agree with some

parts in the video clip presentation as he was not able to understand that the characters

are portraying. In addition, the English teacher of the grade 10 learners shared as well

her observation regarding to the impression of the learners towards the negotiated

position in the discussion of the story; she said that the learners tended to think why

there is a need for some elements of the story to be changed instead of presenting it the

way it must be, according to the literary piece. She added as well that through the

utilization of the negotiated position as an alternative approach in teaching the literary

text helps to achieve the goal which is to make learners understand the lesson.

Specifically, if the elements of the story are really foreign among the learners and they

do not have a background about the story.

 69

3. Learners’ Experiences of Learning Literature through Negotiated Position

The researchers intended to determine the experiences of the grade 10 learners

in learning the literary piece that was incorporated with negotiated position. The learners

v prov n ur t ns t bout t ut or‘s m n purpose in writing the story,

―T L ttl Pr n ‖ w s to s ow to ts r rs ow to bu l r l t ons p or

friendship with someone and how to give importance to it. Moreover, they shared as

well the scenarios that they could picture out in the story, and their responses showed

that those scenarios are concerning with how a friendship between the little prince and

the fox grow. And the scenarios that they will never forget are about how the little prince

was able to tame the fox while the unforgettable words are usually coming from the

lines of the fox that talk about the significance of giving importance for someone or

something that was tamed. In addition, they expressed as well how they enjoyed the

scenes wherein the little prince and the fox are building a friendship and how the very

important lesson was became known to the little prince. Furthermore, they were able to

share the connection of their real-life experiences to the story, and they have discussed

that they were able to connect themselves to the piece since they and the characters of

the story have the common experiences like building a friendship with someone. And

with the realization that they were able to connect themselves to the story because of

the commonalities in terms of their experiences, they expressed how they are able to

better understand the story.

Conclusions

The following were the conclusions drawn based on the results of the study;
 70

1. The negotiated position as an approach in teaching world literature enables

learners to relate their real life experiences and situations to the text. It helps

them to understand the literary piece better and allows learners to come up with

the most appropriate answers when they will be asked questions related to the

text that they have read.

2. The learners, through the utilization of the negotiated position as an approach in

teaching world literature, are enabled to connect themselves to the literary piece

through their personal life experiences, which helped them to be clarified and

understood the meaning of the literary piece.

3. The utilization of the negotiated position as an approach in teaching world

literature should be widely considered by teachers as it is proven to be helpful

among leaners to better understand and to learn a literary piece.

Recommendations

On the basis of the findings and conclusions derived from the study, the following

recommendations are given considerations:

1. The negotiated position as an approach should be utilized in teaching world

literature.

2. Take into account the personal life experiences of the learners when learning a

literary piece as connecting themselves to a text will help them to understand a

literary piece.

3. The video itself must be meticulously presented as it is one of the vital materials,

which can be used in teaching literature using negotiated position.

 71

BIBLIOGRAPHY

A. Unpublished Works (Theses and Dissertation)

San Juan, Jansen A. "Performance of Literature Through Three Meaning Approaches:

A Tool in Enhancing the Teaching - Learning Experience", Undergraduate
Thesis, University of the Philippines, March 2005.
B. Periodicals/Journal Articles

Affendi,.Faiza.R..&.Azlina.A./Aziz.."Systematic.Review:.The.Challenges.and.Approache
s in The Teaching of English Literature in Enhancing English Proficiency",
International Journal of Academic Research in Progressive Education &
Development, Vol. 9, 2020.

Shen, Yanxia. "An Exploration of Schema Theory in Intensive Reading", Journal for
English Language Teaching, Vol. 1, No. 2, December 2008.
C. Electronic and Internet References

"1987 Constitution of the Philippines- Article XIV of the Philippine Education, Science
and.Technology,.arts,.culture.and.Sports",.n.d.,.Retrieved.from.https://www.offica
lgazette.gov.ph/constitutions/the-1987-constitution-of-the-republic-of-the-philippin
es/the-1987-constitution-of-the-republic-of-the-philippines-article-xiv/ Retrieved
on March 17, 2020.

"Batas.Pambansa.Blg..232",.n.d.,.Retrieved.from.https://www.lawphil.net/statutes/batas
pam/bp1982/bp_232_1982.html Retrieved on August 8, 2021.

"Connecting.Ideas",.June.15,.2020,.Retrieved.from.https://education.nsw.gov.au/teachin
g-and-learning/student-assessment/smart-teachingstrategies/literacy/reading/con
necting-ideas Retrieved on July 28,2021.
"Identifying.with.literature..Postcolonial.Writers.Make.Worlds",.2017,.Retrieved.from.http
s://writersmakeworlds.com/on-reading/identifying-with-literature/ Retrieved on
July 10, 2021.
 72

"Making.Connections",.October.1,.2018,.Retrieved.from.https://csi-literacy.nz/blogs/blog
/reading-strategies-making-connections Retrieved on July 11, 2021.

"Revision.World",.n.d..Retrieved.from.https://revisionworld.com/a2-level-level-revision/m
edia-studies-level-revision/reception-theory Retrieved on July 10,2021.

Ramlan,.Najah.B.."Teaching.Approaches.Employed.by.Secondary.School.EnglishTeach
ers.when.Teaching.Literature.Component.in.English",.2015,.Retrieved.from.https:
//www.google.com/url?sa=t&source=web&rct=j&url=https://core.ac.uk/download/
pdf/42955761.pdf&ved=2ahUKEwiMxLPb3KfyAhWLbn0KHe8MA10QFnoECAM
QAQ&usg=AOvVaw0RsBkJ5zxOnM7Whwwf-tbY Retrieved on July 11, 2021.

"What is world literature?", 2020, Retrieved from https://ozzz.org/world-literature/.

Retrieved on March 16, 2020.

"World literature: Theories in the context of globalization", March 12, 2014, Retrieved
from.https://publish.illinois.edu/globalcurrents/2014/12/03/world-literaturetheories
-in-the-context-of-globalization/. Retrieved on February 4, 2021.

"Writing.About.Reading:.R r‘s.Response",.n.d.,.Retrieved.from.https://courses.lume
nlearning.com/howardcc-devenglishandreading/chapter/making-connections/
Retrieved on July 10, 2021.

Aaron,.Michele.."Reading.difference",.2020,.Retrieved.from.https://www.futurelearn.com
/info/courses/digital-storytelling/0/steps/9276 Retrieved on July 25, 2021.
 73

Abrahamson,.Craig.E.."Methodologies.for.Motivating.Student.Learning.Through.Person
al.Connections",.2011,.Retrieved.from.https://files.eric.ed.gov/fulltext/EJ969845.p
df Retrieved on July 11,2021.

Abugu, Benjamin. "Literature As A Reflection Of The Society", July 29, 2016 Retrieved
from http://abugubenjamin.expertscolumn.com/article/literature-reflection-society
Retrieved on July 11,2021.

Alb r R b . ―T Us n t L v Exp r n s o your Stu nts‖ Jun 30 2015

Retrieved.from.https://www.edutopia.org/blog/teach-using-lived-experiencesyour-
students-rebecca-alber Retrieved on July 12,2021.

Alyami,.Khaled.."Reception.theory",.2020,.Retrieved.from.https://www.communicationth
eory.org/reception-theory/ Retrieved on April 2, 2021.

Bostwick,.Marie.."The.Case.for.a.Happy.Ending",.Retrieved.from.www.publishersweekly
.com/pw/by-topic/columns-and-blogs/soapbox/article/67175-unfashionably-
happy.html, Retrieved on July 12, 2021.

Br s S . ―How to Make Learning Relevant to Your Stu nts ( n W y It‘s Cru l

to.their.Su ss)‖ .Ocober.04,.2014,.Retrieved.from.https://www.opencolleges.ed
u.au/informed/features/how-to-make-learning-relevant/ Retrieved on July 11,
2021.

"British.Council:.Approach",.https://www.teachingenglish.org.uk/article/approach,.Retrie
ved on November 2, 2021.
 74

Cdadmin,."Importance.of.education.in.life",.2018,.Retrieved.from.https://www.theasians
chool.net/blog/importance-of-education/. Retrieved on March 17, 2020.

Chandler,.Daniel.."Semiotics.for.Beginner",.2020,.Retrieved.from.http://www.visual-me
mory.co.uk/daniel/Documents/S4B/sem08c.html. Retrieved on March 31,2021.

Daskalovska, Nina and Violeta Dimova.."Why should literature be used in the language
classroom?", 2012, R tr v rom ttps:// or . .uk › p Retrieved on March
31,2021.

De Saint-Exupéry, Antoine. "The Little Prince", Retrieved from www.litcharts.com/lit/the-

little-prince/chapter-21, Retrieved on July 10, 2021.

De.Saint-Exupéry,.Antoine.."The.Little.Prince",/Retrieved.from.www.sparknotes.com/lit/li
ttleprince/character/the-fox/, Retrieved on July 11, 2021.

De Saint-Exupéry, Antoine. "The Little Prince What's Up with the Title?", Retrieved from
www.shmoop.com/study-guides/literature/little-prince/fox, Retrieved on July 11,
2021.

Dowd,.Mary.."Importance.of/becoming.a.teacher",.2018,.Retrieved.from.https://work.chr
on.com/importance-becoming-teacher-2258.html Retrieved on March 14, 2020.

Ebers, Nadyja Von. "The importance of teaching literary analysis", 2017, Retrieved from
https://www.chicagoacademyforthearts.org/news/2017/3/10/the-importance-of-
teaching-literary-analysis Retrieved on March 31, 2021.
 75

Edelman,.Susan..―Cur os ty.and.Explor t on‖ .n.d.,.Retrieved.from.http://www.csun.edu/

~vcpsy00h/students/explore.html Retrieved on July 28, 2021.

Elinwa, Onotina Jeiva. "Audience readings and meaning negotiation in the film viewing
sp : n t no r p stu y o nollywoo ‘s v w n nt r u n s" 2020
Retrieved from https://journals.sagepub.com/doi/full/10.1177/2158244020939537
Retrieved on April 2, 2021.

Ernst-Slavit,.Gisela.and.Joy.Egbert.."Chapter.5:.Connecting.to.Students'.Lives",.n.d.,
Retrieved.from.https://opentext.wsu.edu/planning-meaningful-instruction-for-
ells/chapter/chapter-5/ Retrieved on July 11, 2021.

Hill,.Beth.."Creating.Emotion.in.the.Reader",.February.8,.2011,.Retrieved.from.https://th
eeditorsblog.net/2011/01/30/creating-emotion-in-the-reader/ Retrieved on July
10,2021.

Hidi,.Suzanne.."Reading.Interest",.2021,.Retrieved.from.https://education.stateuniversit
y.com/pages/2350/Reading-INTEREST.html Retrieved on July 10, 2021.

Holly.Et.Al.,."Qualitative.descriptive.research",.2014,.Retrieved.from.https://connect.spri
ngerpub.com/content/book/978-0-8261-9388-9/part/part02/chapter/ch05#:~:text=
Data%2Dcollection%20methods%20typically%20involve,of%20an%20event%20
or%20experience. Retrieved on May 20, 2021.
Hossein,.Nassaji.."Qualitative.and.descriptive.research:.Data.type.versus.data.analysis"
,.2015,.Retrieved.from.https://journals.sagepub.com/doi/10.1177/1362168815572
747 Retrieved on May 20, 2021.

Jamora,.August..―V nt .Madrigal.National.High.S ool‖ .n.d.,.Retrieved.from.https://a

ugustjamora.angelfire.com/mav.html/, Retrieved on February 5, 2021.
 76

Joe,.Tom‘and.Lilly;Joe.."Reception.theory",/2020,.Retrieved.from.https://www.slideshare
.net/lillytomjoe/reception-theory-28017122, Retrieved on April 2, 2021.

Khan,.Brooke..―5.Key.Reasons.to.Teach/Students.How.to;Analyze.Differing.Perspective
s‖ .May.19,.2018,.Retrieved.from.https://www.litinfocus.com/5-key-reasonsteach-
differing-perspectives/. Retrieved on July 12, 2021.

Kotler,.Hannah.."What.Literature.Can.Teach.Us",.Nov..6,.2017,.Retrieved.from.https://w
ww.silverpenproductions.com/what-literature-can-teach-us/ Retrieved on July 10,
2021.

Kumon,."Engaging.children.in.literature.through.film",.2018,.Retrieved.from.https://www.
kumon.co.uk/blog/engaging-children-in-literature-through-film/ Retrieved on July
12,2021.

L,.D.."Gestalt.Theory.(von.Ehrenfels)..Learning.Theories",.2017,.Retrieved.from.https://
www.learning-theories.com/gestalt-theory-von-ehrenfels.html Retrieved on May
22, 2021.

Lambert,.Vickie.A..and.Clinton.E..Lambert,."Qualitative.descriptive.research:.an,accepta
ble design", 2012, Retrieved from https://www.tci-thaijo.org Retrieved on May 20,
2021.
Ling, Sii and Chen Siew. "Types of English Literature Teaching Approaches Preferred",
2016, Retrieved from http://ijleal.ump.edu.my/ Retrieved on July 12, 2021.

Loop, Erica. "English language curriculum for secondary schools", 2021 Retrieved from
https://www.theclassroom.com/english-language-curriculum-secondary-schools-
6331481.html. Retrieved on February 4, 2021.
 77

Lumen.."Theories.of.Emotion",.2021,.Retrieved.from.https://courses.lumenlearning.com/
waymaker-psychology/chapter/emotion/ Retrieved on July 11, 2021.

Macintyre,.Ben.."Should.novels.have.happy.endings?",.Retrieved.from.www.thetimes.co
.uk/article/should-novels-have-happy-endings-hng08brqlmg, Retrieved on July
13, 2021.

Markowsky,.George,.Et..Al..2017,.Retrieved.from.https://www.britannica.com/science/inf
ormation-theory Retrieved on May 22, 2021.

Meskill, Carla and Karen Swan. "Roles for Multimedia in the Response-based Literature
Classroom",.n.d..Retrieved.from.https://www.albany.edu/lap/Papers/roles%20for
%20multimedia.html Retrieved on July 12, 2021.

Morrison,.Vanessa and.Lisa Wheeler.."Revisiting Read Alouds: Instructional Strategies

that.Encourage.Students'.Engagement.with.Text",.2020,.Retrieved.from.https://w
ww.readingrockets.org/article/revisiting-read-alouds-instructional-strategies-
encourage-students-engagement-text Retrieved on July 12, 2021.

Neron, Shiela Ann. "A literary analysis of the little prince", October 16, 2014, Retrieved
from.https://www.slideshare.net/shielaannneron/a-literary-analysis-of-the-little-pri
nce Retrieved on July 12, 2021.

Osborne-Bartucca,.Kirsten.."The.Little.Prince.Study.Guide",.Retrieved.from.www.grades
aver.com/the-little-prince/study-guide/character-list, Retrieved on July 11, 2021.
 78

Rashid,.Radzuwan.Ab..Et.al.."Approaches.Employed.by.Teachers.in.Teaching.Literatur
e",.n.d.,.Retrieved.from https://www.ccsenet.org/journal/index.php/elt/article/view/
37015 Retrieved on July 10, 2021.

Shrivastava,.T.."Important.theories.of.transfer.of.learning.psychology.discussion.-discus
s.anything.about.psychology",.2016,.Retrieved.from.https://www.psychologydiscu
ssion.net/educational-psychology/6-important-theories-of-transfer-of-learning/182
7#:%7E:text=Transfer%20starts%20in%20understanding%20the,of%20similarity
%20by%20the%20learner.&text=It%20is%20not%20the%20specific,the%20real
%20basis%20of%20transfer. Retrieved on May 21, 2021.

Swayswati,."Encoding.Decoding.Summary",.2021,.Retrieved.from.https://www.termpap
erwarehouse.com/essay-on/Encoding-Decoding-Summary/436791.Retrieved on
July.11,.2021 .

T l Al x. ―T Appl t on o Stu rt H ll‘s Au n R pt on T ory‖ M y 04 2017

Retrieved.from.https://medium.com/@ateel/the-application-of-stuart-halls-
audience-reception-theory-to-help-us-understand-whichlivesmatter-
3d4e9e10dae5. Retrieved on July 13,2021.

Viviani, Irene. "Stuart Hall", 2017, Retrieved from https://medium.com/brixenlabs/stuart-

hall-7f75ce66a847 Retrieved on March 31,2021.

Wright,.David.M.."Why.Read.Literature?",.January.9,.2019,.Retrieved.from
https://www.memoriapress.com/articles/why-read-
literature/#:~:text=Reading%20literature%20enables%20us%20to,age%2C%20cl
ass%2C%20or%20race. Retrieved on July.11,2021.
 79

APPENDIX A

Letter of Permission to Conduct the Study

80
 81

APPENDIX B

Certification of the Content/Phase Validation

82
 83

APPENDIX C

Letter to Respondents
 84

APPENDIX D

Gantt Chart of Activities

ACTIVITIES 2019 2020 2021

April- Sept- Jan- April- July- Oct- Jan- April- Sept-

August Dec March June Sept Dec March August Dec

Planning

Title Defense

Gathering of
Related
Literatures and
Studies

Development of
Chapters 1, 2,
and 3

Checking and
Consultation

Revision of
Chapters 1, 2,
and 3

Preparation and
Validation of
Research
Questionnaire

Permission to
conduct the
Study
 85

Administration
of the Focus
Group
Discussion on
the use of
Negotiated
position

Presentation,
Analysis and
Interpretation
of Data

Accomplishment
of Chapters 4
and 5

Final Oral
Defense

Submission of
the Revised
Undergraduate
Thesis
 86

APPENDIX E

Focus Group Discussion Guide Questions

QUESTIONS FOR THE STUDENTS

I. Engagement Questions

1. What are your initial feelings, impression or thoughts about the activity of
watching a video clip presentation?
2. How familiar are you with Negotiated position or approach in teaching Literature?
II. Exploratory questions:

1. What did you feel after watching the video clip presentation of the literary text
incorporated with negotiated position?
2. What does the title have to do with the story?
3. W t o you t nk s t ut or‘s purpos n wr t n t s l t r ry p ?
4. What aspect of your personal life experiences is related to the literary text?
5. What do you think is the main point of this story?
6. Can you describe the following characters:
i. Little Prince
ii. Fox
7. What scenarios could you picture out while reading the story?
8. How does your own experience help you better understand the literary piece?
9. What part of video clip presentation did you enjoy the most?
III. Exit Questions:

1. Why do you think the story ended the way it did?

2. If you could change the ending, how would you like it to end?
3. What is your impression on the application of the negotiated position in the
discussion about this story?
4. Does the video made by the researchers help you to better understand the
literary piece? Why?
5. What are the scenarios or words you will never forget from the given activity?
6. Is there anything else you would like to say or share about utilizing the negotiated
position in the literary text?
QUESTIONS FOR THE TEACHER

I. Engagement Questions

1. What do you think will be the initial feelings, impression or thoughts of the
students about the activity of watching a video clip presentation portraying the
text in the negotiated approach?
 87

2. How familiar are the students with Negotiated position or approach in teaching
Literature?
3. Before they study the literary piece, what do you think the students are expecting
from the story?
II. Exploratory questions:

1. What do you think the students will feel after watching the video clip presentation
of the literary text incorporated with negotiated position?
2. Do you think the students will be able to assume that the title has something to
do with the story?
3. Do you think the literary text somehow relates to the students' personal life
experiences?
4. Will the students be able to highlight the main point of the story?
5. From your viewpoint, how do the students describe the following characters:
i. Little Prince
ii. Fox
6. What part of the video clip presentation do you think the students enjoyed the
most?
III. Exit Questions:

1. Do you believe that the students will be able to provide ideas on why the story
ended the way it did?
2. According to your observation, what is the impression of the students on the
application of the negotiated position in the discussion of the story?
3. Would you agree that the negotiated approach helped the learners better
understand the literary piece? Why?
4. Is there anything else you would like to say or share about the utilization of the
negotiated position in teaching of the literary text?
 88

APPENDIX F

Responses of the Respondents

A. Engagement Questions

1. What are your initial feelings, impression or thoughts about the activity
of watching a video clip presentation?
a. My initial feelings or thoughts about the activity is how the fox
had the big trust on the prince even though the other people
was trying to kill them.
b. I felt happy and amazed of how the fox teach the little prince to
give importance to his dog named rose and how the fox tell
t t t y‘r un qu to ot r.
c. I felt happy and encouraged when the fox said the secret to
the little prince, it remind the readers something that they wont
forget.
d. I‘m ppy b us l ttl pr n r pr s nts op n m n k
because he is aware that his friend is not human and it is a
fox.
e. My opinion on the story of the little prince is that no matter
what you look like, you can communicate with anyone, even
an animal.
f. I felt happy that the little prince and the fox became friends.
g. I felt happy when the fox compared himself to the rose, being
tamed and special to the little prince.
h. I wonder how they tamed each other because the fox is wild
animal while the prince was a curious little boy they are
opposite to each other.
i. Love is all important and allow us to truly see to the heart and
beauty of all things.
j. I felt happy and sad when the fox said to the prince that he
should focus on his tamed dog named rose.
k. I felt excited and curious on how would they form a connection
or friendship with each other.
l. I felt happy and delighted on knowing and watching the video
presentation because it let me know one of the power of
friendship and how it can change a person or the fox.
m. I am curious about how the little prince tamed the fox and how
they become friends.
 89

2. How familiar are you with Negotiated position or approach in teaching

Literature?
a. No
b. No
c. No
d. no
e. no
f. No
g. No
h. No
i. no
j. I‘m not t t m l r.
k. No
l. no
m. No

B. Exploratory Questions

1. What did you feel after the watching the video clip presentation of the literary
text incorporated with negotiated position?
a. I felt enlightened because of how faithful the fox was to the little prince.
b. I‘m m z t ow s mpl communication and negotiation can be start
of a new friendship.
c. I felt happy and impress about the friendship of fox and the little prince.
d. What I feel after the presentation is how amiable.
e. I felt encouraged and delighted about the secret of the fox and its
message.
f. I felt amazed and has high respect with a little prince because he still
ob y ms. Fox v n o sn‘t w nt to o t.
g. I felt amazed on how a simple meet up can turn into a friendship.
h. I‘m so m z to t ox b us s n ommun t prop rly to l ttl
pr n v n t s ‘s w l n m l.
i. I felt sad because he dies for a rose a fragile sentiment flower on his tiny
planet that he is in love as a child.
j. I felt amazed on how the writer and characters convey the message of the
story but I on‘t ompl t ly r to t or som m y not un rst n t
symbolism the characters portrays.
 90

k. I felt amazed on how their friendship started and how the fox told the little
prince about being unique and to give importance and to be patient.
l. I felt calm because the story teaches that building relationships or
friendships and deep connection require amounts of time ang patience.

2. What does the title have to do with the story?

a. The title gives the readers the idea that there will be a little prince in the
piece and that makes the readers curious about the story.
b. The title of the story is little prince because he is the main character of the
story it tells us the adventure of the prince.
c. The title of the story is little prince because the main character of the story
is the boy or the child.
d. At first the title seems pretty. The little prince is about the main character
who goes on adventure and meets the narrator. From that perspective, it
simply has to be names after the prince
e. The title have to do with the story is how the person or human became
friend with animals and how they became friends and how did the prince
tame the fox.
f. The title is a little prince because the story is all about the journey of the
curious and innocent little prince.
g. The title refers to the main characters of the story and the time they have
spend together.
h. T t tl o t story ―T l ttl pr n ‘ s bout b n r spons bl l k r l
pr n n t‘s ll bout l ttl boy w o l rned how to be responsible,
patient and unique person.
i. The title of the story is the little prince because it revolves around the
journey of the prince or child with adults and the persons that he met on
his journey.
j. As for the title, The little prince, the Story shall l about the journey or
events of the little prince because he is the main character of the story.
k. Binigyan po tayo ng hint kung tungkol saan ang little prince.

3. What do you think is the aut or‘s purpos n wr t n t s literary piece?

a. The aut or‘s purpos n wr t n t s p st n t r rs on ow
to trust others.
 91

b. I t nk t ut or‘s purpos s to t ll us t t ommun t on s k y to

have a friend and you need to step outside of your comfort zone and trust
others.
c. I think the ut or‘s o T L ttl Pr n st mport n o n n on ‘s
child self and the importance of love.
d. I think the author wants us to learn about the importance of the time that
we use for something, and our responsibilities and being responsible in
life.
e. T ut or‘s purpos n wr t n t s l t r ry p s bout b n
responsible for the one you tamed or for the one who tamed you or tamed
for you and unique to them or to you.
f. I think that having deep connection requires amount of time and patience
so that they will build a relationship or friendships stronger.
g. The purpose of writing this Literary piece is to explain to the reader of how
is it important to build having a strong friendship or relationship with other
people.
h. To tell the readers how a simple communication can create friendship and
to teach the readers on how to be a good person.
i. I t nk t ut or‘s purpos n wr t n t s l t r ry p s you n to trust
each other and have patience of having deep talks about each other.
j. To tell people wh t s t most mport nt n‘t b s n by t n k y .

4. What aspect of your personal life experiences is related to the Literary text?
a. The way that the prince and the fox became friends are like some of my
personal experiences in making friends and giving and gaining trust from
others.
b. Allows a person to step back in time and learn about life on earth from the
ones who walked before us.
c. The Little Prince is the importance of looking to find the real truth and
meaning of a thing.
d. W n I‘m m k n r n s t is related to the story of the little prince.
e. To ommun t v n you v n‘t m t y t.
f. I n‘t n p rt o t t n b p r w t my p rson l l s n t‘s r
for me to understand and have a conversation with new people.
g. My experience as a littl boy b us t t s t t m I‘m m k n r n s.
h. For me my personal life experience which is related to the literary text is
when I started to adopt a pet dog because I think my dog tamed me and
 92

he become precious to me. Just like the little prince was tamed by his
favorite flower.
i. In my experience I am also a curious little girl. I also want to learn a lot of
t n s to ot rs but I‘m r to st p outs o my om ort zon .
j. Just l k ox I‘m v n trust ssu o trust n nyon I w nt mys l to
know more about them.
k. L k t l t r ry t xt s ll bout r n s p w n I‘m m k n r n s I‘m
that type of person that is being easily emotionally attached to them and I
on‘t w nt t m to b r w y rom m .
l. My experience as a student more related to the Literary piece because it
is when I made friends and I found the one who tamed me.

5. What do you think is the main point of the story?

a. The main point of the story is how important of building friends and to
communicate with other.
b. The main point of the little prince is the importance looking beneath the
surface to find the real truth and meaning of a thing.
c. The main point of the story is making the readers understand that if they
use their time on to something they are taking responsibility in that and
should be responsible on other things.
d. How important of making friends and understanding each other.
e. It s t ox w o t s t pr n to s w t on ‘s rt nst o just
w t on ‘s y s. Un ortun t ly most ults v ulty o n t s.
f. The main point of the story is all about how the communication and
friendship can teach you a lot of things.
g. What I think is the main point of the story is you need to have deep
communication to have trust with each other.
h. The main point of the story is about n n som on ‘s l by
establishing ties and creating bonds.
i. The main point of the story is how you can trust others and make them
your friend.
j. The main point of the story is how other people can change u by
communicating to each other and how to gain trust.
k. The main point of the literary text is all about having patience in building
friendships and bonds. And one should be responsible for making friends
and making them one of the most important part of your life.
l. The main point of the story is how you communicate to others.
 93

6. Can you describe the ff. Characters:

6.1 Little Prince

6.2 Fox

a. Fox: the one who teaches the prince on how to tame others.
Little Prince: the one who tamed the fox
b. Little Prince: kinda impatient to know the fox is.
Fox: Friendly to the prince.
c. Little prince: curious and unhappy before he met ms. Fox that later
became his friend.
Ms. Fox: somewhat persuasive and friendly but in the end he gave a
beautiful secret to the prince that he will never forget.
d. Little Prince: little boy with a golden hair.
Fox: good on hiding and wanted to be tamed by the little prince
e. Little Prince: was very nice, cares about the Fox
Fox: was happy to teach the little prince how they can be friends
f. L ttl Pr n : s n nno nt l ttl boy w o‘s ur ous about the fox.
Fox: a creature that wants to be tamed by the prince to be unique to
each other.
g. Little Prince: is a child with golden locks and a laugh that sounds like a
lot of little bells.
Fox: is picturized with the five senses. (Sight, smell, touch, hear and
taste)
h. LP: innocent
Fox: gained more knowledge
i. Fox: is skittish around the prince at first , but he teaches the prince
how to tame him. Afterwards, he shares his secret with the little prince
n t nov ll ‘s on p r s ―On s s l rly only with the heart.
W t s ss nt l s nv s bl to t y .‖
Little Prince: symbolizes the hope, love, innocence, and insight of
childhood that lie dormant in all of us.
j. Little prince: is wearing an elegant suit.
Fox: sitting in the tree
k. Little Prince: is a child who is wondering about life
Fox: is an unhappy being that wants to be tamed
l. Little Prince: curious and innocent little boy.
Fox: wild creature that wants to be tamed.
 94

7. What scenarios could you picture out while reading the story?
a. The part when the fox told the prince the beautiful secret.
b. My scenarios I could picture out while reading the stories is I can see how
the fox is so friend to the prince.
c. The scenarios I can picture out while reading the story is that the fox is
teaching the prince on how to tame and became friends with others.
d. The scenarios that I can picture out is the Prince and the Fox symbolizes
that having different personalities is not a hindrance from forming
connections and bonds.
e. When the fox and the prince being friendly to each other.
f. The scenario I could picture out while reading the story is when the little
pr n s rn vo rom t ox n n‘t n m
g. A scenario of a conversation between two strangers who became good
friends after understanding each other.
h. The scenarios that I can picture out is the friendship of a fox and the little
prince.
i. I imagined the scenario of a little prince the wild fox in the forest.
j. The scenarios that I can picture out is when the prince told to the fox what
is tamed.
k. While read n t story w n I r t rst l n t t s ys ‗ oo morn n ‘ I
pictured how the prince and the fox acted.
l. When the fox treated good in a first part while fox and prince is strangers.

8. How does your own experience help you better understand the literary piece?
a. It helped me to understand the way they both made friendship and I
understand ms. Fox wanting a friend
b. In making my own friends and tame them so that we can tame each other
c. I un rst n t b us I‘m m k n r n s
d. It does help me to understand that even though your different from each
other you can have a friendship that will last forever
e. It help me to communicate and making friends
f. Experience especially when you fail at something you can learn by making
mistakes
g. It helps me to understand how the prince are curious in a lot of things
because I am also curious in a lot of things.
h. I can relate the story to my life because of making friends that I patiently
gained their trust.
 95

i. My own experience helps me to better understand the literary piece just

like the little prince I am curious about the world and just like the fox I
wanted to build a friendship to other people.
j. My own experience to better understand the literary piece it focuses on
the important details of the text. Thus, developing a deep understanding of
t t xt‘s orm.
k. It helps me to understand the literary piece by how easily/well they get
along

9. Which part of video clip presentation did you enjoy the most?
a. When the last part, when the fox told the little prince the secret.
b. When the little prince spent his time to his dog named rose.
c. The part of the story I enjoyed the most is the when the prince is coming
back every hour to tame the fox.
d. The part of the video clip I enjoy the most is how the prince and fox meet
each other.
e. The part when the prince understands what is important to him.
f. The part of the video clip that I enjoy is when the little prince is having a
conversation with the fox
g. The part when the Little Prince is being patient and slowly taming the fox.
h. The part of the video clip important things in life you cannot see with your
eyes, only with your heart.
i. I enjoy the most is when the little prince and fox met and when they
conversation started.
j. The last part when the little prince said goodbye to the fox.
k. The part of the video clip presentation that I enjoyed the most is when the
fox told the prince about the secret that is often neglected by man.
l. When the little prince and the fox became friends.

C. Exit Questions

1. Why do you think the story ended the way it did?

a. I think it ended that way because the author wanted the readers to know
about responsibilities.
b. Kase po tapos na po yung mission nung fox sa little prince
c. I think it ended the way it did because the fox was already tamed and the
fox already told the prince how to be responsible.
d. Because the little prince listened to the fox
 96

e. The story ended the way it did because the prince has a lot of tamed
creatures and it is the foxes mission to teach the prince on how to focus
his attention to his tamed creatures.
f. For me the reason of the author to ended the way it did is to teach us that
we should be responsible in everything we do.
g. I think it is because some friendship not meant to stay by our side but in
our heart
h. I think it ended the way it did because the Prince accomplished taming the
fox.
i. It ended that way because their mission to each other finish
j. It ended very well because of what journey the prince has did just to tame
the fox.
k. I think the story ended that way to show that true friends does not need to
stay to prove that they are genuine, sometimes friends leave but when
they comeback you are still unique and loved by them

2. If you could change the ending, how would you like it to end?
a. If I can change the ending I would like the ending to be a happy ending
where they can all be friends.
b. I would not change a lot of things but rather add a scene where ms. Fox
gets to meet rose.
c. If I could change the ending, I would like it to end with a good memories of
the prince and the fox.
d. For me if I can change the ending I would like to read that the little prince
is able to show to the fox its flower.
e. I would like to end the story by the fox and Little prince stayed to each
other and make a lot of memories.
f. If I could change the ending I will end it with the prince coming back for the
Fox so that the Fox will not gonna be lonely.
g. If I could change the ending I would let the fox and the little prince be
together instead of the fox saying goodbye.
h. I would like the ending to be like a happy ending, the fox will go with the
prince to meet rose and they will have a time to each other.
i. I w ll n t nto ―l t‘s w m t n‖ ―not s y n oo by to
ot r n t n .‖
j. I I oul n t n n I woul won‘t t m to s p r t n st ll b
friends.
 97

k. I would change the ending of the story in happy ending and the little prince
and the fox be together.
l. If I could change the ending I would like to include a part where the little
prince and the fox meet again and tell that they are still unique to each
other.

3. What is your impression on the application of the negotiated position in the

discussion about this story?
a. My impression is I am amazed of how they applied the story thru clips.
b. Its good you can feel the emotions of the characters in the video.
c. My impr ss on on t ppl t on s t t I‘m ppy n m z on ow
the story can be presented on a small clip video.
d. My mpr ss on o t story o t l ttl pr n I‘m mpr ss n m z o
responsible for the one you tamed.
e. I think the negotiated position in the discussion about the story made the
literary piece more clear. For it changed some characters such as the
ros ‘s r t r nto o t t r pr s nt ow mport nt t t ros s to
the Prince.
f. I t nk t‘s lr t t story t ll n s oo t s t s lr t but ov r ll t‘s
good.
g. My impression is I appreciated the efforts of the adaptation of the Video
clip. And the words are sounded clearly.
h. I‘m mpr ss b us o ow m z n t y tr ns r t story to t on.
i. My impression is that the video helps me to understand and picture out
more about the literary text.
j. I am amazed because their pronunciation was very clear and their action
that help me to easily understand the story.
k. The story telling is good, I understand the language and the expressions
of the characters are good enough

4. Does the video made by the researchers help you to better understand the
literary piece? Why?
a. It did help me to understand it more
b. Yes because I can see what is happening rather than just reading it.
c. Yes because their and acting and pronunciation was very clear and on
point
 98

d. Yes because the researchers presented the story thru video clip to
understand it more clearly.
e. Yes I understand it better because the roles are clearly presented and
they put action on the story.
f. Yes b us t‘s lps m to nt y t r t rs n un rst n
where is the location or setting of the story.
g. Yes because its better than reading the story
h. Yes because I understand more about the story of the little prince
i. Hmm yes because, I understand slightly not like reading the story
j. It helped me because I understand the story and I can identify the
characters, location and the message of the story
k. Yes it helps me to understand the story to identify the scenarios or mood
in the story
l. Yes, because of the better presentation and the better visualization it gave
me.

5. What are the scenarios or words you will never forget from the given activity?
a. The scene when the fox told the prince about the secret
b. I will never forget the scenario where the prince is going back to the fox
every hour closer and closer
c. T s n r o t t I n‘t or n v r or t s w n t l ttl pr n sk t ox
what is the meaning or means of tame?
d. The words that the fox says to the prince that if he tame her she will be
unique to him and he will be unique to her
e. T wor ―t m ‖ s t wor t t I n n v r or t b us o ts p r
meaning of patiently forming bonds in other people or animals.
f. The scenario that I will never forget is there is first meeting because they
get along easily
g. What is essential is invisible to the eye.
h. The scenarios or words that I will never forget is the word patience
i. I will never forget when the fox was explaining what is tame to the little
prince because you can see that the fox had a lot of knowledge
j. The little prince learned that the rose has tamed him as he has tamed the
fox. They have formed a tie of friendship between them wherein their
value to one another grew because of the care, time and effort they have
spent with each other.
k. The scenario that I never forget is when the fox told to the little prince to
go back to him and say goodbye
 99

l. The scenario that I will never forget is when the Fox asked the Little Prince
to om t T urs y w r t s t ox‘s r t . T wor ―r t ‖ s t t on
word I will never forget for it is what made the Prince and the fox meet
when he is going to tame him.

6. Is there anything you would like to share and say about utilizing the Negotiated
Position in the literary text?
a. None
b. None
c. I n‘t s r nyt n
d. None
e. none
f. none
g. none
h. None
i. none
j. none
k. NONE
l. None
 100

APPENDIX F

Pictures of the respondents During the FGD

Pictures of the respondents During the FGD

 101

APPENDIX G

Literary Piece

“LITTLE PRINCE BY: ANTOINE DE SAINT EXUPERY”

Chapter XXI.

It was then that the fox appeared. "Good morning," said the fox.

"Good morning," the little prince responded politely, although when he turned around he
saw not n . ―I am right here," the voice said, "under the apple tree‖

―Who are you?" asked the little prince, and added, "You are very pretty to look .‖

―I am a fox," said the ox. ―Com and play with me," proposed the little prince.

―I am so un ppy.‖ ―I cannot play with you," the fox said. "I am not t m .‖

―A ! Please excuse me," said the little prince. But, after some thought, he added: "What
does that mean-- 'tame'?‖ ―You do not live here," said the fox.

"What is it that you are looking for?‖ ―I am looking for men," said the little prince.

"What does that mean-- 'tame'?‖ ―Men," said the fox.

"They have guns, and they hunt. It is very disturbing. They also raise chickens. These
are their only interests. Are you looking for chickens?" No," said the little prince. "I am
looking for friends. What does that mean-- 'tame'?"

―It is an act too often neglected," said the fox. ―It means to establish t s‖

―To establish t s?‖ ―Just that," said the fox. "To me, you are still nothing more than a
little boy who is just like a hundred thousand other little boys. And I have no need of
you. And you, on your part, have no need of me. To you, I am nothing more than a fox
like a hundred thousand other foxes. But if you tame me, then we shall need each other.
To me, you will be unique in all the world. To you, I shall be unique in all the world..."

―I am beginning to understand," said the little prince. "There is a flower... I think that she
has tamed me..." "It is possible," said the fox. "On the Earth one sees all sorts of
things."

"Oh, but this is not on the Earth!" said the little prince. The fox seemed perplexed, and
very curious. ―On another planet?" ―Yes." Are there hunters on this planet?" ―No‖

"Ah, that is interesting! Are there chickens?" ―No. "Nothing is perfect," sighed the fox.
 102

But he came back to his . ―My life is very monotonous," the fox said. "I hunt
chickens; men hunt me. All the chickens are just alike, and all the men are just alike.
And, in consequence, I am a little bored. But if you tame me, it will be as if the sun came
to shine on my life. I shall know the sound of a step that will be different from all the
others. Other steps send me hurrying back underneath the ground. Yours will call me,
like music, out of my burrow. And then look: you see the grain-fields down yonder? I do
not eat bread. Wheat is of no use to me. The wheat fields have nothing to say to me.
And that is sad. But you have hair that is the colour of gold. Think how wonderful that
will be when you have tamed me! The grain, which is also golden, will bring me back the
thought of you. And I shall love to listen to the wind in the wheat..."

The fox gazed at the little prince, for a long time. ―Please-- tame me!" he s . ―I want to,
very much," the little prince replied. "But I have not much time. I have friends to
discover, and a great many things to understand.‖

One only underst n s t t n s t t on t m s ‖ s t ox. ―M n v no mor t m

to understand anything. They buy things all ready made at the shops. But there is no
shop anywhere where one can buy friendship, and so men have no friends any more. If
you want a friend t m m …‖

―W t must I o to t m you?‖ sk t l ttl pr n .‖ ―You must b v ry p t nt ‖

r pl t ox. ―F rst you w ll s t own t l ttl st n rom m —like that—in the
grass. I shall look at you out of the corner of my eye, and you will say nothing. Words
r t sour o m sun rst n n s. But you w ll s t l ttl los r to m v ry y…‖

T n xt y t l ttl pr n m b k. ‖It woul v b n b tt r to om b k t

t s m our ‖ s t ox. ―I or x mpl you om t our o‘ lo k n t t rnoon
t n t t r o‘ lo k I s ll b n to b ppy. I s ll l pp r n pp r s t
our v n s. At our o‘ lo k I s ll lr y b worry n n jump n bout. I s ll
show you how happy I am! But if you come at just any time, I shall never know at what
our my rt s to b r y to r t you… On must obs rv t prop r r t s…‖

‖W t s r t ?‖ sk t l ttl pr n . ‖T os lso r t ons too o t n n l t ‖

s t ox. ―T y r w t m k on y r nt rom other days, one hour from
other hours. There is a rite, for example, among my hunters. Every Thursday they
dance with the village girls. So Thursday is a wonderful day for me! I can take a walk as
far as the vineyards. But if the hunters danced at just any time, every day would be like
v ry ot r y n I s oul n v r v ny v t on t ll.‖

―So t l ttl pr n t m t ox. An w nt our o s p rtur r wn r—

―A ‖ s t ox ―I s ll ry.‖ ‖It s your own ult ‖ s t l ttle prince.

 103

―I n v r w s you ny sort o rm; but you w nt m to t m you…‖

‖Y s t t s so ‖ s t ox. ―But now you r o n to ry!‖ s t l ttl pr n .

‖Y s t t s so ‖ s t ox.‖ ―T n t s on you no oo t ll!‖

―It s on m oo ‖ s t ox ―b us o t olour o t w t l s.‖ An

t n : ‖Go n look n t t ros s. You w ll un rst n now t t yours s
unique in all the world. Then come back to say goodbye to me, and I will make you a
pr s nt o s r t.‖

―T l ttl pr n w nt w y to look n t t ros s.‖ ―You r not t ll l k my ros ‖

s . ―As y t you r not n . No on s t m you n you v t m no on .
You are like my fox when I first knew him. He was only a fox like a hundred thousand
ot r ox s. But I v m m my r n n now s un qu n ll t worl .‖

―An t ros s w r v ry mu mb rr ss .‖ ―You r b ut ul but you r mpty ‖

w nt on. ―On oul not or you. To b sur n or inary passer-by would think
that my rose looked just like you—the rose that belongs to me. But in herself alone she
is more important than all the hundreds of you other roses: because it is she that I have
watered; because it is she that I have put under the glass globe; because it is she that I
have sheltered behind the screen; because it is for her that I have killed the caterpillars
(except the two or three that we saved to become butterflies); because it is she that I
have listened to, when she grumbled, or boasted, or even sometimes when she said
not n . B us s s my ros . An w nt b k to m t t ox.‖

―Goo by ‖ s . ‖Goo by ‖ s t ox. ―An now r s my s r t v ry s mpl

secret: It is only with the heart that one can see rightly; what is essential is invisible to
t y .‖ ‖W t s ss nt l s nv s bl to t y ‖ t l ttl pr n r p t so t t
woul b sur to r m mb r.‖ ―It s t t m you v w st or your ros t t m k s
your ros so mport nt.‖

‖It s t time I have wasted for my rose—‖ s t l ttl pr n so t t woul b

sur to r m mb r. ‖M n v or ott n t s trut ‖ s t ox. ―But you must not or t
it. You become responsible, forever, for what you have tamed. You are responsible for
your ros …‖ ―I m r spons bl or my ros ‖ t l ttl pr n r p t so t t woul
be sure to remember.
 104

APPENDIX H

Script used in the Video

First Scene:

Narration: Mr. fox appears, and the Little child asks him to play with him because he is
so unhappy.

Marifer: Good morning. (the voice said)

Jonalyn: Good morning (she responded politely)

Narrator: She then turned around and saw nothing.

Marifer: I m r t r …un rt ppl tr (s t vo )

Jonalyn: Who are you? You are very pretty to look at. (she told her)

Marifer: I am a fox (replied the fox)

Jonalyn: Come and play with me (she proposed) I am so unhappy.

Marifer: I n not pl y w t you I‘m not t m .

Jon lyn: W t o st tm n ‗t m ‘?

Marifer: You do not live here (the fox asked instead), What is it you are looking for?

Jon lyn: I m look n or m n (s s n sks n) W t o st tm n ‗t m ‘?

Marifer: It means to establish ties.

Jonalyn: To establish ties? (she asked)

Marifer: Just that. For me you are just like an ordinary little boy, you are no special. And
I am like any other old man not special at all. But if you can tame me then we shall need
each other. You will be unique to me and I will be unique to you.

Jonalyn: I am beginning to understand (she said and added) I have a dog named Rose,
I think she has tamed me.

Marifer: It is possible (said the fox) on the Earth one sees all sorts of things.

2nd Scene:
 105

Marifer: Nothing is perfect (sighed the fox and later came back to t‘s ) I m l ttl
bored. But if you tame me, it will be a whole new experience for me. My life might have
more meaning. I do not care about wheat nor wheat fields

(the fox will talk here and then, it will show the wheat fields)

Voice over (of Marifer): But you have the hair that is the colour of gold. Think how
wonderful it will be when you have tamed me because the color of the wheat-grain will
now always reminds me of your hair.

The fox gazed at the little prince, for a long time.

Marifer: Pleas … t m m ! ( s )

Jonalyn: I want to, very much. (she replied) But I have no time. I have friends to
discover, and many great things to understand.

Marifer: Men have no more time to understand anything, they buy things from the shops
But no shop anyw r w r on n buy r n s p. I you w nt r n t m m …

Jonalyn: ―W t must I o to t m you?‖

Scene 3:

Narrator: The fox asks the little prince to tame him so that his life might have more
meaning. Mr. fox teaches the little prince how to observe the proper rites and tame him,
and the little prince does so.

Marifer: You must be very patient. First you will sit down at a little distance from me.
But you will sit a little closer to me, every day.

Narrator: The next day the little prince came back.

Marifer: It would have been better to come back at the same hour

(Proceed to do the action for it to show in the vid, and then one can hear the voice over
of the fox)

Voice over (of Marifer): ¹I you om t our o‘ lo k n t t rnoon t n t t r

o‘ lo k I s ll b n to b ppy. ² I s ll l pp r n pp r s t our
advances. ³ But I shall already be worrying and jumping about if you come here late.

(Continue to do the action that will reflect on the voice over of the fox)
 106

Scene 4:

Narrator: So the little prince tamed the fox. And when the hour of his departure drew
near—

Marifer: A … I s ll ry.

Jonalyn: It is your own fault, I never wished you any sort of harm; but you wanted me to
t m you…

Marifer: Yes, that is so.

Jonalyn: But now you are going to cry!

Marifer: Then it has done you no good at all!. It has done me good. Now Go and look
again at the dogs. You will understand now that your dog is unique in all the world. Then
come back to say goodbye to me, and I will make you a present of a secret.

Scene 5:

Narrator: The little prince went away, to look again at the dogs.

Jonalyn to o : (t p o ‘s )

Jonalyn: ―You r not t s m lk ny ot r o s my ros b us no on s

tamed them, and so they are empty. You are like Mr. fox when I first knew him. He was
only man like a hundred thousand other man. But I have made him my friend, and now
he is unique in all the world.

Narrator: And he went back to meet the Mr. Fox.

Jonalyn: Goodbye

Marifer: Goodbye, And now here is my secret, a very simple secret: It is only with the
heart that one can see rightly; what is essential is invisible to the eye.

Jonalyn: What is essential is invisible to the eye, so that he would be sure to remember.

Marifer: ―But you must not or t t. You b om r spons bl or v r or w t you v

t m . You r r spons bl or your ros …‖

Jonalyn: I am responsible for my rose, the little prince repeated, so that he would be
sure to remember.
 107

CURRICULUM VITAE

PERSONAL DATA
Name: Marifer F. Bengero
Address: Phase 2A Blk 69 Lot 15
Mabuhay Homes, Darangan,
Binangonan, Rizal
Date of Birth: December 26, 1999
Place of Birth: Valenzuela City
Citizenship: Filipino
Sex: Female
Age: 21 years old
Religion: Roman Catholic
Parents: Fernando V. Bengero
Maricel F. Bengero

EDUCATIONAL BACKGROUND
Elementary: Mabuhay Homes 2000 Elementary School
2006-2012
Secondary: Vicente Madrigal Integrated School
2013-2018
Tertiary: University of Rizal System
Morong, Rizal
Present

SCHOOL ORGANIZATION
E3 (Vice President) 2018-2019
E3 (President) 2019-2020
LBC (Secretary) 2019-2020
LBC (Vice President - External) 2020-2021
E3 (3rd Year representative) 2020-2021
LBC (Honorary Member) 2021-2022
USSG (Vice President External) 2021-2022
 108

CURRICULUM VITAE

PERSONAL DATA
Name: Jonalyn C. Labarrete
Address: 197 Catleya 1st Mambog
Binangonan, Rizal
Date of Birth: August 25, 1999
Place of Birth: Binangonan, Rizal
Citizenship: Filipino
Sex: Female
Age: 21 years old
Religion: Roman Catholic
Parents: Benjamin A. Labarrete Jr.
Cristina C. Labarrete

EDUCATIONAL BACKGROUND
Elementary: Casimiro A. Ynares Sr. Elementary School
2006-2012
Secondary: Mahabang Parang National High School
2012-2016
Philtech Tanay
2016
Renaissance School of Science and Technology
2016-2018
Tertiary: University of Rizal System
Morong, Rizal
Present

SCHOOL ORGANIZATION
Ecube (Member) 2018-Present
 109

CURRICULUM VITAE

PERSONAL DATA
Name: Hannah Jam M. Pecaña
Address: 071 M. A. Roxas St. Bagumbayan
Pililla, Rizal
Date of Birth: June 05, 1999
Place of Birth: Pililla, Rizal
Citizenship: Filipino
Sex: Female
Age: 22 years old
Religion: Roman Catholic
Parents: Homer A. Pecaña
Jennifer M. Pecaña

EDUCATIONAL BACKGROUND
Elementary: Pililla Elementary School Central
Pililla, Rizal
2006-2012
Secondary: Pililla National High School
Pililla, Rizal
2012-2018
Tertiary: University of Rizal System
Morong, Rizal
Present

SCHOOL ORGANIZATION
Ecube (Member) 2018-Present
 110

CURRICULUM VITAE

PERSONAL DATA
Name: Ma. Jessica C. Trinidad
Address: Blk69 Lot6 Zone6 CHE II,
Brgy. Dalig, Teresa, Rizal
Date of Birth: November 14, 1999
Place of Birth: Canlaon City, Negros
Oriental
Citizenship: Filipino
Sex: Female
Age: 21 years old
Religion: Roman Catholic
Parents: Jose S. Trinidad
Corazon C. Trinidad

EDUCATIONAL BACKGROUND
Elementary: Kapitan Eddie T. Reyes Kermes Palar Annex Elementary School
Taguig City
2006-2012
Secondary: Pantay National High School
Teresa, Rizal
2012-2018
Tertiary: University of Rizal System
Morong, Rizal
Present

SCHOOL ORGANIZATION
Ecube (Member) 2018-Present
 111

CURRICULUM VITAE

PERSONAL DATA
Name: Jannelle J. Villaruel
Address: #170 A. Bonifacio St. Ext.
Tanay, Rizal
Date of Birth: August 6, 1999
Place of Birth: Tanay, Rizal
Citizenship: Filipino
Sex: Female
Age: 21 years old
Religion: Roman Catholic
Parents: Rommel S. Villaruel
Janeth J. Villaruel

EDUCATIONAL BACKGROUND
Elementary: Ilaya Elementary School
Tanay, Rizal
2006-2012
Secondary: Tanay National High School
Tanay, Rizal
2012-2016
STI College Tanay
Tanay, Rizal
2016-2018
Tertiary: University of Rizal System
Morong, Rizal
Present

SCHOOL ORGANIZATION
Ecube (Member) 2018-Present