LESSON EXEMPLARS ON VIEWING

COMPREHENSION FOR GRADE 8 ENGLISH

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 6
Pages: 766-780
Document ID: 2022PEMJ484
DOI: 10.5281/zenodo.7529553
Manuscript Accepted: 2023-10-1
Psych Educ,2023, 6: 766-780, Document ID: PEMJ484, doi:10.5281/zenodo.7529553, ISSN 2822-4353
Research Article

Lesson Exemplars on Viewing Comprehension for Grade 8 English

Herson N. Alamo*
For affiliations and correspondence, see the last page.

Abstract
The implementation of the K to 12 education plan in the Philippine Basic Education Curriculum is
the key to the nation’s development. The goal of this curriculum is to give students sufficient time to
master skills and concepts in a 12-year basic education so that they are ready for tertiary education
when the time comes. Thus, the viewing competence of the Grade 8 students of Legazpi City Science
High School was the basic concern of this study. Based on the salient findings, the following
conclusions are made: The Grade 8 students of Legazpi City Science High School generally had
above average competency level along viewing as macro skill. They have been moving towards
mastery as reflected in the mastery level according to the scale set by the Department of Education
(DepED). The lesson exemplars focusing on the viewing comprehension served as good materials in
enhancing viewing competency level of students. Viewing may be integrated in any of the parts
within the lesson. The implementation of the English lessons on viewing comprehension was
assessed Excellent. The different learning experiences were implemented properly and accurately.
Moreover, the lessons in English enriched with different viewing materials were effective in
enhancing the viewing competency of Grade 8 students similar to the lessons using conventional
strategies. Similarly, the jurors’ observations affirm students’ performance in the different learning
tasks and teacher’s competence in carrying out the lesson.

Keywords: english subject, elementary learners, level of competence, lesson exemplars

Introduction teams while teacher devotes time to small group and

One of the 10-point education agenda of the former
Philippine President Benigno S. Aquino III is to uplift
the educational program which primarily led to the
birth of the K to 12 Program. The Philippine
government has institutionalized the Enhanced Basic
Education Curriculum called K to 12 Program to give
students sufficient instructional plan to do subject-
related tasks which make them more prepared on a
specific subject. This aims to provide authentic and
holistic learning activities that will attract Filipino
students to keep schooling until they become globally
prepared and competitive.
The implementation of the K to 12 education plan in
the Philippine Basic Education Curriculum is the key
to the nation’s development. The goal of this
curriculum is to give students sufficient time to master
skills and concepts in a 12-year basic education so that
they are ready for tertiary education when the time
comes.
The Philippine government has allocated funds for
physical facilities, teachers’ training and retooling,
new students’ learning materials and other logistics for
the said program. Typically, learning activities center
in the classrooms are designed with educational games
or activities that teach various reading, writing,
mathematical concepts, or provide hands-on lessons
that encourage students to work independently and in
independents instruction. Here, students are given
much attention by making each learner active players
in the learning process wherein an environment is
created to encourage diverse learners participate in
doing every task.
According to the World Bank, education can also be
one of the strongest instruments for reducing poverty,
thereupon improving the well-being of the people.
However, to establish and maintain a high-quality
education system, proper investments must be made.
In the local context, education remains a top priority.
Despite the various development plans and projects
formulated by the government and different sectors,
the quality of Philippine education still leaves much
room for improvement. As part of the efforts of
Aquino’s administration to respond to the perceived
needs of the education sector, the Department of
E d u c a t i o n ( D ep E D) had p u sh ed for the
imp lemen tation of this new cu rricu lum .
Truly, one cannot bargain on the importance of
English in Education. In fact, former Education
Secretaries Ricardo T. Gloria and Fe A. Hidalgo both
took initiatives in improving the language proficiency
of both the teachers and the students. Gloria ordered
all schools to intensify the teaching of English
language to hone students speak and write
grammatically correct English because he believed it
was the only medium by which the country’s graduates

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Research Article
could be globally competitive. On the hand, Hidalgo
allocated Php 581 million for the implementation of
the department’s English proficiency program for
teachers.
The former President of the Philippines, Gloria
Macapagal-Arroyo, in 2003 issued Executive Order
No. 210 entitled Establishing the Policy to Strengthen
the Use of the English Language as a Medium of
Instruction in the Educational System. According to
this executive order, the English language shall be
used as the primary medium of instruction in all public
and private institutions of learning in the secondary
level, including those established as laboratory and/or
experimental schools, and non-formal and vocational
or technical educational institutions. As the primary
medium of instruction, the percentage of time
allotment for learning areas conducted in the English
language is expected to be not less than seventy
percent (70%) of the total time allotment for all
learning areas in the secondary level.
Hence, it is the objective of the foregoing policies to
develop the aptitude, competence and proficiency of
all students in the use of the English language to make
them better prepared for the job opportunities
emerging in the new, technology-driven sectors of the
economy.
These are only few of the tons of efforts given by the
government in the education sector. It is therefore
exigent that the skills and competencies of Filipino
learners are addressed This means that concerted
efforts should be exerted by all concerned stakeholders
of education in order to improve the academic
performance of the students, making them functionally
literate and capable, independent, and life-long
learners. The teachers, as the frontliners in educating
the children, hand-in-hand with school officials, need
to conduct classroom-based initiatives in order to help
the learners maximize their potentials, and become
well-rounded persons capable of the 21st century skills.
One can never deny the fact that English is one of the
areas where the Filipino learners need maximum
assistance. Listening, speaking, reading and writing
are the common macro skills in English language that
students have been known for a long period of time.
For teachers and students of English, these four macro
skills are significant in the teaching and in the learning
process. However, since viewing skills have become
part of the learning process and important means of
communication, it was then included as the fifth of the
macro skills in English language communication.
These communication skills are considered as enabling
Herson N. Alamo
skills that serve as academic tools in different areas
across levels. With the significant roles of these
enabling skills, along with the dismal performance of
students in English, it is indeed timely and pressing to
conduct a study that will enhance their performance in
any of the macro skills.
The five macro-skills in English language teaching are
very important in the learning process and in the
teaching performance of the concerned students and
teachers. They are divided into two groups of learning
activities. Speaking and writing belong to productive
and the receptive includes reading, listening and
viewing. These skills are used as the main vehicle to
come by a certain language and to serve as a conduit to
encompass widely the interrelated realm of
communication and global community. Mastering
these skills is essential if one is to be generally
proficient at English and ultimately a superior speaker
and writer of the language. These macro skills can be
developed by pursuing techniques that gradually “train
the brain” to master them.
Viewing is one of the most important skills in
communication because it is a way of portraying
information in the record, thus, giving more emphasis
on the importance of mental faculty that allows a
perceiver to give details about a target that is difficult
to get to normal senses due to time, distance or
shielding. Also, viewing involves interpreting images
for which word stand, and connecting visual images in
videos, computer programs, and websites with
accompanying printed or spoken words (Roe & Ross
2010).
It has been a target for Filipino educators to build up
the macro-skills in English to their students. Hence,
educators should not focus only to listening, speaking,
reading and writing skills of the students but also to
their viewing as well since these enhance both their
reading and listening skills. As students view visual
messages, they need to use a range of viewing and
strategies to make sense of the visual images, and
accompanying oral and print language.
The presence or manifestation of various teaching
strategies for use in the field has perplexed a lot of
public secondary teachers of English whose students
come from different educational backgrounds. These
students come from exclusive schools which have
different English books and students come from the
remote or far-flung barangay elementary schools
which have dearth of learning materials and limited
learning experiences. The teachers are cynical whether
or not the methods they use in their classes could keep
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Research Article
up with the standards of a good and effective teaching
procedure considering a mixture of students they have
in the classroom.
Teaching should be adjusted to the needs of the
learners. Because of this, it is imperative to determine
first their difficulties and needs so that whatever
materials a teacher purports to design, should be in
accordance with these needs. This is what is known as
directional teaching. This means an assurance of more
achievements in teaching than mere teaching without
any sound basis.
In the context of the urgent need to address the
learning needs of students in English, as well as the
significance and benefits of learning the five macro
skills, the researcher considers to conduct this study as
necessary, relevant, and worthy. In particular, it is
believed that the proposed lesson exemplars on
viewing as macro skill help improve language
proficiency level of the students.
Furthermore, Legazpi City Science High School
(LCSHS), more commonly known as LEGASCI, is the
locale of the study. From its humble beginnings in
2004, this specialized public school has subsequently
change name from Legazpi City High school to
Legazpi City Science High School in January 15,
2016.
The school system is supervised by the Department of
Science and Technology (DOST) and Department of
Education (DepED) RO V, and is offering a
curriculum with a focus on the sciences and
mathematics to deserving (Legazpeño) children (and
beyond) from any background. Produced graduates are
expected to take up a science and mathematics course
in college and, hopefully, chart a career in science.
Although LEGASCI graduates are expected to major
in pure sciences and mathematics in college, some
took a different career path after graduation.
Since entrants of this school undergo rigorous
screening process, it is assumed that students, in their
second year in junior high school, have already
acquired necessary knowledge in language proficiency
and communication through viewing, since it is
integrated in the K to 12 Curriculum from Grades 4 to
10.
Convincingly and compellingly clear indeed, all five
macro skills of communication are indispensable in
e v e r y d a y l i f e a n d s h o u l d n e v e r be
underestimated. Viewing, among these, as one of the
highlights of the K to 12 Curriculum has to be studied
further. Hence, the researcher urges to study the
Herson N. Alamo
viewing competence of the Grade 8 students of
Legazpi City Science High School.
Research Questions
The viewing competence of the Grade 8 students of
Legazpi City Science High School was the basic
concern of this study. Particularly, this intends to find
answers to the sub-problems stated hereunder:
1. What is the level of competence in viewing Grade 8
students of Legazpi City Science High School?
2. What lesson exemplars may be proposed to enhance
the viewing competency of the students?
3. How effective are the lesson exemplars in
enhancing the viewing competence of the students?
Literature Review
Viewing is a process that supports oracy and literacy.
It broadens the ways in which students can understand
and communicate their ideas. It enhances both
listening and reading skills when students attend to
non-verbal communication and visual elements of
performance, video television, film, multimedia
presentations, visuals accompanying print, textual
techniques, variety of media and the like.
According to the English Language Arts (2007),
students encounter thoughts, ideas, and feelings by
viewing, as well as listening and reading. By this,
students should be given opportunities to view a
variety of formats including visuals, drama, and media.
As students view visual messages, they need to use a
range of viewing skills and strategies to make sense of
the visual images, and accompanying oral print and
language. Students need to make sense of it and
respond personally, critically, and creatively.
Comprehension can be assessed, in non-reading
contexts by presenting stories in different media.
Stories can be presented using pictures (, aurally, or
via television. Viewing comprehension is based on the
presentation of short instructional videos followed by
one or more comprehension questions concerning the
preceding video stimulus. (Paris & Paris, 2003)
Using a variety of media such as television and print to
assess comprehension assumes that comprehension
skills transfer across these media. This transfer of
skills is plausible for several reasons. First, television
and print require similar cognitive processes to
comprehend (e.g., making connections, sequencing
events, generating inferences). Second, research
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indicates that similar structural story factors predict
what children (both in kindergarten and elementary
school) remember from both televised and written
narratives (van den Broek, 1997).
Tan Su Hwi (2010), adapted the Barrett’s Taxonomy
of Comprehension in assessing the viewing
comprehension of the students. Barrett’s Taxonomy
discusses the different levels of Comprehension
namely: literal, reorganization, inferential, evaluation
and appreciation.
Literal comprehension refers to the literal recognition,
recall or verification of details, main ideas, and
sequence of events, comparisons, cause-effect
relationships, and character traits. Reorganization
comprehension requires students to synthesize,
analyze, and/or organize information stated in a
selection. Inferential comprehension is demonstrated
when students use the ideas and information explicitly
stated in a viewing material, students intuition and
personal experiences as bases in making intelligent
guesses and hypothesis. Students may infer supporting
details, sequence, comparisons, cause and effect
relationships, character traits, figurative language and
predicting outcomes. Evaluation comprehension deals
with judgments and focuses with reality or fantasy,
fact or opinion, adequacy or validity, appropriateness,
worth, desirability and acceptability. It also refers to
judging the language and effect of the material in the
light of appropriate criteria. It requires responses
which indicate that an evaluative judgment has been
made by co m p ar in g i d eas. A p p r e c i a t io n
comprehension deals with psychological and aesthetic.
It refers to emotional responses to content, plot or
theme, sensitivity to various literary genres,
identification with characters and incidents, reaction to
author’s use of language, and response to generated
images.
Visual literacy can be defined as the ability to
construct meaning from visual images (Giorgis, et al.
1999). The reader uses the critical skills of exploration,
critique and reflection in order to make meaning from
images. According to Lapp (1999), we can use the
term “intermediality” to describe the combined
literacies needed to read in a multi-media world. They
stress the importance of active reading based on
information visualization and the importance of visual
communication to capture attention, reinforce
knowledge, and increase audience responses. Visual
literacy is about interpreting images of the present and
past and producing images that effectively
communicate the messages to the audience.
Herson N. Alamo
John Debes in 1968 was the first one who used the
term “visual literacy”. In a definition given by
Messaris (1995) states that visual literacy is the
gaining of knowledge and experiences about the
workings of the visual media coupled with a
heightened conscious awareness of those workings.
Visual literacy includes the group of skills which
enable an individual to understand and use visuals for
intentionally communicating with others (Ausburn,
1978). Visual literacy is what is seen with the eye and
what is seen in the mind. A visually literate person
should be able to read and write visual language, and
must have the ability to successfully decode and
interpret visual messages and to encode and compose
visual communications.
Visual literacy involves developing the set of skills
needed to be able to interpret the content of visual
images, examine social impact, of those images and to
discuss purpose, audience and ownership. It includes
the ability to visualize internally, communicate
visually, and read and interpret visual images. Visual
literacy also involves making judgment of the
accuracy, validity and worth of images. A visually
literate person is able to discriminate and make sense
of visual objects, and images; create visuals;
comprehend and appreciate the visuals created by
others; and visualize objects in their mind’s eye.
Research has found out that average students spend an
average of 6 to 7 hours a day in using media (video
games, computers, video), with the average television
viewing at 3 to 4 hours each day. This made some
research body suggest to teach children to become
critical viewers, give them the ability to analyze the
construction of isolated images, give them the ability
to think critically about the composition of the picture,
and enhance their ability to read word and worlds
(Considine, 1999).
People continue to regard television viewing as a
passive a process, while others see its potential in
developing new literacies and reinforcing traditional
literacy. In The Harvard Education Letter (1990), for
example, it was reported that video screen is helping
children develop new king of literacy, visual literacy
in particular that they will need to thrive in a
technological world. In a television or film, the viewer
must mentally integrate diverse camera shots of a
scene to construct an image of a whole.
Television can be used in developing reading skills
and promoting traditional literacy. Hence, it is
essential that educators to recognize television as a
unique medium and in order to understand it fully
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people must be conversant with its codes, conventions,
and characteristics. Considine (1999) said that
television images lull people into thinking that they are
real, that they aren't iconic signs at all but realities.
Since people see them, people trust them, often failing
to realize that, like all signs, they have been
constructed with a certain interest behind them.
Furthermore, according to Arthur (1999), video can
give students realistic models to imitate for role-play;
can increase awareness of other cultures by teaching
appropriateness and suitability; can strengthen
audio/visual linguistic perceptions simultaneously; can
widen the classroom repertoire and range of activities;
can help utilize the latest technology to facilitate
language learning; can teach direct observation of the
paralinguistic features found in association with the
target language; can be used to help when training
students in ESP related scenarios and language; can
offer a visual reinforcement of the target language and
can lower anxiety when practicing the skill of
listening.
Deconstructing media representations requires
relinquishing the powerful and pervasive notion in our
culture that, seeing is believing, and that what people
see is what they get. The process of reading television
addresses the following elements.
First is interpreting the internal content of the program.
This involves a narrative analysis or the ability to
recall and recognize what happened and why, with
reference to genre codes and conventions. Second is
interpreting the internal construction of the frame. This
process focuses attention on media form and style. It
includes the overall design and look of the picture and
involves such things as camera angles and the various
shots used. Third is recognizing the external forces and
factors shaping the p r o g r a m . This
industrial/sociological approach looks at issues such as
media ownership and control in an attempt to
understand how these factors shape programming. A
simple example would address the relationship
between media ownership and the depiction of women The design is illustrated as follows:
and minorities in the media. The fourth one is
comparing and contrasting media representations with
reality. This includes comparing television's depiction
of the Vietnam War (Tour of Duty, China Beach) with
documentaries or histories of the war. It might also
include studying incidents of violence on television
compared to the national crime statistics or examining
the depiction of groups, races, religions, and
nationalities to detect stereotyping and bias. Fifth one
is recognizing and responding to the potential impact
of television form and content. This focuses attention
Herson N. Alamo
on appropriate responses and viewing behavior
including writing to producers and sponsors, as well as
using television more selectively.
For a while, these are some of the many researches and
articles recognizing the importance of English and
viewing. Others preferred to generate information as
well as analyzed the manner the teachers and pupils
went through the teaching-learning process. Each has
its own contribution unselfishly shared which the
present study acknowledged.
Methodology
This section is the discussion of the research design
essential to the completion of this study. It includes the
research method, sources of data, respondents of the
study, data gathering procedures, instrumentation and
the statistical treatment of the study.
Research Method
This study on the use of lesson exemplars on viewing
competency for Grade 8 English used a combination of
quasi-experimental method and descriptive method.
The study employed quasi-experimental pre-test-
posttest design with a control group to determine the
effect of the lessons on viewing comprehension
covered in Grade 8 English during the First and
Second Quarters. According to Catalino, et al. as cited
by Bercasio (2006), this design is the second most
reliable experimental design because it removes or
minimizes the uncertainty surrounding the conclusions
about whether or not the study had effects. They
explained that the best quasi-experimental design
seeks comparison group whose participants are close
similar to the program group prior to intervention, and
explore many possible sources of pre-intervention
difference between the two groups in order to rule out
these pre-intervention subject differences as sources of
post-intervention differences.
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Moreover, Torres as cited by Bercasio (2006)
explained that the quasi-experimental design is used in
a situation where random assignment of treatments is
impossible, yet, it is still desired to make statements
about causal effects. He said that another important
feature of an experiment is the use of controls aside
from randomization. To compensate for being unable
to do randomization, the present study utilized control.
By adding control group and instituting pre-test
measures, this design eliminates most threats to
internal validity, including history, maturation, testing,
instrumentation, selection and mortality effects. The
five (5) Grade 8 classes, which were involved in the
study, were already grouped prior to the opening of the
classes, and re-sectioning them was not allowed by the
school.
In order to document the delivery of the lesson
exemplars using viewing comprehension lessons, and
to make case work, descriptive method of research was
used. The delivery of the lessons highlighting the
activities of the learners, and the effect of the lessons
and activities on the level of competence in viewing of
the students were documented through observation and
interview.
Sources of Data
The primary sources of data were the results of the
teacher-made pre-tests and posttests that were
administered to the Grade 8 students of Legazpi City
Science High School. Other primary sources of data
were the results of the evaluation of the proposed
lessons in English 8 on viewing comprehension, the
class observations of the three jurors, the responses to
informal interview with students, the observation of
the students, and the journal of the teacher. It also used
books and information from website-databases as
references of the teacher-researcher in developing
activities in viewing integrated in the crafted lesson
exemplars on viewing for Grade 8 English.
Respondents of the Study
This study involved five Grade 8 classes of Legazpi
City High School. Grade 8-Mendel (STE) with 38
students, Grade 8-Pasteur (Regular) with 42 and Grade
8-Linnaeus (Regular) with 41 students served as the
experimental group while Grade 8-Hooke (STE) with
38 students and Grade 8-Brown (Regular) with 42 of
students served as the control group.
All the students in the three sections were participants
in the study, i.e. they all took part in the activities and
accomplished the tasks required. For the purpose of
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the statistical treatment of data, all the students from
the control group who were able to complete all the
activities were included. The three class observers,
who were considered experts, were considered as
informants of the study. Their observations and
comments were used to describe the experiences that
transpired in an English classroom discussing lessons
on viewing comprehension.
Instrumentation
This study used varied instruments in the form of
parallel Pre-test and Posttest, Lesson Plan Evaluation
Form (rubrics for the evaluation of the proposed lesson
exemplars), Classroom Observation Form for the
assessment of the implementation of the lessons, and
teacher’s journal.
The parallel pre-test and posttest were teacher-made
test focusing on the following skills: a.) organize
information from a material viewed; b.) compare and
contrast the presentation of the same topic in different
viewing genres; c.) predict the gist of the material
viewed based on the title, pictures, and excerpts; and
d.) discern positive and negative messages conveyed in
a material viewed. The tests were submitted to experts
for validation.
The Classroom Observation Form was the
rubric/observation guide used by the jurors during the
implementation of the lessons to make assessments
along: 1.) Knowledge of the Subject Area; 2.)
Teaching Methods and Techniques; 3.) Teacher’s
Skills in Facilitating Learning Activities; 4.)
Communication; and 5.) Classroom Management.
On the other hand, to assess the efficacy of the
implementation of the proposed lesson exemplars,
Lesson Plan Evaluation Form was used. Jurors, too,
rate episodes in the lesson plan in line with: 1.) Lesson
Planning; 2.) Concept; 3.) Teaching Methods; and 4.)
Contents. The journal refers to the log prepared by
teacher-researcher who wrote about his experiences in
the implementation of the lesson exemplars on
viewing comprehension, his experiences, insights and
observations in the actual conduct of the lessons.
Data Gathering Procedures
Prior to the conduct of the study, the researcher
secured all the necessary papers from concerned
authorities. Upon approval, the five classes that served
as the experimental and control groups were identified.
Then, the validated pre-test was administered to both
the experimental and control groups.
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Lessons on viewing comprehension were then

developed and were submitted to experts for
validation. The revised lessons were delivered during
the Second Grading Period. There was a
documentation of the lessons delivered through the
observation of the School Principal, Junior High
School Coordinator, and the English Area Coordinator.
After the delivery of the four competencies in eight
lessons, the posttest was administered. Concurrent to
the conduct of the lessons, the casework of selected
students were done. After the administration of the
posttest, interviews with the selected students were
conducted.
2. Mean was also used to answer sub-problem 3 to
Statistical and Analytical Treatment of Data
summarize the rating of the proposed eight (8) lesson
exemplars. The assessment of the implementation of
The statistical treatments used were the following: the lesson exemplars was done using the following
scale: 1.00-1.49 – Poor; 1.50-2.49 – Fair; 2.50-3.49 –
1. Percentage and Mean were used to answer sub- Good; 3.50-4.49 – Very Good; 4.50-5.00 – Excellent.
problem 1. Specifically, Mean Percentage Score
(MPS) was used to describe the level of competence in 3. The t-test was used to determine if there was a
viewing of Grade 8 students along the four (4) significant difference between the means of the pre-
identified skills. The students’ raw scores are test and the posttest for both the experimental and
transformed into Mean Percentage Scores (MPS). This control groups, and between the posttest of the
experimental group and the posttest of the control
indicates the ratio between the number of correctly
group.
answered items in a test and the total number of items.
Mean Percentage Score (MPS) was computed using The t-test for paired samples was used to determine the
this formula: significance of difference between the pre- and
posttest scores of the students along the four
competencies in English 8 for the First and Second
Quarters. The formula used was:

The levels of competence of the students were

determined based on the scale National Achievement
Test (NAT) Standards for Mastery Level and is also
used at Legazpi City Science High School set by the
Department of Education (DepED), as stipulated in
DepED Memorandum 160, s. 2012, and is presented in
this matrix:
The t-test for independent samples was used to
determine the significance between the posttest scores
of the control and experimental group in each
competency. The following formula by Ferguson and
Takane (1989) was used:

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view materials of different genres competently to serve

their own learning needs in meeting a wide range of
life’s purposes.

In this study, language skill, specifically along viewing

comprehension, considered were: organizing
information from a material viewed; comparing and
contrasting the presentation of the same topic in
different viewing genres; predicting the gist of the
material viewed based on the title, pictures, and
excerpts; and discerning positive and negative
Results and Discussion messages conveyed in a material viewed. The Mean
Percentage Score (MPS) for each skill gauged the
competency level of Grade 8 students of Legazpi City
This section presents the data gathered and describes
Science High School.
the results of the study as analysed and interpreted by
the researcher. This assessed performance and Looking closely at the specific results of this study,
competency level of Grade 8 students of Legazpi City
Table 1 shows the competency level of Grade 8
Science High School along viewing comprehension in
students in viewing as macro skill. The students are
English. In addition, different lessons in English 8
moving towards mastery level in discerning positive
using viewing are presented and discussed. Finally, the
and negative messages conveyed in a material
effect of the intervention lessons as revealed by the t-
viewed. This is revealed by an average of Mean
test, and jurors’ observations are presented and
Percentage Score (MPS) of 76.11%. This means that
interpreted.
the students’ competency level is above average in
Level of Competence in Viewing of Grade 8 understanding this particular topic in English 8.
Students of Legazpi City Science High School
Table 1. Competency Level in Viewing Comprehension
of Grade 8 Students of Legazpi City Science High
Successful language learning involves viewing,
listening, speaking, reading and writing activities. School (Experimental Group)
Language learning should include a plethora of
strategies and activities that helps students focus on
both “meaning” and “accuracy”. Likewise, it involves
recognizing, accepting, valuing and building on
students’ existing language competence, including the
use of non-standard forms of the language, and
extending the range of language available to students.
Through language learning, learners develop
functional and critical literacy skills. They learn to
control and understand the conventions of the target
language that are valued and rewarded by society and
to reflect on and critically analyze their own use of Analyzing further, the results reveal that 66.84% of
language and the language of others. (K to 12 students in Grade 8-Mendel are moving towards
Curriculum Guide English) mastery as far as topic in discerning positive and
negative messages conveyed in a material viewed is
The ultimate goal of the Language Arts in the K to 12 concerned.
Curriculum is to produce graduates who apply the
language conventions, principles, strategies and skills Likewise, 78.57% of students in Grade 8-Pasteur are
in (1) interacting with others, (2) understanding and also moving towards mastering this skill just the same
learning other content areas, and (3) fending for with Grade 8-Linnaeus with 82.93% understanding of
themselves in whatever field of endeavour they may this topic as they were described to be moving towards
engage in. In other words, students are expected to mastery. This means that under this specific skill, all
listen critically, communicate one’s feelings and ideas of them are in equal footing in terms of competency
orally, write with high level of proficiency, read and level that is above average.

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Research Article
As regards comparing and contrasting presentation the
presentation of the same topic in different viewing
genres, the students got a MPS of 62.01%. This
indicates that generally they are of average mastery
level. This also implies that the students could not
fully understand well lessons under this skill. More
than half of the students in Grade 8-Pasteur or 59.52%
have average mastery level the same with Grade 8-
Mendel with 62.11% and Grade 8-Linnaeus with
64.39% which, too, have average mastery. With this, it
can be gleaned that under this skill, Grade 8 students
have both average mastery and competency levels.
It is also revealed in Table 1 that the students’ average
Mean Percentage Score (MPS) score of 71.23%
indicates that they are moving towards mastery in
organizing information from a material viewed. This
generally means that they have above average
competency level. As displayed in the table, the
average score got by Grade 8-Mendel is 70.00%
implying that generally, the students are moving
towards mastery of this lesson. More than
majority (68.57%) from Grade 8-Pasteur also
exhibited moving near to mastery. Moreover, 75.12%
of students in Grade 8-Pasteur also fall under moving
towards mastery. Hence, it may be inferred that the
Grade 8 students are on above average talking the
competency level of this skill. Of the four viewing
competencies, the biggest percentage belonged to
predicting the gist of the material viewed based on the
title, pictures and excerpts with an average MPS of
79.43%. This denotes that majority of students have
the skill in predicting. It is also clear that in this skill,
80.53% of students in Grade 8-Mendel are moving
towards mastery. On the other hand, 72.38% from
Grade 8-Pasteur are getting near mastering this skill,
the same with Grade 8-Pasteur with 85.37% MPS.
T hi s is t a n t a m o u n t to a bove a v e r a ge
competency level. This implies that generally,
the students have developed the skills required in
predicting the gist of the material viewed based on the
title, pictures and excerpts. The table also reveals that
most of them showed average mastery and they all
have above average competency level.
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Table 2. Competency Level in Viewing Comprehension of
Grade 8 Students of Legazpi City Science High School
(Control Group) n=80
It is indicative in the results of the pre-test of the
control group in Table 2 that students from Grade 8-
Hooke and Grade 8-Brown are moving towards
mastery with an average MPS of 77.62% or above
average under the skill discerning positive and
negative messages conveyed in a material viewed. As
reflected in the table, 80.00% of students from Grade
8-Hooke were found to have above average
competency level in this skill. In addition, Grade 8-
Brown students also have above average competency
level or 75.24% mastery level. This implies that
students in the control group have almost acquired
knowledge on this skill and thus need follow-up or
enrichment. This finding is in consonance with the
results in the experimental group with the same
competency and mastery levels. This is just a
manifestation that students really were group
heterogeneously.
Conversely, it should be noted that the skill in
comparing and contrasting presentation the
presentation of the same topic in different viewing
genres, only 59.93% of the students are familiar with
this skill. From Grade 8-Hooke, only 50.53% of them
are average in this skill; the same with the students
from Grade 8-Brown which also fall in the average
mastery level with a MPS of 63.33%. This suggests
that students have average mastery and competency
levels in terms of this skill.
On the other hand, in organizing information from a
material viewed, Table 2 reveals that of the thirty-eight
(38) students from Grade 8-Hooke, 73.16% are
moving towards mastery. Combining this MPS with
that of Grade 8-Brown which is 67.14% will result to
70.15% average MPS. In other words, students
performed better in this skill. Hence, they qualified to
have been moving towards mastery level or they have
above average competency level organizing
information from a material viewed. This further
implies that there is still a need for strategic
intervention to reinforce this viewing skill.
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Research Article

As presented in the table, students in the control group

demonstrated moving towards mastery with combined
percentage of 81.30% or above average competency strong guidance and supervision of the school
level in the viewing skill on predicting the gist of the administration. Succinctly, the above average
material viewed based on the title, pictures and competency level of students in three (3) identified
excerpts. The 82.11% of them were from Grade 8- skills and one (1) average competency level serve as a
Hooke while the 80.48% were from Grade 8-Brown. strong reason to undertake reforms that apt
Categorizing the performance level, they are said to be scaffoldings, nurturing environment, and supportive
moving towards mastery level or above average and commitment people around.
competency level.
Proposed Lesson Exemplars to Enhance the
The results of the data analysis for this study showed
that majority of the respondents from all the classes in Viewing Competency of the Students
Grade 8 have above average competency level in three
The lessons that were developed consisted four (4)
(3) of the four (4) identified viewing competencies.
competencies with two (2) lesson exemplars for each
This indicates that the students’ viewing competency
covering a period of sixteen (16) sessions using
level among Grade 8 students of Legazpi City Science
viewing comprehension lessons.
High School is far better than ordinary secondary high
schools considering the type of students enrolled in the
Table 3. Summary of the Topics Used in the Lesson
said school. This is in contrast with the study of Cenita
Exemplars
(2013) wherein he identified the viewing skills of the
students in terms of their strengths and weaknesses and
made lessons on viewing that are suited to the Grade 7
students at Pili National High School. Furthermore, he
discovered that all viewing skill were considered the
weaknesses of the students.

Available teaching equipment and materials in school,

full access to internet and gadgets on grasp are deemed
to be the reasons why students have above average
competency level in viewing comprehension. Aside
from that, the rigorous screening process during
admission may have readied the students’ competence
along language acquisition. This is supported by the
research conducted by Considine (1999) that students
who spend an average of six (6) to seven (7) hours a
day in using media (video games, computers, video)
and with an average television viewing at three (3) to
four (4) hours a day give them the ability to become
critical viewers, and critical thinkers about the Lesson 1 was about organizing information from a
composition of the picture, and enhance their ability to material viewed. This was taught for two (2) sessions
read words and worlds. or 100 minutes on September 28-29, 2017. The
viewing materials used were pictures of Tarzan, video
In general, Grade 8 students were found to have a clip about Five Children Who Were Raised By
moving towards mastery level or above average Animals and both were showed to the class for about 9
competency level. This may not sound alarming any minutes. The point of integration in the lesson was
longer, but this still clearly implies a need to address during Motivation and Discussion.
some unmastered skills though appropriate
reinforcement or enrichment activities, adoption of Lesson 2 was the continuation of the skill in Lesson 1,
varied effective strategies, relevant and adequate still about organizing information from a material
instructional materials, and more engagement of viewed and was taught on October 6 and 9, 2017.
teachers with students. Video material entitled “The Tiger’s Whisker” was
used during the Discussion and the “Dumb Blonde-
Bringing up rear, these identified instructional actions Mercedes Commercial” for Assessment. It also
would then require commitment and instructional integrated Differentiated Instruction.
competence of the teachers, support from parents, and

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Research Article
Lesson 3, on the other hand, was taught on October
10-11, 2017 focusing on comparing and contrasting
the presentation of the same topic in different viewing
genres. During the viewing session, the teacher played
two (2) videos and two (2) posters about Anti-
Smoking. Differentiated Instruction was also used
during the group activities.
In addition, Lesson 4 also was a follow-up of Lesson 3
on comparing and contrasting the presentation of the
same topic in different viewing genres. This was
presented to class on October 12-13, 2017. In the
lesson, the teacher made use of varied viewing
materials such as signages, video, infographics, and
poster. These viewing materials were used during
Motivation, Discussion and Assessment, respectively.
Lesson 5 delved deeper on predicting the gist of the
material viewed based on the title, pictures and
excerpts and was taught on October 16-17, 2017. In
this lesson, a picture of a dog was used during the
Motivation while a video of a dog during the
Discussion.
Continuation of skill developed in Lesson 5 was in
Lesson 6 and was also about predicting the gist of the
material viewed based on the title, pictures and
excerpts discussed on October 18, 2017. The video
about the Six Blind Men was used during the viewing
session, movie posters during Application and another
video during the Assessment.
Lesson 7 centered on discerning positive and negative
messages conveyed in a material viewed and this was
taught on October 19, 2017. Pictures were shown to
the class at the start of the lesson and a commercial
video was played before the Discussion. Meanwhile,
three (3) advertisement were given to the class during
the group activity and another three (3) during the
Evaluation.
Meanwhile, Lesson 8 is the last topic for the second
quarter in viewing. As a continuation of the previous
lesson, this focused on discerning positive and
negative messages conveyed in a material viewed
tackled on October 20, 2017. This integrated posters in
the lesson, specifically in Motivation, Discussion, Skill
Development, Group Activity, and Assessment.
Finally, posttest was administered on October 23,
2017, three (3) days after the discussion of the last
lesson. This is to avoid “recall” or the “halo effect” or
the most common bias in performance appraisal.
Assessment on the Implementation of the Viewing
Herson N. Alamo
Comprehension Lessons
The implementation of the lesson was assessed by
three (3) jurors based on the following components:
(1) Knowledge of the Subject Area; (2) Teaching
Methods and Techniques; (3) Teacher’s Skills in
Facilitating Learning Activities; (4) Communication;
and (5) Classroom Management.
Under the first component, Knowledge of Subject
Area, the jurors gave a rating of 4.76 or Excellent.
This only demonstrates that the teacher has full grasp
of the subject area. To have a full grasp of the lessons
mean having relevant proficiency to teach the lessons.
This is only an indication that the teacher has the
facility to deliver the lessons since these are within the
realms of his specialization. Below are some the
quoted comments from the jurors:
The teacher provides opportunities for the students to
express their ideas and interests.
The teacher uses variety of instructional strategies and
materials related to the objectives of the lesson.
Obviously, the teacher has full grasp of the subject
matter and his zest has elicited favourable responses
from the learners.
These words from the jurors disclose that the teacher
executed the lessons well that he was able to put the
lessons in a wider and meaningful context. This may
be because of the long array of extensive experience of
the teacher in handling the learning subject area for
almost a decade now. Hence, the knowledge of the
teacher of the subject area may be considered as a key
factor that affects the achievement of the targeted
skills covered in the classroom.
In terms of Teaching Methods and Techniques, the
jurors gave a rating of 4.66 or Excellent. This means
that the viewing comprehension lessons were
implemented correctly and accurately. Further, this
shows that the teacher possessed procedural
knowledge in the execution of the different parts of the
lesson, and that there was adeptness in the conduct of
the different learning tasks. When methods and
techniques are carefully and properly executed by the
teacher, students will be properly assisted to target the
desired competencies or skills. In this way, learning is
facilitated. Below are quoted words from the jurors:
The learning experiences of the students are
manifested in the way they have reacted to the teacher,
responded to the questions given, and expressed their
views.
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These words from one of the jurors reveal that the
teacher displayed commendable instructional
competence. Specific manifestations of this include
correct formulation of objectives, well-organized
activities, use of valid instructional materials and use
of varied discussion techniques. Seemingly, all these
have contributed to the quality of instruction in the
selected Grade 8 classes as displayed in the excellent
assessment in terms of teaching methods and
techniques.
Along Teacher’s in Facilitating Learning Activities,
the jury gave a rating of 4.65 or Excellent. This only
means instructional competence which can only
be attained through the significant number of years in
the service as teacher. Some of the actual comments
and observations of the jurors are:
Table 4. Assessment of the Implementation of the
Intervention Lessons by the Jurors/Class Observers
The students’ attention was clearly hooked by the
lesson. The teacher had successfully motivated the
students to actively participate in the activities. The
conduct of the lesson is commendable. The students
have been challenged to articulate their thoughts and
opinions.
These comments from the jurors just affirm that the
teacher was competent in terms of facilitating the
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lessons. Likewise, this also shows that he is adept in
the lessons and that he possesses the pedagogical
competence to facilitate the different lesson plus the
activities. Consequently, as noted by the jurors,
students have been challenged to articulate their
thoughts and opinions because the teacher knew how
to facilitate the activities.
Finally, under Classroom Management, the juror’s
gave a rating of 4.55 or Excellent. This goes to show
that the teacher was able to skilfully and competently
maintain classroom discipline in the context of
interactive learning setting, manage the time and
provided sensible feedbacks to students. Furthermore,
this also means that the teacher possesses relevant and
satisfactory background experiences coupled with
knowledge which enabled him to manage the class
properly. Proper classroom management means easy
facilitation of learning. In addition, if a teacher
manages the class well, the over-all learning
environment becomes less burdensome thus
favourable for learner-centered activities and
experiences. Below are some of the statements from
the jurors:
Evidently, the teacher has established rapport with the
students, hence there has been meaningful interaction
between the teacher and the students. Evident
establishment of good relationship with the students
contributed to the smooth flow of the lessons.
In other words, the good classroom management
practices were noted by the jurors may likely
contextualize the excellent classroom management
rating of the teacher using the rubrics.
To sum it all, the implementation of the eight (8)
lesson exemplars in ten (10) sessions was rated 4.70 or
Excellent from the jurors. Clearly, this indicates that
the teacher taught the lessons very well, and that the
different learning tasks and activities were carried out
properly and accurately. Furthermore, this implies that
the intervention of the lessons may be further
interpreted as an effective means of promoting
interactive learning even among highly selected
students. In brief, the implementation of the lesson
exemplars may be considered laudable and therefore
be replicated as teaching demonstration for other
teachers especially the neophytes in the field including
the pre-service teachers.
The Effectiveness of the Lesson Exemplars in
Enhancing the Viewing Competence of the
Students
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The effect of the eight (8) English Lessons on Viewing
Comprehension was gauged on the t-test results of the
pre-test and posttest results of both Experimental and
Control groups. Moreover, jurors’ observations are
presented to include qualitative support to the
statistical computations.
The t-test results provides the difference in the pre-
and posttest results in the four (4) competencies in
viewing comprehension for both the control and
experimental group.
Table 5. Pre-Test and Posttest Results of the Control
and Experimental Group
An experiment of two groups was designed---one of
the groups is experimental and the other is control. The
experimental group included three (3) classes, i.e.
Grade 8 Mendel, the first section and a STE class;
Grade 8-Pasteur, regular class and a middle section;
and Grade 8-Linnaneus, regular class and the last
section. Control group was consisted of Grade 8-
Hooke, STE class and the second section; and Grade
8-Brown, a regular class and the fourth section.
Lessons enriched with different viewing materials such
as pictures, posters, signanges, advertisements,
infographics, video, etc. clips were given to the first
group using multimedia equipment treated as the
experimental group. On the other hand, the second
group was given the same lecture using the traditional
method which uses the activities and discussion found
on the Learner’s Materials (LMs) and other references
treated as the control group.
Table 5 shows that there is a significant difference
between the pre-test and the posttest results in the
experimental group. It is indicative in the table that
there is an increase in the computed mean of 3.30,
from 4.45 to 17.75. This means that the competency
level of the experimental group improved significantly
after the intervention lessons. Furthermore, this
implies that the lessons were apt in improving the
viewing comprehension of the students in the four (4)
identified skills.
In like manner, table 5 also presents that there is a
significant difference between the pre- and posstests of
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the control group. It can be gleaned from the results
that the lessons using the conventional strategies in
teaching viewing comprehension were effective in
improving the skills of the students. These students
who were exposed to the conventional lessons in
English significantly enhanced their competency level
along the four (4) skills from 14.30 computed mean to
16.75 with a mean difference of 2.45.
Comparing the computed mean of the experimental
and the control classes, it can be stated that both the
lessons enhanced with different viewing materials and
the lessons using conventional strategies were
effective in improving the viewing comprehension of
Grade 8 students. In brief, it can be stated that the
teacher may use either lessons exemplars upgraded
with various viewing materials or conventional
strategies to enhance their viewing competency.
Table 6 presents the t-test results for the pre-test and
posttest of the control group. Based on the table, the
computed t Stat value 10.82 exceeded the t Critical
two-tail value 1.99 at 5% margin of error. This results
to rejecting the null hypothesis (H0) and accept the
alternative hypothesis (Ha) that there is a significant
difference in the scores of the students in the post-test
and pre-test. Hence, the traditional method in teaching
viewing was still effective in the control group.
Table 6. t-Test Results for the Control Group
Moreover, Table 7 presents the t-test results for the pre
test and post test of the experimental group. Based on
the table, the computed t Stat value 14.995 exceeded
the t Critical two-tail value 1.98 at 5% margin of error.
This results to rejecting the null hypothesis (H 0) and
accept the alternative hypothesis (Ha) that there is a
significant difference in the scores of the students in
the post-test and pre-test. Hence, the lesson exemplars
used in teaching viewing were effective. The mean
difference of 3.30 is higher than 2.45 mean difference
in the control group which implies that the developed
lesson exemplars were effective than the traditional
way.
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Table 7. t-Test Results for the Experimental Group
Based on the table 8, the computed t Stat value 4.88
exceeded the t Critical two-tail value 1.97 at 5%
margin of error. This results to rejecting the null
hypothesis (H0) and accept the alternative hypothesis
(Ha) that there is a significant difference in the posttest
results in the control group and the experimental
group. There is a significant difference in the mean
scores in the posttest obtained by the experimental
group compared to the mean scores in the posttest of
the control group. Hence, the lesson exemplars were
an effective intervention used in the experimental
group compared to the traditional method used in the
control group.
As clearly manifested in the foregoing results,
viewing, indeed is an exciting and enjoyable macro-
skill. This is mainly because of the idea that when
students are exposed to a new learning topic or
experience, they are even more curious as to what the
topic will be about. Hence, their attitude become
directed so much with eagerness to learn and discuss
the topic.
Table 8. t-Test Results Posttest of Control Group vs
Posttest of Experimental Group
In the data presented in the review of related studies, it
is worthy to mention that the results of this study is
similar to the findings of that of Garchitorena’s (1995)
who used pictures in advertisements to develop
communication skills of secondary students of English
III. Her findings revealed that pictures in
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advertisements gave the students the opportunity to
use language freely, improved critical thinking,
vocabulary and their power in speech; their speaking
skills was most enhanced skill using pictures in the
ads.
Similarly, in the assessment made by Magana (2000),
her findings revealed that the students exposed to
computer-aided instructions (CAI) obtained a higher
performance level compared with those provided with
modularized or conventional instruction. The
utilization of computers in teaching resulted to higher
performance level of students.
At the heart of all these, constant practice under the
proper guidance of the teachers makes the students feel
at home with any language. The teacher sees to it that
the learner can imitate and speak the correct English
patterns that are taught to him in the classroom. It is a
psychological fact that young people can learn a new
language easily and idiomatically. In the viewing
lessons, exercises take the forms of repetition, pattern
drills and accompanied reinforcements by the teachers
just to learn the macro-skills in language.
It is not a facile undertaking to simplify a process in
the four walls of the classrooms an atmosphere of self-
confidence and enthusiasm in learning a skill. It is
energy-consuming and time-consuming. It involves
failures and successes. It involves an acceptance of
individual’s strengths and weaknesses – including
one’s own. The teacher needs to face the exciting and
creative experience in the classrooms while in the
process of teaching any of these skill, specifically
viewing. Errors should be avoided. If an error is
committed, quick correction is desirable in order to
prevent the establishment of bad habits.
Conclusion
Based on the salient findings, the following
conclusions are made:
1. The Grade 8 students of Legazpi City Science High
School generally had above average competency level
along viewing as macro skill. They have been moving
towards mastery as reflected in the mastery level
according to the scale set by the Department of
Education (DepED).
2. The lesson exemplars focusing on the viewing
comprehension served as good materials in enhancing
viewing competency level of students. Viewing may
be integrated in any of the parts within the lesson.
3. The implementation of the English lessons on
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Research Article
viewing comprehension was assessed Excellent. The
different learning experiences were implemented
properly and accurately.
4. The lessons in English enriched with different
viewing materials were effective in enhancing the
viewing competency of Grade 8 students similar to the
lessons using conventional strategies. Similarly, the
jurors’ observations affirm students’ performance in
the different learning tasks and teacher’s competence
in carrying out the lesson.
Based on the findings and conclusions of this study,
the researcher gives the following recommendations:
1. Teachers of English may utilize the lesson
exemplars in viewing comprehension to reinforce the
lessons along the four identified competencies and to
help students master the necessary skill expected of
them.
2. Teachers of English may develop lesson exemplars
similar to the present undertaking using available
localized materials as posters, videos, signages,
advertisements, posters, infographics, and the like.
Teachers, too, should know how to localize,
indigenize, and contextualize.
3. Teaching equipment such as big LED television set
or projector should be made available for use. School
Administration may partner with private organization,
PTA or other stakeholders to at least procure
equipment like this.
4. In-service Training (INSET) on the preparation of
lesson exemplars on viewing comprehension may be
conducted to ready teachers for possible teaching
exemplars in other topics along viewing as a macro
skill.
5. A parallel research study may be conducted in other
learning areas, grade levels and in another setting.
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h t t p : / / w w w. e s k w e l a h a n . n e t / n e w s / ? p = 3 7 3 1 .
Affiliations and Corresponding Information
Herson N. Alamo
Legazpi City Science High School,
Department of Education, Philippines
780/780