1

TEACHING LITERATURE: A COMPARISON BETWEEN

VIEWING THE MOVIE AND READING THE PIECE

A Thesis
Presented to the Faculty of
Limay Polytechnic College
Limay, Bataan

In Partial Fulfilment
of the Requirements for the Course
Bachelor of Secondary Education
Major in English

By:
Ludovico, Christian A.
Mago, Frances Mae C.
Del Rosario, Hazel S.
Ordiales, Wackin E.
Mercado, Fatima B.

October 2018
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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

According to Moody (1997), literature springs from our in born of love telling a

story, of arranging words in pleasing patterns, of expressing in words some special

aspects of our human experience. In addition, literature as defined in Merriam-Webster

dictionary, is any written work such as poems, plays, and novels that are considered to be

very good and to have lasting importance. Moreover, literature appeals to man’s higher

nature and its needs – emotional, spiritual, intellectual, and creative. In most cases,

literature referred to as the entirety of written expression, with the restriction that not

every written document can be categorized as literature in the more exact sense of the

word. The definitions, therefore, usually include additional adjectives such as “aesthetic”

or “artistic” to distinguish literary works from texts of everyday use such as telephone

books, newspapers, legal documents and scholarly writings.

The use of literature in the English Language Teaching (ELT) classroom offers a

rich source of linguistic input and help learners practice the five macro skills in addition

to demonstrating grammatical structures and presenting new vocabulary. Despite being

labeled as unremarkable and unworthy of discussion, literature is vital to history. It is

being taught and transferred from one generation to the other to preserve its value and

essence. It can be taught verbally or non-verbally depending on the audience.

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Some teachers agree that literature is useful in language teaching. It can be used

to reinforce grammar, practice vocabulary, and enhance pronunciation. Also, it teaches

values, morals, good manners and right conduct to the students. Yet, literature can also

cause boredom among students. Some students avoid literature because it is difficult to

understand for it contains profound words that are hard to interpret. The other factor that

contributes to boredom of students is the medium that teachers use for teaching literature.

Teachers speak in English that some students do not understand that is why students do

not listen in discussions.

However, teachers form different strategies and activities in teaching literature for

language learning. On the contrary, the traditional method of teaching literature is

suitable for those students who are fond of reading. The teacher in the traditional method

provides a reading material for each literary piece and gives it to students for reading

purposes. This reading material can further enhance students’ pronunciation as well as

spelling. Likewise, students’ imagination and creativity come out through reading a

literary piece.

Aside from reading, literature can also be taught through viewing. Moreover,

teachers make use of audio-texts, music CDs, film clips, podcasts, all of which enhance

further the richness of the sensory input that students receive. These modern

technological tools can also be in aid for teaching language among students. Since it is

21st century, it is applicable to use these electronic devices to upgrade teaching. It can

catch students’ attention and interest that may lead to an active discussion.

This study will investigate the effectiveness of reading the piece or viewing the

movie in relation to language teaching. This study will help identify which between
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viewing the movie and reading the piece is more effective in making a literature

understood. It is generally known that some students are good in interpreting a certain

literary piece by reading, while others understand it more when viewed. Teachers know

that one method would not be enough to help the students grasp the complete and

valuable essence of a certain literary piece. With this, every learner must be given

opportunities to develop and excel by honing their skills. This study paves possible ways

on determining students’ multiple intelligences in dealing with the instruction of the

English language and thus, will create appropriate intervention and measures to help

students overcome and prevent such problem.

Statement of the Problem

The general problem of the study is: in utilizing literature, which strategy between

viewing the movie and reading the piece yields better results?

Particularly, this study will seek answers to the following questions:

1. How may the profile of the student-respondents be described in terms of:

1.1 Age;

1.2 Sex and

1.3 Learning style?

2. How may the following contribute to students’ understanding of literature?

2.1. Watching the movie and

2.2. Reading the literary piece?

3. Is there a significant relationship between the profile of the student-respondents and

students’ understanding of literature when viewing the movie?

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4. Is there a significant relationship between the profile of the student-respondents and

students’ understanding of literature when reading the literary piece?

5. Is there a significant difference between viewing and reading test performance?

6. What are the implications of the findings of the study to teaching literature?

Significance of the study

The researchers believe that this study is helpful for the following:

Students. Through this study, students may be informed that movies can not only

be used for entertainment but also to accompany literature as well. Students may be able

to benefit from this study by improving their performance as a result of the action done

by the teachers. Moreover, through this study may students develop their vocabulary and

imagination when reading a literary piece. It is also beneficial for those students who

enjoy viewing the movie rather than reading the literary piece.

Senior High School English Teachers. Teachers may be aware on how a modern

technological tool affects students’ comprehension rather than just reading the piece.

Teachers will be able to distinguish which is more essential between viewing or reading,

depending on students’ learning styles and multiple intelligences and in turn, apply the

gained information in teaching literature to students. Also, teachers may benefit from the

correct pronunciations and accents that can be heard when viewing the piece aside from

just reading it and should use these when teaching English subject.

School heads. School heads may be informed on how Senior High School

students understand and interpret the 21st century literature. Also, they can encourage

teachers to utilize different strategies to address students’ multiple intelligences and

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varied learning styles. In addition, they can provide different opportunities for the

students to develop their reading and viewing skills more. Lastly, the study may be

advantageous for the school heads as they can use the result of this to promote a

multifaceted approach in teaching 21st century literature for Senior High School students.

Curriculum planners. Curricula often change over time. Curriculum planners

explore and develop diverse ways to improve the educational system in the Philippines.

This study may be advantageous for the planners as they can use the result of this to

develop the curriculum especially those subjects which require teachers to teach

literature. Furthermore, curriculum planners may be mindful about the perceptions and

attitudes of Senior High School students about 21st century literature. Hence, curriculum

planners may think of other methods to make literature appealing for the students.

Moreover, they will suggest more appropriate literary pieces that are linked to students’

cultures, values, and customs which teachers can choose from. By doing so, curriculum

planners may contribute to make the work of the teachers lighter and easier.

Future researchers. This study may serve as a useful basis of information in

related studies in other educational researches especially on observing students’

comprehension of literature. By conducting this study, the future researchers may

recognize the effects of involvement of media in the learning of the students. It can also

inspire future researchers in answering future questions as the world of education is

subjected to constant change. This may clearly expand their knowledge about the foreign

language anxiety and thus will bring them more access to cater and generate solution to

attend the problem.

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Scope and Delimitation

The objective of this study was to identify which approach in teaching literature,

between watching the movie and reading the piece yields better results.

Particularly, it sought to identify how student-related factors in terms of age, sex

and, learning style can influence the result of the study.

In addition, the approaches that contribute to students’ understanding of literature

such as viewing the movie and reading the literary piece will be investigated

Furthermore, the researchers investigated if there is a significant relationship

between the profile of student-respondents and students’ understanding of literature when

viewing the movie

Likewise, the research proponents identified if there is a significant relationship

between the profile of the student-respondents and student’s understanding of literature

when reading the literary piece.

Lastly, this study was limited to 60 senior high school students of Limay Senior

High School, Academic Year 2018-2019.

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Notes in Chapter I

Professor Olaofe Isaac Ade., & Oyeniyi Okunoye (2008). Eng III: An introduction to
literature and literary criticism, 2. Published by: National Open University of
Nigeria

Victoria Neufeldt. Webster’s new world dictionary third college edition, 889

Mario Klarer. An introduction to literary studies, 1. Published 1998 (3rd revised edition)
by Wissenschaftliche Buchgesellschaft, Darmstadt as Einfubrung in die
anglistischamerikanistische Literaturwissenschaft
 CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the relevant theories, review of related literature and studies,

conceptual framework, hypothesis of the study and definition of terms used in the study.

Relevant Theories

This study is anchored on the theories advocated by Gardner, the Theory of

Multiple Intelligences (1983), Ausebel (1963), Subsumption Theory of meaningful

Verbal Learning, and G. Salomon (1977), Symbols System Theory.

The first of the theories relevant to the study is the Multiple Intelligence Theory

developed in 1983 by Dr. Howard Gardner. It suggests that the traditional notion of

intelligence, based on I.Q. testing, is far too limited. Different theorists and educationalist

have defined multiple intelligences in their own way. Gardner identified eight distinct

intelligences. Also, the multiple intelligence has strong implications for adult learning

and development. This theory has emerged from the recent cognitive research and

documents the extent to which students possess different kinds of minds and therefore

learn, remember, perform and understand in different ways, according to Gardner.

This theory is relevant to the present study because literature can be learned in

different ways depending on the intelligence and learning of an individual. Viewing and

reading a literary piece involve two intelligences. As the course of teaching literature

shifts from viewing to reading or reading to viewing the piece, the researchers seek to
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distinguish the implications of multiple intelligences to teaching of literature. As it may

imply, the result of the study may also help in formulating various ways on how teachers

can apply this to ascend academic performance of the learners.

Another theory that is relevant to the present study is David Ausubel’s (1963)

Subsumption Theory of Meaningful Verbal Learning. This theory is concerned with how

individuals learn large amounts of meaningful material from verbal/textual presentations

in a school setting in contrast to theories developed in the context of laboratory

experiments. Learning is based upon the kinds of super ordinate, representational, and

combinational processes that occur during the reception of information. A primary

process in learning is subsumption in which new material is related to relevant ideas in

the existing cognitive structure on a substantive, non-verbatim basis. Cognitive structures

represent the residue of all learning experiences; forgetting occurs because certain details

get integrated and lose individual identity.

The theory is related to the present study on the basis that learners have

preferences and ways of receiving and storing information through verbal/textual

representation. Language teachers most of the time present literature by making students

read, for it is known that most students are visual learners, however, if they will be

presented with too much information, the results may either be that students will reject

the chunks of information being given to them or they will receive the lesson but there is

no or low comprehension. Furthermore, not all students are interested in literature,

especially novels and sometimes short stories which present large pieces of interrelated

information. It is generally known that it is through reading that people will gain

knowledge, however, not all individuals love to read especially if the material is not
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found relevant to their lives. In the end, it really depends on the language teacher on how

he/she presents the literary piece. Just like in the present study, it shows that visual-verbal

learners absorb and process information through reading written words/text or through

moving pictures.

The last theory relevant to this study is the Symbol Systems theory developed by

Gavriel Salomon (1977). This theory intended to explain the effects of media on learning.

The symbol system of media affects the acquisition of knowledge in a number of ways,

highlights different aspects of content and varies with respect to ease of recoding.

Specific coding elements can save the learner from difficult mental elaborations by

overtly supplanting or short-circuiting specific elaboration. Symbol systems differ with

respect to how much processing they demand or allow and differ with respect to the kinds

of mental process they call on for recoding and elaboration. Symbol systems partly

determine who will acquire much knowledge from what kinds of messages. Salomon

suggested that media specifically television requires less mental processing than reading

and that the meanings secured from viewing tend to be less elaborating than those

secured from reading, different levels of processing are involved. However, the meaning

extracted from a given medium depends upon the learner. Thus, a person may acquire

information about a subject they are familiar with equally well from different media but

be significantly influenced by different media for novel information.

The theory is related to the present study in a way that students acquire

information and learn through the use of media. Each medium is capable of conveying

via inherit symbol system. Just like in the present study, the visual-nonverbal learners

understand and retain information through viewing a literary piece.

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The three theories are found of relevance to the study because it is generally

known that each learner has individual intelligence. No person has a 100% intelligence as

another. In addition, a person can obtain information through media or text as where he is

at ease with. Furthermore, with the help of the learner’s familiarity of a medium used to

teach literature, he will be able to bear in mind the lesson intended to be taught.

Moreover, knowing how well the student can learn a lesson would be a great help for

teachers. These theories give evidence that factors that affect a student’s understanding of

lesson are within him and sometimes can be influenced. There is no definite tool that may

perfectly make a child learn but if there are choices, chances are, the learner will be able

to comprehend well through media or text, just where he’s comfortable with or he won’t

be able to absorb knowledge because of too much information and unacquaintedness of

the medium used.

Related Literature

The following related literatures were considered to support the variables of the

present study.

Age. According to Kwintessential (2009), when choosing a film or project, the

teacher has to make sure that complexity of the topic and the film’s rating are suitable for

the student’s ages. The required background knowledge for the analysis of the film, such

as nonverbal or paraverbal communication and relevant cultural categories, should be

introduced and discussed before the students watch the film.

According to Issa. et al, 2012, from 16-25, reading becomes major component of

studying, and much information learned through studying is initially acquired through
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reading. Thus everyday reading activities in which students engage may, considerably

influence their studying skills and subsequent academic performance.

As cited in the article Literature Review: The Impact of Reading for Pleasure and

Empowerment, book trust, amongst others, has done a great deal of work to promote and

encourage recreational reading for early year children and their parents through programs

and interventions.

As said in these articles, age has to be considered in relation to what activity will

be employed to make students learn. For a teacher to utilize film, he or she has to

consider students’ ages to encourage students to read literary pieces may be looked into

depending upon their age wherein they have different interests. Also, the influence of

reading is mostly higher among teens for they are more exposed to this.

Sex. According to Miguel in the journal The Modern Teacher published in 2012,

girls develop linguistic skills (reading and talking) earlier than boys. Boys, on the other

hand, develop spatial manipulation skills earlier than girls. For this reason, boys are more

physical and girls are more skilled interpersonally. The right brain of females has longer

plasticity than males — that is, they stay open to growth and change for more years.

Furthermore, they differ on their sensory level wherein females easily pick up nuances of

voice, music and other sounds in terms of hearing. Also, males have better vision and

depth perception in terms of vision.

According to an article “Why Women Read More Than Men” surveys

consistently find that women read more books than men, especially fiction. Explanation

abound, from biological differences between the male and female brains, to the way that
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boys and girls are introduced to reading at a young age. Americans—of either gender—

are reading fewer books today than in the past.

As stated by Bozack (2011) generally speaking, girls are better readers and

consequently more likely to score higher reading tests compared to their male peers.

Also, girls are more motivated and have a positive attitude toward reading, compared to

the opposite sex. (Logan & Johnston, 2009) The reading interests of girls also differ from

those boys. In fact, it appears that certain types of reading material correspond better to

interests specific to each sex. (Moeller, 2011)

These articles suggest that females and males differ in terms of reading a piece

wherein their skills vary as well as their interests. In addition, they are different on how

they acquire knowledge through reading. Also, it is said that females are more interested

in reading than males.

Learning styles. As said by Pashler et al. (2008) the term “learning styles” refer

to the concept that individuals differ on what mode of instruction or study is most

effective for them. The learning styles view has acquired great influence within the

education field, and the frequently encountered levels ranging from kindergarten to

graduate school. The review of literature disclosed ample evidence that children and

adults will, if asked, express preferences about how they prefer information to be

presented to them.

According to the journal “Best: International Journal Humanities, Arts, Medicines

and Sciences” by Omar Rahmoun and Radia Benvelles, (2016) in their “Film Adaptation

as a Pedagogical Tool in Teaching of Literature”, in today’s increasingly technological

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era, English language courses have begun to integrate approaches that rely on visual and

auditory learning since it has become assumed that students are different in terms of

learning capacities, styles and strategies to acquire knowledge. Researchers have come to

agree that language learning is not passive process but depends on the learner’s interest,

motivation and attitude. However, it seems unmanageable from the traditional way of

teaching to cover these issues without integrating multimedia. As far as the teaching of

literature is concerned, film in general and film adaptation of literary works in particular,

is one of the multimedia technologies that has been a subject debate among a plethora of

specialists. In fact, the projection of film adaptation as a material to teach literature seems

to attract many teachers due to the variety of assets it offers.

These articles suggest that students are varied in learning styles through which

they acquire knowledge. Also, these texts recommend that in teaching a language,

students’ learning capacities, styles and strategies to acquire knowledge must be taken

into consideration for language learning is not just a passive process.

Reading the piece. According to a report by Gahite in the journal The Modern

Teacher published in 2014, in his “MESRA-THON which means Morning Engagement

on Storytelling and Reading Activities”, reading is a key to moral and academic success.

It is a subject that should be given emphasis for it is the springboard in learning other

areas.

According to Stanovich in the journal The Modern Teacher published in 2012,

teachers should select books for children’s reading levels and interest so that children

could practice their reading strategies and develop fluency. Reading and sharing the
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books with them expose them to greater quantities of print and meaningful language

opportunities. Books will enable them to explore and express their natural curiosity.

According to an article entitled “The Impact of Storytelling in Classroom

Situation” by La Madrid in the journal The Modern Teacher published in 2011, research

in the last decade confirms that children should spend significant time engaged in

authentic reading experiences. The amount of text children read during that school day as

part of the instructional program has been linked to reading achievement.

In 2010, an interview with Dr. Yolanda Quijano, former haed of DepEd’s Bureau

of Elementary Education attributed “reading problems” as the main culprit for the poor

performance of some students I the National Achievement Test (The Philippine Star,

March 2, 2010) She said that if a student’s reading comprehension is poor, chances are

his or her performances in other subjects will be compromised.

According to the preceding articles reading is really essential is the basic or

simplified way to learn which prepares them for their complex means of acquiring

knowledge. Reading is a skill that will be useful not only in school but also is the work

place. It is with this reason that reading at a very young age is being encouraged so this

will be practiced even at the later years in life. In addition, teachers should expose

students to reading for the lack of reading exposure is one of the problems why some

students’ competencies are low.

Viewing the movie. According to an article “Reading Films and Watching

Literary Texts: 5 Lesson Plans for Advanced TEFL Students”, by Agullo (2011), both

literary works and films are authentic materials that can be exploited in and outside the
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classroom, motivating the students to work with two codes which also have a great value

as a source of entertainment. Films, in particular, constitute a stimulating and appealing

activity in our everyday life, and books should also be part of it. If they do not, watching

the film may stimulate the students’ interest in reading the written version. Movies highly

recommended input sources of teaching listening and speaking skills outside an English

speaking environment.

According to an article “Leading Students to Read Books” by Delfin in the

journal The Modern Teacher published in 2011, children are more exposed to television

shows, DVD movies, and computer games for fun and learning instead of reading books.

Children have less time to read books because they depend on Google or Wikipedia for

almost all information. The instant acquisition of information using different internet sites

has changed the fundamental nature of reading.

According to an article entitled “Using Film to Teach Communication Concepts

at University”, by Heather Kavan and Jacqui Burne in the journal “The International

Journal of Learning” published in 2009, film influences the perceptions, beliefs and inner

longings. Though movies and television programs identified with characters and engage

in different realities, and through documentaries, students go to places they have never

been before. Not surprisingly, students— especially those born in the MTV generation—

tend to prefer watching films to listening to lectures. To adapt this trend, many educators

have sought creative ways to use film as a tool to intensify learning.

In line with these articles which suggest that viewing movies and reading the

piece will have a great impact on students’ academic competency. It also suggests that

traditional way of teaching is not the trend on this era, it suggests that teachers may use
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film as a tool in teaching their students for most students got easily bored so teachers may

find new strategies in teaching their students. In addition, these articles will be a guide for

the researchers to prove whether viewing a movie is more appropriate to utilize by

teachers in teaching their students.

Related Studies

These studies are deemed beneficial for the current study.

Pagba (2012) conducted a research entitled “Reading and Viewing

Comprehension Levels of Second Year Students of Gen. Luna National High School.”

The research assessed and compared the comprehension level through reading and

through viewing of the second year students of Gen. Luna National High School, Llanera,

Nueva Ecija. The researcher involved two classes in this study in which there were the

combination of the average and slow learners. The findings of the research were: in

reading, the comprehension levels of the students as a whole were fairly satisfactory; in

viewing, comprehension levels of the students were satisfactory; and there is a significant

difference in the comprehension levels of the students through reading and through

viewing.

The abovementioned study is found in support to the current study for it is similar

to the process that is being held. The research team of the present study will also seek

answers from students of a heterogeneous class. The researchers, furthermore, will assess

and compare the comprehension level of students in terms of reading and viewing

literature. The results of the study may be similar to the present one for students may

excel when reading while others may be skilled at viewing the literary piece.
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Moreover, Anderson (2010) accomplished a study on the use of the video by

learners in a multimedia language course, their perceptions of the contribution of the

video to learning and the affective evaluations that ascribe to video vs. print sources. The

subjects for the study were tertiary learners of Spanish enrolled in the first semester of a

distance learning programme. Data was gathered relating to students’ choices of when

and how to use video, how they represented video in the development of language skills

and affective responses to video vs. print sources. Results reveal that video is used

primarily to orient students to new material, and to gain background, into which

subsequent material can be integrated. Video was perceived as aiding the acquisition of

listening and speaking skills, and pronunciation, and as assisting recall of the language by

means of the visual setting and contextual features.

The researcher used videos to ready the mind of the learners in introducing new

material for which students may have background knowledge about the new topic. In

addition, the author also used videos to develop the listening, speaking and pronunciation

skills of the learners. The research team, on the other hand, will investigate how viewing

the film or video and reading the written piece contribute to the comprehension of

learners. Furthermore, the present study will test what suitable mode of learning will be

best to administrate.

Additionally, Eberts (2012) investigated a study called “ADAPTATION: Is the

book really better than the…television series?” The researcher defined adaptation in

several ways as adaptation is necessary to the functionality of society; otherwise there

would be no progress. Moreover, the ultimate aim of this investigation was to analyze

the perception of readers or viewers about the written pieces that were being adapted.
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However, the common misconception was that the goal of the adaptation is to produce

the copy of its source. In this study, the researcher compared the novels like Hunger

Games, Twilight, and Harry Potter to their film adaptation. The results were all the same

that readers liked more the written piece because unlike the movie, the scenes were not

interrupted. On the other hand, people who watches the films preferred the movie for

they do not want to stay on one side reading a book with numerous pages for hours.

Hence, it is due to the intertextuality of all novels and film, the difference in media

between novel and film and the inability to coin one reading of a text.

The study above may mirror the present study for students may also have

different perception about the written piece being adapted. Moreover, students may like

the movie versions because unlike the books, the scenes are continuous. Students may

also lose their interest when reading the whole book. Therefore, in the present study,

students may find viewing the film more comprehensible.

In the study examined by Šustková (2014), the researcher compared the book and

movie of Pride and Prejudice written by Jane Austen and the film adaptation was directed

by Joe Wright. The main goal of this comparison was to prove the author’s contemporary

viewpoint to satisfy current taste of the audiences. Furthermore, this thesis includes both

a theoretical and practical section wherein the former were to explain the main themes

(money, class) of the novel, to classify Austen’s style of writing and to analyze the plot

while the latter were to evaluate film and point out where inaccuracies in period and

character description have been interpreted. Consequently, after the research, the

researcher came to a conclusion that the film was an acceptable adaptation. She

discovered that: the adaptation created an enchanted picture from the book; the
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significant dialogue and event was presented; few inaccuracies and modern subtext can

be forgiven for the sake of the beautiful scenery, wisely chosen locations and pleasing

music; and quality performances by many famous actors are another plus for the movie.

Therefore, the researcher pointed that the modern audiences will enjoy the movie more

than reading the original one.

In the study above, it was concluded that modern audiences will enjoy the movie

more for the movie adaptation was an acceptable one. This study is also found in support

to the present study being held because students will also see how the film adapted the

written piece. They will also see if there’s a discrepancies between the two. Hence,

students will realize that some films that undertook adaptation have inconsistencies and

different ways of narrating and presenting the plot of the story.

Furthermore, Bao Bo (2008) conducted a study wherein the researcher pointed out

that many films are based on novels. However, each of them uses different ways to tell

the similar stories. The study discusses the differences from several aspects in terms of

their nature, ways of narration, as well as the effect they bring about. It mainly focuses on

the special benefits of using films in English language teaching. Finally, a sample film-

based activity which could be used to enhance language classroom is illustrated. Aside

from that, the study emphasizes that films actually have great significance in English

language teaching. More clearly, using films could facilitate the English literature

teaching. Because of its very nature, the films could create lots of advantageous

opportunities in the language class that the novels could not. It could record and represent

all kinds of voices and actions in various authentic situations. Moreover, it is like a
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window on English-language culture. Therefore, the teachers should design appropriate

activities based on different films according to the specific needs.

The study of Bao Bo mirrors the present study because it was stated that both

written piece and film have different ways of presenting the story. The story may be told

in different point of views such as the First-Person Point of view in which the character

who tells the story is in the “I” voice, expressing his own point of view; the Third-Person

Limited Point of view where the narrator tells only what he can see or hear “inside the

world” of the story; the Third-Person Omniscient Point of View in which the narrator

tells the story from an all-knowing point of view; the Third-Person Central Point of View

wherein the narrator limits the narration to what the central character thinks, feels, does

and what and whom the central characters observes; and the Third-Person Editorial Point

of View in which the narrator evaluates the behaviors of the characters. Therefore, the

impact of the story whether written or film adaptation is because of the point of view

being used for there are stories that are graspable depending upon the use of particular

point of view. This study will have an effect to the present one when the researcher team

administer the written piece and film adaptation with different ways of handing the story.

Likewise, Casas (2012) authored a study comparing the book entitled “The

Reader” written by German author Bernhard Schlink and its film directed by Stephen

Daldry. The researcher looked into the differences and similarities of the book and film.

The researcher interviewed people regarding their reaction about the said book and film

and he found out that most of the interviewees had watched the film rather than reading

the book. As for the result of the study, the researcher concluded that the differences of

the film from the book are only to attract the interest of the public. Yet, there are some
 23

other reasons: sometimes because in a film, it is hard to show people’s feelings and

thoughts, so they have to add new scenes or make something different, and sometimes

there are differences only because it is easier to film a scene than copying the actual

scene from the book. Above all, the researcher firmly believed that that a book and its

film are not identical because the director of the film wants the public to be interested in

the film from the very first moment. Of course, the writer of a book also wants to quickly

attract the readers as quickly as possible so they read the whole book, but it is different

from the way a film director has to deal with it. In the opinion of the researcher, the

writer has more time to draw the public attention; usually, a book is not interesting until

you have read some of it. Unlike when watching a film, the public usually expects

something exciting to happen in the first ten minutes or so but when reading a book

people usually do not expect something exciting to happen in the first ten pages. So, the

director has to make the first scene of the film interesting, exciting, shocking or intriguing

for the public not to change the film they are watching. Thus, Casas supposed that the

film was a very good adaptation of the book. Finally, the audience will enjoy watching it.

The study above reflects the present study for some students also watched the film

rather than read the book. Some said that they like the film more because in just 1-2

hours, they understood and knew the story. Unlike in reading the book, they have to read

for several hours or days to complete it. Moreover, in the current study, once the

experiment is being held, students will have the chance to know the similarities and

differences of the film and the written piece as the actual scene, the mood and expression

of the characters, and the places.

 24

In (2016), Taylor conducted a study that develops a theoretically-informed

approach with which to analyze the aesthetics of the adaptation of superhero comic into

blockbuster films. Taylor demonstrated that exploring the ways in which superhero

blockbusters adapt comic book style and form reveals aesthetic sophistication and

multiplicities of meaning. The researcher different superhero archetypes, alongside

significant contexts, trends, and technologies that impact Hollywood blockbusters. As an

illustration, the researcher examined the Superman: The Movie (1978), Spider-Man

Trilogy (2002, 2004, and 2007), and The Avengers (2012). Thus, this study demonstrates

that the approach developed brightens the complex and equivocal meanings that the

adaptive practices of superhero blockbusters generate which are good and effective to the

audience.

Comic books are also considered literature. Hence, the study of Taylor echoes the

existing research because in the same manner, some film adaptations are created to have

multiple meaning that are to be presented to the audience. The present study will answer

what is more comprehensible; the film or the written piece?

In addition, Slade (2012) conducted a research entitled “Encounter and Epiphany:

Reconstructing Literary Consciousness through Film Adaptation”. This study explores

how film adaptation facilitates the understanding of film narrative construction. It does

this by considering how, through important process of retelling, film adaptation play an

instrumental role in the wider endeavor of giving innovative, artistic form to human

consciousness through narrative. The transition between literary and filmic character is an

opportunity to engage with and explore dimensions of a written text and thus cast new

perspectives on narrative though cinematic unfolding of character’s journey. How film

 25

realizes a character’s internal and external realities also casts an interesting light on the

internally conjured world of literature. These ideas are explored through close analyses of

a range of a film adaptations of literary texts as “The Self”, “The Reader” and “An

Education”. Through this study, the thematic implications of the narrative and the turning

point in a character’s journey to propel the narrative through characters were discovered.

The study of Slade mirrors the current study for it was proven that film adaptation

gives innovative, and artistic form for human consciousness to grasp narrative. Similarly,

in the present study, students will explore the literary and filmic characters. They will

have an opportunity to have new perspectives about the film adaptation and its written

piece. Therefore, students have greater chance to appreciate both the written piece and

the film adaptation.

In 2010, Agulló’s study justifies the use of literary works and their filmed version,

offering an extended lesson plan using five combinations of films and books for upper-

intermediate and advanced students. In the first part we argue in favor of using both

modes (the visual and written ones) for improving students’ general level of proficiency.

The two codes constitute authentic sources of comprehensible input, increase students’

learning time outside the classroom and provide a linguistic and paralinguistic context

that supplies a relevant schema background for understanding language. Moreover, their

comparison also allows for a critical analysis. In the second part 5 lesson plans to carry

out throughout the course is provided, combining books and their filmed version. For

every book and visual adaptation previous, while and follow-up reading and viewing

activities are proposed, integrating the four skills and promoting negotiation.
 26

Agullo’s research concentrated on the use of literary works and their filmed

version which can affect this study for students will also read the written piece and watch

the film adaptation. Moreover, the present study will also compare the two method of

understanding the story. Finally, student will have to analyze critically as to which is

better in yielding understanding: the film or the written piece?

On the other hand, Habrnalová (2016) advocated a study entitled “Literary Works

by Hanif Kureishi and Their Film Adaptations”. The aim of this thesis was to compare

selected literary works written by British writer Hanif Kureishi to their film adaptations.

Specifically his two early works My Beautiful Laundrette (1985), and The Buddha of

Suburbia (1990) and one of his middle work Intimacy (1998). The theoretical frame used

throughout the thesis was based on Linda Hutcheon‘s theory of adaptation which belongs

among current trends in adaptation studies. Hutcheon attempts to prove that the

adaptations have the same value as the adapted texts. In addition, Hutcheon claims that

evaluating adaptations on the premise of fidelity is obsolete and futile. Hutcheon defines

three different modes in which texts engage their audience—telling, showing, and

interacting. In this thesis, the telling mode of literary works and the showing mode of

their film adaptations were examined and compared. These two modes of engagement

differ in the degree of audience‘s immersion. The telling mode immerses its audience

through mental processes of imagination. The showing mode, on the other hand immerses

its audience through the perception of the aural and the visual. Both modes of

engagement have some advantages and disadvantages when being compared to one

another. The advantage of the telling mode, for example, is that the experience is

significantly individual concerning audience‘s imagination which is limited only by the

 27

words on the page. In the showing mode, on the contrary, there is no great space 59 for

audience‘s imagination since the visual and the aural perception are instantly employed.

The disadvantage of the showing mode might be the difficulty to convey character‘s

thoughts and feelings. In conclusion, considering value of adaptations merely according

to the degree of fidelity is obsolete. In current trends of adaptation studies, other elements

of adaptations are being studied. This thesis dealt with differences between the telling and

the showing mode of engagement based on Linda Hutcheon‘s theory of adaptation. Both

modes proved to have some advantages and disadvantages, however they can enrich one

another. Výmola explored a study in 2013. The thesis compares novel “The War of the

Worlds” (1898) by Herbert George Wells, “Heart of Darkness” (1899) by Joseph

Conrad, Lord of the Flies (1954) by William Golding, and “A Clockwork Orange” (1962)

by Anthony Burgess and their film adaptations. Two of these adaptations are conceived

tightly and the other two loosely. The theoretical part of this thesis focuses on defining

the terms “tight adaptation” and “loose adaptation”, on adaptation theories and on

choosing the right criteria by which it will be possible to judge the suitability of

techniques of adaptation in each case study. The practical part applies the chosen criteria

on each adaptation and evaluates the success in transferring key themes and motifs from

the model book into the movie version.

Likewise, Výmola observed a study in 2013. The thesis compares novel “The War

of the Worlds” (1898) by Herbert George Wells, “Heart of Darkness” (1899) by Joseph

Conrad, Lord of the Flies (1954) by William Golding, and “A Clockwork Orange” (1962)

by Anthony Burgess and their film adaptations. Two of these adaptations are conceived

tightly and the other two loosely. The theoretical part of this thesis focuses on defining
 28

the terms “tight adaptation” and “loose adaptation”, on adaptation theories and on

choosing the right criteria by which it will be possible to judge the suitability of

techniques of adaptation in each case study. The practical part applies the chosen criteria

on each adaptation and evaluates the success in transferring key themes and motifs from

the model book into the movie version.

The aforementioned studies concern the present study because this will compare

the written piece and film adaptation. On the other hand, this study will seek whether the

adaptation of the original version is accurate or has discrepancies in contrast to what

Habanolova’s study attempted to prove. Furthermore, the current study will reverse

Hutcheon’s claim that evaluating adapted films is outdated since the present study will

also try to apprehend as to whether the adapted film is precise and consistent with the

original version, in relation to the comprehension of the students.

Conversely, Karlsson (2010) explored a study which aimed to examine the

relationship between literature and film in education. The researcher performed this study

with upper secondary school students to determine their attitudes towards the two media

and investigate if there were any differences in their reception of them. The results show

that the students were generally more positive to films, found them easier to understand

and were more able to answer closed, information-seeking questions about scenes from

films than excerpts from texts. However, when it came to open questions, asking the

students to reason for themselves, texts proved to provide a better basis. These results are

discussed using literacy theory and the conclusion is that films can be a useful

complement when teaching literature in school.

 29

The abovementioned study is found in support to the present for it suggests the

students may be more favorable to the use of movie in discussing the literary piece.

Similarly, the students may also comprehend better in watching the film since they can

visualize the scenes and hear how the characters deliver their dialogues as well. On the

other hand, when students read the written piece, they can express their personal thoughts

and insights. However, as what the study above proved, students are more positive to

films.

Similarly, Derelioglu and Sar (2010) emphasized in their study that the use of

films has a very important place among the alternative teaching tools, which can be used

for achieving effective learning by helping to gather students’ interest for the learning

material. For the effective use of films on history education as an additional tool and

avoiding possible harmful effects on students by the misuse, primarily the teachers

should be educated for efficiency on the use of films as an educational tool. In this frame,

teachers should be able to both reinforce learning and enhance critical thinking skills of

their students by additional learning activities carried out before and after the film use.

The researchers of the study above focused with the use of films which has a very

important place among the alternative teaching tools. It is found sustaining support for

students to have interest in the learning material. Hence, this study can affect the present

one for using film helps students to analyze the story critically.

In 2015, Vaden investigated a research entitled “Literature and Film: Fantasy

across Media”. The purpose of this work is to show how interrelated film and literature

are and to explore the benefits of each to viewers and readers alike. Filmic fantasy and

literary fantasy both have the power to communicate the four main benefits of fantasy
 30

stories: recovery, escape, consolation, and catastrophe. Literary fantasy and filmic fantasy

will be examined, and the different ways they signify things in fantasy story will be

observed. By examining literary fantasy, it will be shown how the audience is enabled to

cooperate in the imagination of fantasy’s secondary world, and thus experience its

benefits. By examining filmic fantasy, it will be shown how film works as a medium to

convey fantasy story visually and to enrich viewers’ capacity for imagining and

experiencing fantasy’s secondary world.

The aforementioned study is found in support to the present study for it sought to

know how interrelated film and literature are and explore the benefits of each to viewers

and readers alike. Likewise, the research team tries to find the level of comprehension

each students has when experiencing both methods. Hence, students may be imaginative

when being exposed to both reading and viewing.

Butler et al. (2009) explored a research which proved that popular history films

sometimes contain major historical inaccuracies. Two experiments investigated how

watching such films influences people’s ability to remember associated texts. Subjects

watched film clips and studied texts about various historical topics. Whereas the texts

contained only correct information, the film clips contained both correct information

(consistent with the text) and misinformation (contradicted by the text). Before watching

each clip, subjects received a specific warning, a general warning, or no warning about

the misinformation. One week later, they returned for a cued-recall test about the texts.

Watching a film clip increased correct recall of consistent information relative to recall of

the same information when subjects did not see the clip. However, when the information

in the film contradicted the text, subjects often (falsely) recalled misinformation from the
 31

film. The specific warning substantially reduced this misinformation effect. Thus,

teachers should use popular history films with caution and should warn students about

major inaccuracies in the films.

Butler and other researchers’ studies proved that some historical films have

inconsistencies. In the same manner, in the present study being held, some films which

were adapted from written pieces have discrepancies. Moreover, the study above can

influence the other one for students can remember the written texts when they watch the

film. The researcher team has similar procedure with the abovementioned study when the

researchers let the students to read the texts first. Then after a week, the students will

watch the adapted film. Same test will be administered for both methods to test students’

comprehension.

Maine (2014) looked at “Developing reading comprehension with moving image

narratives”. The research reports the findings from a small-scale exploratory study that

investigated how moving-image narratives might enable children to develop transferable

reading comprehension strategies. Using short, animated, narrative films, 28 primary-

aged children engaged in a 10-week programme that included the explicit instruction of

comprehension strategies in small group settings. Baseline and final data relating to

children's reading accuracy, rate and comprehension of written texts were gathered using

a standardised reading assessment. Findings show that children’s reading comprehension

scores showed significant improvement after the programme. Furthermore, reading

accuracy scores also improved beyond expected levels even though no decoding of

written words had occurred in the programme. While further research is needed, these

findings offer a challenge to models of reading that potentially over-simplify the complex
 32

relationship between the word recognition and comprehension. More importantly, the

findings point at the importance of using alternatives to written texts within the reading

curriculum.

Alternatives to written texts were the main aim of Maine’s study. This proved that

letting students watch the film can help them to transfer reading comprehension strategy.

However, the process of Maine’s research contrasted the present one. Researchers of the

present study will let the students to read first; students will watch the film after a week.

Thus, the comprehension level of students will be measured.

Moreover, Smith (2009) examined the use of film as an instructional tool that

both examines the current literature on the use of film in the classroom as well as presents

a study that examines the effectiveness of film as a tool and the student reaction to the

use of film in classroom. The study used simple tests and surveys in order to test its

theories, and the results of the study showed a positive relationship between using film in

the classroom and student achievement as well as a positive student reaction to the use of

film in the classroom.

Smith’s research is learnt in support of the present study for it showed how useful

the film is in presenting the literature as well as how students react to the use of this.

Thus, it can produce similar findings about how effective film is in terms of students’

understandings of the literary piece and the positive view students give with the use of

this.

In 2013, Rahmoun explored a study entitled “Teaching Anglo-Saxon Literature

through Film Adaptations: Case of 2nd Year EFL Students at the University of Tlemcen”.

This empirical study attempts to disclose the actual status of adaptations in situ,
 33

canvassing the informants’ opinion and gauging the pedagogical assets that films might

offer. The findings that the present research unveiled denote that film adaptations are to a

considerable extent beneficial to the teaching of literature. Admittedly, it is shown that

adaptations offer a rewarding learning atmosphere and, most importantly, promote

students’ understanding of literary texts’ content. Besides, such materials are positively

perceived by students due to the fact that the striking majority of them are audio-visual

learners prone to watch rather than to read. In the light of such results, it is revealed that

film adaptations seem worth to be used as an instructional tool in literature courses. Yet,

for a fruitful use, it is suggested that, both, teachers and students take into account a

couple of issues, notably, the selection of the adaptation, the, the use of captions,

teachers’ and students’ role in addition to the use of tasks.

The researcher above focused with the use of film adaptations in teaching Anglo-

Saxon literature. The findings proved that film adaptations are considerable extent

beneficial to the teaching of literature. This can affect the result of the current study

because this showed that adaptations offer a rewarding learning atmosphere and, most

importantly, promote students’ understanding of literary texts’ content. Therefore, film

can be helpful for students to understand the literary piece.

Likewise, Donkor’s (2010) study is about the Comparative Instructional

Effectiveness of Print-Based and Video-Based Instructional Materials for Teaching

Practical Skills at a Distance. The study sought to examine the instructional effectiveness

of video-based instructional materials vis-a-vis traditional print-based instructional

materials for teaching distance learners of a Block-Laying and Concreting practical skills

programme. An experimental design was used and participant were randomly assigned to
 34

two treatment groups: Users of video-based instructional materials or users of print-based

instructional materials. The result of the study was that there are piece that are best

utilized using the print-based instructional materials whilst other literary texts are best

understood when watched.

The studies above reflect the present one being undertaken for teachers may use

video or film to take more comprehensible answers from students. If the written piece is

quite difficult to comprehend, video may be used to develop the comprehension,

listening, viewing and speaking skills of the students. The studies above used video or

film in education and proved how effective those are in the actual classroom setting.

Furthermore, how the students perceived videos and film are positive. They enjoyed the

moving objects, listened to the actual dialogue, and kept track how the story flowed.

Hence, the aforementioned studies may have an effect to the current study for students

may be more favourable in viewing the literature. Finally, the teacher may also support

the use of film for they will be assured that the students will enjoy and learn effectively in

watching the literature.

Finally, the research of Agaton (2010) involved 91 fourth year students of

Balitang High School, Nueva Ecija. It was proven that among the reading skills, the

students were least proficient in comprehension. They did not understand well what was

being read. The situation is always true in most of the high school students taking test

wherein comprehension is always given emphasis.

The abovementioned study proved that students have very least interest in reading

the literary piece for they do not comprehend well what is being read. Therefore, this
 35

study being undertaken may bear result with the result of the study above for students

may understand more if the literary piece is being viewed.

Conceptual Framework

Independent Variables Dependent Variables

1. Student-related Factors
 age
 sex
 learning style Student’s academic
performance in English
2. Approaches to teaching  Viewing the movie
literature:  Reading the piece
 viewing the movie
and
 reading the literary
piece

Figure 1. Conceptual Paradigm of the study

Figure 1 presents the conceptual paradigm of the study.

The study uses the independent variable (IV) – dependent variable (DV) scheme

to present the relationship.

The first box comprises the independent variables which includes student-related

factors which are age, sex and learning style; approach to teaching literature consist of

viewing the movie and reading the literary piece.

Age, sex, and learning styles are found to be independent variables because they

are already given. Furthermore, the approach to teaching is given and it is already in the

nature of the curriculum that the teacher may utilize movies or written pieces in

delivering literature.
 36

The dependent variables are student’s academic performance when viewing the

movie or reading the piece because student academic performance depends on age. The

researchers of the present study believe that age is a factor in comprehension, the same

with sex for it is known that females are more linguistically-inclined than males.

Moreover, the researchers believe that students have preferred learning styles which may

also affect their academic performance

Hypotheses

The following hypotheses are to be tested:

1. There is no significant relationship between the profile of the student-respondents

and student’s understanding of literature when viewing the movie.

2. There is no significant relationship between the profile of the student-respondents

and student understanding of literature when reading the literary piece.

3. There is no significant difference on student’s academic performance when

viewing the movie or reading the piece.

Definition of Terms

Some terms used in this research have specific meanings and application rather

than the denotative meaning. Accordingly, the following definitions are provided to

improve communication and understanding between the researcher and the readers. The

terminologies are defined either operationally or conceptually.

The following terms will be used regularly in the study according to the following

definitions:
 37

Age. Age refers to the chronological year/s that a person has lived or existed. It

also pertains to an individual’s extent of living throughout the period of his existence.

Utterly, age refers to the sequential period of time that a person has spent in this world.

Learning style. Learning style refers to a range of competing and contested

theories that aim to account for differences in individuals’ learning. According to

teach.com, “Technically, an individual’s learning style refers to the preferential way in

which the student absorbs, processes, comprehends and retains information.”

Literature. Literature is body of literary productions, either oral, written or

visual, containing imaginative language that realistically portrays thoughts, emotions and

experiences of human condition. In addition, it is a language in use that provides insights

and intellectual stimulation to the reader.

Movie. Movie, also known as film, is a type of visual communication which uses

moving pictures and sound to tell stories or inform.

Sex. Sex refers to biological differences between males and females, such as

genitalia and genetic differences.

Reading the piece. Reading the piece refers to the act of understanding a

literature through personal interpretation.

Viewing the movie. Generally, this refers to the act of looking into moving

pictures. In relation to the present study, the term refers to utilizing a motion picture,

film, or movie in delivering or teaching a literary piece.

 38

Notes in Chapter II

Taylor (2016). Hollywood Superheroes: The Aesthetics of Comic Book To Film

Adaptation. Retrieved February 22, 2018, from www.dart-
europe.eu/full.php?id=1283763

Anderson (2010). Use of video by learners in a multimedia language course. Retrieved

February 2, 2018, from Reading and Viewing Comprehension Levels of Second
Year Students of Gen. Luna National High School.

Pagba, C. (2012). Reading and Viewing Comprehension Levels of Second Year Students
of Gen. Luna National High School. Wesleyan University- Philippines Graduate
School.

Slade (2012). Encounter and Epiphany: Reconstructing Literary Consciousness Through

Film Adaptation. Massey University, New Zealand. Retrieved February 25, 2018.

Smith (2009). Is Film an Effective Teaching Tool for High School Literature?. Ohio
University. Retrieved February 25, 2018.

Habrnalová (2016). Literary Works by Hanif Kureishi and Their Film Adaptations.
Palacký University Olomouc Faculty of Arts. Retrieved February 25, 2018.

Výmola (2013). Film adaptations of selected English dystopian novels - An analysis of

chosen aspects of tight and loose approaches to film adaptations of novels.
Charles University in Prague. Retrieved February 25, 2018.

Armstrong, Thomas. Multiple intelligence in the classroom 4th ed. Alexandria, VA:
Association for Supervision and Curriculum Development,2018.

Armstrong Thomas. 7 kinds of smart: Identifying and Developing Your Multiple

Intelligences. New York: Plume, 1999.

Armstrong, Thomas. In their Own Way: Discovering and Encouraging Your Child’s
Multiple Intelligences, New York: Tarcher/Putnam, 2000.

Salamon (1977). Symbol Systems. Retrieved February 12,2018, from

www.instructionaldesign.org/theories/symbol-systems.html

Miguel, Jasmine M. (2012). Sensory Modality Differences between Males and Females.
Retrieved February 13, 2018 from the journal The Modern Teacher. Published
March 2012.

Gahite, Wilmer M. (2014). MESRA-THON(Morning Engagement on Story Telling and

Reading Activities). Retrieved February 12, 2018.
 39

Delfin (2011) Leading Students to Read Books, from the journal The Modern Teacher.

Omar Rahmoun and Radia Benvelles, (2016) Film Adaptation as a Pedagogical Tool in
Teaching of Literature, from the journal ,Best: International Journal Humanities,
Arts, Medicines and Sciences.

Stanovich (2012) from the journal The Modern Teacher. Retrieved February 13, 2018.

La Madrid (2011) “The Impact of Storytelling in Classroom Situation” from the journal
The Modern Teacher.

Yolanda , Quijano. Philippine Star, March 2, 2010. Retrieved February 12, 2018.

Agullo (2011) Reading Films and watching literary texts. Retrieved February 14, 2018.

Kavan, Heather and Burne, Jacqui (2009) Using Film to Teach Communication
Concepts at University, from the journal “The International Joural of Learning”.

Taylor (2016). Hollywood Superheroes: The Aesthetics of Comic Book To Film

Adaptation. Retrieved February 22, 2018, from www.dart-
europe.eu/full.php?id=1283763
Anderson (2010). Use of video by learners in a multimedia language course. Retrieved
February 2, 2018, from Reading and Viewing Comprehension Levels of Second
Year Students of Gen. Luna National High School.
Pagba, C. (2012). Reading and Viewing Comprehension Levels of Second Year
Students of Gen. Luna National High School. Wesleyan University- Philippines
Graduate School.
Slade (2012). Encounter and Epiphany: Reconstructing Literary Consciousness
through Film Adaptation. Massey University, New Zealand. Retrieved February
25, 2018.
Smith (2009). Is Film an Effective Teaching Tool for High School Literature? Ohio
University. Retrieved February 25, 2018.

Habrnalová (2016). Literary Works by Hanif Kureishi and Their Film Adaptations.
Palacký University Olomouc Faculty of Arts. Retrieved February 25, 2018.

Výmola (2013). Film adaptations of selected English dystopian novels - An Analysis of

chosen aspects of tight and loose Approaches to Film Adaptations of Novels.
Charles University in Prague. Retrieved February 25, 2018.

Rahmoun (2013). Teaching Anglo-Saxon Literature through Film Adaptations: Case

of 2nd Year EFL Students at the University of Tlemcen. University of Tlemcen.
Retrieved February 25, 2018.
 40

Bao Bo (2008). The differences between novels and films —Enhance literature
teaching by using films. Shaanxi Institute of Education. Retrieved February 25,
2018.
Eberts (2012). Adaptation: Is the book really better than the…television series?
Retrieved February 25, 2018.
Vaden (2015). Literature and Film: Fantasy across Media. University of Ohio.
Retrieved February 25, 2018.
Maine (2014). Developing reading comprehension with moving image narratives.
Retrieved February 25, 2018.
Donkor (2010). Comparative Instructional Effectiveness of Print-Based and Video-
Based Instructional Materials for Teaching Practical Skills at a Distance.
Retrieved February 2, 2018, from Reading and Viewing Comprehension Levels of
Second Year Students of Gen. Luna National High School.
 41

CHAPTER III

METHODS OF RESEARCH

This chapter presents the method and techniques, population of the study, data

gathering instruments, construction and validation of the instruments, data gathering

procedures and the statistical treatment used in the study.

Methods and Techniques of the Study

The research design refers to the overall strategy that one chooses to integrate the

different components of the study in a coherent and logical way, thus, ensuring the

research problem will be effectively addressed: The research design establishes the

blueprint for the collection, measurement, and analysis of data. Research design also

provides the glue that holds the research project together. A design is used to structure the

research, to show how all of the major parts of the research project – the samples or

groups, measures, treatments or programs, and methods of assignment – work together to

try to address the central research questions.

The experimental research design is applied. The experimental method of

research is defined by Good (1963) as a method or procedure of studying involving the

control or manipulation of conditions for the purpose of studying the relative effects of

various treatments applied to member of the sample, or the same treatment applied to

member of different samples. (Good, p. 216). In doing this, the researchers attempt to

determine or predict what may occur. Moreover, it is the blueprint of the procedure that
 42

enables the researchers to test the hypothesis by reaching valid conclusions about

relationships between independent and dependent variables. It is referred to as the

conceptual framework within which the experiment is conducted. Moreover, this design

is an attempt by the researchers to maintain control over all factors that may affect the

results of the experiment. In doing this, the researchers attempt to determine or predict

what may occur.

Hypothetically, the experiment method is found the most suitable method. The

experimental method deals with the future. Having said that, it means that it tries to

predict what will happen in the future by studying the relationship among the variables.

The causal variable is called the independent variable and the effect is called dependent

variable because it depends on the independent variable. The investigators will study the

relationship between the dependent variables and independent variables, and how the

investigators manipulate the independent variable and observe the changes happening in

the dependent variable due to the change in independent variable. From that observation,

the investigators can make a cause and effect relationship between independent variable

and dependent variable.

Use of a control group – Individuals in control groups will either not receive any

intervention, or will receive an alternative treatment, often the standard applied to the

specific problem or situation. The control group used should be as closely matched as

possible to the intervention group to avoid any confounding factors from interfering with

results produced, such as age, gender, social class. People within the control group will

not have received the intervention under investigation (the ‘independent variable’). This

allows for a comparison between control and intervention groups. Since the former did
 43

not receive the independent variable, any differences between the two should relate to the

effect of the intervention, as long as the groups are of a similar makeup at the outset.

The main research technique in this study is the Frequency and Percentage

Distribution that will be used in describing the student-related factors such as age, sex,

and learning styles.

Population and Sample of the Study

Table 1 illustrates the respondents of the study. A total of 70 students are the

subjects of the study.

This study involves the Grade 11 General Academic Strand (GAS) students of

Limay Senior High School S.Y. 2018-2019.

Fish bowl technique was used to get the sample of each population. Once the

sample size is calculated, equal allocation was used in determining the number of

samples per each academic strand.

Population and Sample of the Study

Grade 11
ACADEMIC STRAND
POPULATION SAMPLE
General Academic Strand
48 30
(GAS) A
General Academic Strand
58 30
(GAS) B
TOTAL: 106 60
 44

Research Instruments

As defined by Calderon, J.F. (2007) questionnaire is a kind of statistical

instrument with series of questions handed out in document type frequently to a precise

cluster respondent in order to supply the data. Hence, the researchers will use

questionnaires as the main instrument of gathering data.

The questionnaire contains four parts. Part 1 dealt with student-related factors

such as age, sex, and learning styles. Part 2, on the other hand, dealt with the contents of

the literary piece presented. Part 3 dealt with the learning style of the students and Part 4

dealt with the choice of students whether viewing or reading. Moreover, the questions in

the questionnaires are the same though; there were two ways of presenting the literary

piece, through viewing the movie and reading the piece.

Construction and Validation of Instruments

The questionnaires that used by the researchers were validated ideally by three to

five experts in the field of education, preferably with master’s degree.

For the construction of the said instruments, articles, research works, journals, and

other useful materials were reviewed to create the questionnaires.

Furthermore, the questionnaire was properly evaluated by Ramon M. Bantugan,

Ph. D, Lemeul R. Fontillas, Ph. D, Rowell G. De Guia, MAT and Carla Carmina D.

Landagan, M.A. Ed.

 45

Data Gathering Procedure

Before the questionnaires will be distributed to the respondents, a letter was sent

to the Limay Senior High School’s principal, Reynaldo B. Visda for approval of floating

of survey-questionnaires among the Grade 11 General Academic Strand (GAS) students

of Limay Senior High School S.Y. 2018-2019.

After the approval has been acquired, four weeks were allotted for distribution of

the questionnaires as well as the retrieval of it. This span of time would be enough to

facilitate the distribution and retrieval of the instruments. Finally, after all the data have

been retrieved, these were tabulated, analyzed and interpreted using appropriate statistical

tools.

Statistical Treatment of Data

The data gathered was analyzed statistically using the following measures:

1. Frequency and percentage distribution were used to describe the respondents’

profile.

2. Mean was used to describe how written piece and movies affect the students’

academic performance in school.

3. Spearman Rank Correlation was used to determine the significance of the

relationship of the profile variables with the students’ macro skills.

4. Wilcoxon Rank Sum Test was used to determine the significance of the difference

in the comprehension level of the students when reading the written piece and

watching movie.
 46

5. Fisher’s Exact Test was used determining which profile variables of the student-

respondents have a significant relationship with their understanding of the

literature when viewing the movie.

 47

Notes in Chapter III

Good, Carter V. Introduction to Educational Research. New York: Meredith
Publishing Company, Inc., 1963

J. Calderon (1993). Methods of research and thesis writing. 24K Printing Co., Inc.:
Valenzuela, Manila, Philippines.
 48

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter comprehensively explores the data obtained from the study - its

presentation, analysis, interpretation and implication of the approaches in teaching

literature to students. It also provides interpretation results as well as implication of these

findings in the teaching-learning process.

For a clear and comprehensive presentation of findings, this chapter is partitioned

into five (5) parts matching the specific questions raised in Chapter I.

Part I describes the students’ profile in terms of sex, age and their learning styles in

different situations.

Part II presents the students’ performance in understanding five different literary pieces

through reading and viewing.

Part III determines any significant relationship between the profile of the student-

respondents and students’ understanding of literature when viewing the movie.

Part IV establishes any significant relationship between the profile of the student-

respondents and their understanding of literature when reading the literary piece.

Part V determines if there is a significant difference between viewing and reading test

performance of the student-respondents.

 49

Part I. Profile of the Students

Table 1 presents the presents the profile of the Grade 11 General Academic

Strand (GAS) students of Limay Senior High School S.Y. 2018-2019 by their sex.

Table 1. Sex of the Grade 11 General Academic Strand (GAS) students of Limay Senior
High School S.Y. 2018-2019.
Section
Sex Total %
Viewing % Reading %
Female 23 38.33 15 25.00 38 63.33
Male 7 11.67 15 25.00 22 36.67
Total 30 50.00 30 100.00 60 100.00

It was observed that 38 out of 60 or 63.33% of the respondents are female while

22 out of the 60 or 36.67% of the respondents are male. Based on Table 1, there are more

female students than male students. The same can be observed with the Viewing group;

there are 53.33% more female students than male students. However, for the Reading

group, the frequency of the female and male students is equal.

Table 2 describes the profile of the Grade 11 (GAS) students of Limay Senior

High School S.Y. 2018-2019 in terms of their age.

Table 2. Age of the Grade 11 General Academic Strand (GAS) students of Limay Senior
High School S.Y. 2018-2019.
Mode
Age Total %
Viewing % Reading %
15 - - 2 3.33 2 3.33
16 20 33.33 14 23.33 34 56.67
17 6 10.00 7 11.67 13 21.67
18 - - 1 1.67 1 1.67
19 1 1.67 2 3.33 3 5.00
20 2 3.33 - - 2 3.33
21 - - 1 1.67 1 1.67
22 - - 2 3.33 2 3.33
23 1 1.67 1 1.67 2 3.33
Total 30 50.00 30 50.00 60 100.00
 50

As seen on Table 2, the respondents are aged 15 to 23 years old. Respondents

from the Reading group are aged 16, 17, 19, 20 and 21 years old while the respondents

from the Viewing group are aged 15, 16, 17, 18, 19, 21, 22, and 23 years old. It was

observed that there are two 15-year old respondents came from the Reading group and

one each from the Viewing and Reading group has a 23-year-old respondent. Also,

majority of the respondents are 16 years old, covering 56.67% of the total respondents.

For both the Viewing and Reading group, the 16-year old respondents have the highest

frequency; there are 20 sixteen-year-old respondents from the Viewing group while there

are 14 sixteen-year-old respondents from the Reading group. Also, for both groups, the

age of the respondents with the next highest frequency is the 17 years old with the

percentage of 10% from the Viewing group and 11.67% from the Reading group.

Table 3 presents the learning styles practiced by the Grade 11 General Academic

Strand (GAS) students of Limay Senior High School S.Y. 2018-2019. The learning styles

of the students were obtained using ten different situations wherein the respondents were

to choose their learning style on every situation.

It was highly accepted that there were more young students than older students.

The students in grade 11 GAS were aged 16-17 for these are the appropriate ages for their

grade level. Moreover, it was observed that majority of the students in grade 11 GAS

started schooling at the age of six. Also, based on the gathered data, it can be concluded

that most of the students continuously studied from kinder to senior high school.
 51

Table 3. Learning Style of the Grade 11 General Academic Strand (GAS) students of
Limay Senior High School S.Y. 2018-2019.
Mode
Learning Style Total %
Reading % Viewing %
Do you usually remember more from a lecture when:
You take notes 14 23.33 17 28.33 31 51.67
You do not take notes, but listen
12 20.00 11 18.33 23 38.33
very carefully
You sit near the front of the room
4 6.67 2 3.33 6 10.00
and watch the lecturer
The first situation given was remembering more from a lecture. Looking at Table

3, 51.67% of the respondents said that the take notes to remember more from a lecture,

38.33% of the respondents said that they do not take notes but listen very carefully and

10% of the respondents sit near the front of the room and watch the lecturer. It was seen

that for the two groups, most of the respondents take notes to remember more from a

lecture.

Based on observation, most students remember more from lecture when taking

notes because students can easily locate the information that are needed. Moreover, a set

of notes allow students to use outlining to find the notes for specific question without

reading or watching the whole piece over and over again. On the other hand, based on

experience, it is impossible for one to acquire all major and minor regarding a topic by

simply listening to the lecturer. Lastly, students remember least from a lecture when

students sit near the front of the room and watch the lecturer for students merely stare at

the lecturer without absorbing any information about a certain topic.

 52

Mode
Learning Style Total %
Reading % Viewing %
Do you usually solve a problem by:
Using an organized, systematic
18 30.00 16 26.67 34 56.67
approach like lists, etc.
Talking to yourself or a friend 11 18.33 11 18.33 22 36.67
Walking, pacing or some other
1 1.67 3 5.00 4 6.67
physical activity
In solving a problem, 56.67% of the respondents use an organized, systematic

approach. There are 3.33% more respondents from the reading group that uses an

organized, systematic approach to solve a problem than the Viewing group. 36.67% of

the total respondents talk to oneself or a friend when solving a problem while only 6.67%

of the respondents walk, pace or do any physical activity when solving a problem.

Based on observation, one can certainly solve a problem through using systematic

approach because it helps to ensure consistency and completeness in carrying out a task.

In addition, following a list of possible solution can help in practicing how to utilize

creative thinking facilities as well as, can improve the ability to cope with every area of

life. Conversely, talking to yourself or a friend might give confusion to the mind of the

problematic. Another point is walking, pacing or doing some other things can disturb

one’s thinking and would not be able to focus well on the problem.

Mode
Learning Style Total %
Reading % Viewing %
Do you remember phone numbers (when you can't write them down) by:
Repeating the numbers orally 16 26.67 13 21.67 29 48.33
Seeing or visualising the numbers
10 16.67 14 23.33 24 40.00
in your mind
Writing the numbers with your
4 6.67 3 5.00 7 11.67
finger on the table or wall
Different learning styles are more preferred by the two groups when it comes to

remembering phone numbers when they could not write it down. For the Reading group,

more than half of the respondents repeat the numbers orally. This is the most preferred
 53

learning style of the Reading group in this situation. In addition, for the Viewing group,

almost half of the respondents prefer seeing or visualizing the number on their minds in

remembering phone numbers. Moreover, both of the Reading and Viewing group least

prefer writing the numbers with one’s finger on the table or wall.

Based on experience, phone numbers are remembered through repeating the

numbers orally because it will be easy to memorize while you hear repeatedly, what is

supposed to be memorized. Furthermore, a research conducted says that the more senses

Involved in memorizing, the easier memorization will be. On the contrary, seeing numbers in

one’s mind might lead to mistake for they can interchange one number to another. Finally,

writing the numbers with finger on the table or wall

Mode
Learning Style Total %
Reading % Viewing %
Do you find it easier to learn something new by:
Listening to someone explain how
13 21.67 12 20.00 25 41.67
to do it
Watch a demonstration of how to
9 15.00 9 15.00 18 30.00
do it
Trying it yourself 8 13.33 9 15.00 17 28.33
In learning something new, the Reading and Viewing group has the same

preference. 41.67% of the respondents mainly listens to someone explain how to do it,

30% watches a demonstration of how to do it and 28.33% of the respondents try it for

themselves in learning something new. The frequency of the respondents who watches a

demonstration of how to do it and try it for themselves for the Viewing group is equal. It

can also be noted that the frequency of the respondents that feel the way ‘it’ reacted with

their emotions and hear on their minds what was said or the noises that occurred in the

Reading group is equal.

 54

Based on observation, most of the students find it easier to learn something new

by listening to someone explain how to do it for students can comprehend how a task is

done. Moreover, students are used to listening to music and lectures. However, watching

a demonstration of how to do a task may not yield meaning to the students. Students may

not try a task that is far from what students are used to do.

Mode
Learning Style Total %
Reading % Viewing %
When you try to remember something do you:
Try to see it happen in your mind 16 26.67 25 41.67 41 68.33
Feel the way 'it' reacted with your
7 11.67 3 5.00 10 16.67
emotions
Hear in your mind what was said
7 11.67 2 3.33 9 15.00
or the noises that occurred
When it comes to remembering something, 68.33% of the respondents try to see

in happen on their minds. 16.67% and 15% of the respondents feel the way ‘it’ reacted

with their emotions and hear on their minds what was said or the noises that occurred,

respectively, when remembering something. The frequency of the respondents who feel

the way ‘it’ reacted with their emotions and hear on their minds what was said or the

noises that occurred for the Reading group are equal. It can also be noted that the

frequency of the respondents that feel the way ‘it’ reacted with their emotions and hear

on their minds what was said or the noises that occurred in the Reading group is equal.

Based on observation, most students remember something through trying to see

what happened in students’ mind because actions or events that took place are easily

remembered through imagination, especially if that occurrence has an impact on the

student. Feeling the way something reacted with your emotions can be not accurate

because one can feel same emotion in same events so one cannot remember things well.

Hearing in the mind what was said or the noises that occurred
 55

Mode
Learning Style Total %
Reading % Viewing %
If you don't know how to spell a word, do you:
Write the word in several ways and
16 26.67 16 26.67 32 53.33
choose the one that looks right
Sound it out 9 15.00 6 10.00 15 25.00
Try to see it work in your mind 5 8.33 8 13.33 13 21.67
Writing the word in several ways and choosing the one that looks right is the most

preferred learning style of the respondents when it comes to spelling a word that they

don’t know, with the percentage of 53.33% of the total respondents, having equal

frequency from both groups. The learning styles of sounding it out and trying to see it

work on their minds have a frequency of 50% and 51.67%, respectively.

Based on observation, most students guess the correct spelling of a word when it

is being visualized because listing the words reduce confusion and improve clarity.

However, most students think how the syllables of the word sound then try to figure out

how all the different ways those sounds are spelled. While least of the students imagine

the words and try to form the correct spelling using the mind.

Mode
Learning Style Total %
Reading % Viewing %
Do you enjoy reading most when you can read:
Descriptive passages that allow
14 23.33 21 35.00 35 58.33
you to create mental pictures
Stories with lots of action in the
beginning (because you find it
10 16.67 5 8.33 15 25.00
difficult to concentrate early
on)
Dialogue between characters 6 10.00 4 6.67 10 16.67
Descriptive passages that allow you to create mental pictures is the most preferred

learning style of the students in terms of enjoying most when they can read, with a

percentage of 58.33% of the total respondents, followed by stories with lots of action in

the beginning with a percentage of 25%. It can be noted that 70% of the respondents from
 56

the Viewing group prefer descriptive passages that allow you to create mental pictures as

their learning style compared to the Reading group’s percentage of 46.67%. However, on

the Reading group, the frequency of the respondents from the Viewing group that prefers

stories with lots of action in the beginning as their learning style when it comes to

enjoying reading is twice than that of the Reading group’s. The least preferred learning

style of the students for both groups is the dialogue between characters, with a percentage

of 16.67%.

Based on experience, stories that define the appearance of the characters and

setting involved make one enjoys the time of reading because images are easily to

visualize and comprehend. While stories that are full of movements and actions arouse

the reader’s interest to continue reading the piece. Lastly, few will enjoy reading a piece

with conversations because the characters’ point of view, feelings, emotions and thoughts

are revealed,

Mode
Learning Style Total %
Reading % Viewing %
Do you remember people you have met by their:
Faces 18 30.00 25 41.67 43 71.67
Names 9 15.00 2 3.33 11 18.33
Mannerisms, movements, etc. 3 5.00 3 5.00 6 10.00
When remembering people, they have met, face is the basis used by 71.67% of

the respondents, followed by people’s names, comprising 18.33% of the total

respondents. For the reading group, 30% of the respondents use names as their basis in

remembering people they have met.

Based on experience, recalling the features of someone’s face will lead to

recognition like moles, birthmarks, burns, and pimples. While others can easily
 57

remember the names even on first met. In some cases, few can recognized people based

on specific behaviors and attitudes

Mode
Learning Style Total %
Reading % Viewing %
Are you distracted mainly by:
Noises 25 41.67 25 41.67 50 83.33
Environment (temperature,
3 5.00 3 5.00 6 10.00
comfort of furniture, etc.)
People 2 3.33 2 3.33 4 6.67
Majority of the respondents are mainly distracted by noises, having a percentage

of 83.33% of the respondents from each group. Also, for both groups, 10% of the

respondents are distracted by environment factors such as temperature, comfort of

furniture etc. while 10% of the respondents are distracted by people.

Based on observation, most of the students’ concentration are disturbed by

unnecessary noises. In the same manner, students became discomfort with the annoying

equipment sounds and classroom designs. In addition, a warm room can lead to

sleepiness and lack of attention on the part of the students. Moreover, least of the students

are more attentive on listening to other people’s stories rather than to divert full focus on

the piece.

Mode
Learning Style Total %
Reading % Viewing %
Do you have problems sitting still to read? If yes, do you:
Talk with a friend 14 23.33 17 28.33 31 51.67
Watch TV or look out of the
11 18.33 6 10.00 17 28.33
window
Fidget in your chair, or can't lie
5 8.33 7 11.67 12 20.00
still in bed

Talking with a friend is the learning style most preferred by the students when it

comes to combating problems sitting still to read; 46.67% of the respondents from the
 58

Viewing group and 56.67% of the respondents from the Viewing group talks to a friend

when having problems sitting still to read. The next most preferred learning style of the

students when it comes to combating problems sitting still to read is watching TV or

looking out of the window, with a percentage of 36.67% and 20% of the respondents

from the Reading and Viewing group, respectively. Meanwhile, the least preferred

learning style of the students is fidgeting in one’s chair or not being able to lie still in bed.

Based on observation, most students refrain from reading the piece and converse

with other to have a rest of mind for a mean time. Moreover, some entertainment can

cease the cause of boredom when reading the piece. In addition, students tend to look

outside to seek clarification and answers about the piece. While least of the students find

comfortable position to relax for a while then back in reading the piece.

According to the journal “Best: International Journal Humanities, Arts, Medicines

and Sciences” by Omar Rahmoun and Radia Benvelles, (2016) in their “Film Adaptation

as a Pedagogical Tool in Teaching of Literature”, in today’s increasingly technological

era, English language courses have begun to integrate approaches that rely on visual and

auditory learning since it has become assumed that students are different in terms of

learning capacities, styles and strategies to acquire knowledge. Researchers have come to

agree that language learning is not passive process but depends on the learner’s interest,

motivation and attitude. However, it seems unmanageable from the traditional way of

teaching to cover these issues without integrating multimedia. As far as the teaching of

literature is concerned, film in general and film adaptation of literary works in particular,

is one of the multimedia technologies that has been a subject debate among a plethora of
 59

specialists. In fact, the projection of film adaptation as a material to teach literature seems

to attract many teachers due to the variety of assets it offers.

Part II. Students’ Performance in Understanding Five Different Pieces through

Reading and Viewing

Table 4 presents the total scores attained by the Grade 11 General Academic

Strand (GAS) students of Limay Senior High School S.Y. 2018-2019. Five literary pieces

namely The sacrifice of Isaac, The little Prince, Charlie and the chocolate factory,

Christmas Carol and Picture of Dorian Gray were given to the students. Students from the

Reading group comprehended the literary pieces through reading while the students from

the Viewing group understood literary pieces through viewing. Then, a 10-point test was

given to measure the students’ performance in understanding literature.

Table 4. Total scores of the Grade 11 General Academic Strand (GAS) students of Limay
Senior High School S.Y. 2018-2019.
Cumulative
Lower Upper Relative
Interval Frequency Percentage Frequency
Limit Limit CF
(CF)
21 24 21 to 24 7 11.67 7 11.67
25 28 25 to 28 11 18.33 18 30.00
29 32 29 to 32 15 25.00 33 55.00
33 36 33 to 36 17 28.33 50 83.33
37 40 37 to 40 9 15.00 59 98.33
41 44 41 to 44 1 1.67 60 100.00

Out of the 60 students, the lowest test score attained was 21 while the highest test

score is 41. The mean test score of the students is 31.67 points while the median test

score is 31. Of the test scores attained by the students, its mode is 34. Looking at Table 4,

the score interval with the highest frequency is the scores 36 to 40, comprising 28.33% of

the total population, followed by 29 to 32 with a percentage of 25%. Meanwhile, the

 60

score interval with the lowest frequency is 41 to 44, which is only 1.67% of the total

respondents.

(explanation)

Table 5 displays the test scores of the Grade 11 General Academic Strand (GAS)

students of Limay Senior High School S.Y. 2018-2019 for the Isaac literary piece.

Table 5. Test scores of the Grade 11 General Academic Strand (GAS) students of Limay
Senior High School S.Y. 2018-2019 for the Isaac literary piece.
Mode
Score Total %
Reading % Viewing %
4 1 1.67 - - 1 1.67
5 4 6.67 - - 4 6.67
6 4 6.67 2 3.33 6 10.00
7 2 3.33 1 1.67 3 5.00
8 5 8.33 8 13.33 13 21.67
9 6 10.00 17 28.33 23 38.33
10 8 13.33 2 3.33 10 16.67
Total 30 50.00 30 50.00 60 100.00
Average 7.87 8.53 8.20

Based on Table 5, the scores of the students range from 4 to 10 with a mean score

of 8.20. 16.67% of the students got a perfect score of 10 but the score that has the highest

frequency is 9 points. An increasing trend can be observed as the score rises indicating

that more students got a high score. Furthermore, the mean score of the students from the

Viewing group is higher compared to the mean score of the students from the Reading

group for the literary piece Isaac; the mean score of the Viewing and Reading group is

8.53 and 7.87, respectively. While both groups have a highest score of 10, the frequency

of the students from the Reading group is four times higher than the Viewing group’s.

The lowest score from the Viewing group, which is 6, is higher than the lowest score
 61

from the Reading group which is 4. For the Viewing group, 56.67% of the respondents

got a score of 9.

Table 6 displays the test scores of the Grade 11 General Academic Strand (GAS)

students of Limay Senior High School S.Y. 2018-2019 for the Prince literary piece.

Table 6. Test scores of the Grade 11 General Academic Strand (GAS) students of Limay
Senior High School S.Y. 2018-2019 for the Prince literary piece.
Mode
Score Total %
Reading % Viewing %
2 - - 1 1.67 1 1.67
3 - - 2 3.33 2 3.33
4 - - 2 3.33 2 3.33
5 1 1.67 9 15.00 10 16.67
6 - - 8 13.33 8 13.33
7 7 11.67 7 11.67 14 23.33
8 12 20.00 1 1.67 13 21.67
9 5 8.33 - - 5 8.33
10 5 8.33 - - 5 8.33
Total 30 50.00 30 50.00 60 100.00
Average 8.17 5.53 6.85

The lowest and highest score for the literary piece Prince is 2 and 10, respectively.

The mean score of the students on this literary piece is 6.85. Looking at Table 6, the

range of the scores of students from the Reading group is 5 to 10 while the range of the

scores of students from the Viewing group is 2 to 8. For the reading group, the mean test

score of the students is 8.17; the score with the highest frequency for the Reading group

is 8 points, with the percentage of 40% of the respondents. Only one respondent from the

Reading group got the lowest score of 5 while 5 respondents each got a score of 9 and 10.

As for the Viewing group, the mean test score is 5.53; the score with the highest

frequency for the Viewing group is 5 points, which is comprised of 30% of the

respondents.
 62

Table 7 displays the test scores of the Grade 11 General Academic Strand (GAS)

students of Limay Senior High School S.Y. 2018-2019 for the Charlie literary piece.

Table 7. Test scores of the Grade 11 General Academic Strand (GAS) students of Limay
Senior High School S.Y. 2018-2019 for the Charlie literary piece.
Mode
Score Total %
Reading % Viewing %
2 - - 1 1.67 1 1.67
3 - - 4 6.67 4 6.67
4 2 3.33 4 6.67 6 10.00
5 1 1.67 6 10.00 7 11.67
6 4 6.67 9 15.00 13 21.67
7 4 6.67 3 5.00 7 11.67
8 6 10.00 1 1.67 7 11.67
9 11 18.33 2 3.33 13 21.67
10 2 3.33 - - 2 3.33
Total 30 50.00 30 50.00 60 100.00
Average 7.73 5.37 6.55

Based on Table 7, for the literary piece Charlie and the chocolate factory, the

scores of the students have a mean of 6.55 and ranges from 2 to 10. The mean score of

the students from the Reading group is 7.73 while the mean score of the students from the

Viewing group is 5.37. Also, the scores of the students from the Reading group have a

smaller range and higher scores than that of the Viewing group. Two students from the

Reading group got a perfect score.

An increasing trend can be seen on the frequency of the students as the test score

increases. The mean test score of the students from the Reading and Viewing group is

7.73 and 5.37, respectively. The score with the highest frequency for the Reading group

is 9 points, with a percentage of 36.67% while the score with the highest frequency for

the Viewing group is 6 points, comprising 30% of the students from the Viewing group.
 63

Table 8 displays the test scores of the Grade 11 General Academic Strand (GAS)

students of Limay Senior High School S.Y. 2018-2019 for the Carol literary piece.

Table 8. Test scores of the Grade 11 General Academic Strand (GAS) students of Limay
Senior High School S.Y. 2018-2019 for the Carol literary piece.
Mode
Score Total %
Reading % Viewing %
2 2 3.33 2 3.33 4 6.67
3 5 8.33 5 8.33 10 16.67
4 7 11.67 8 13.33 15 25.00
5 7 11.67 6 10.00 13 21.67
6 9 15.00 8 13.33 17 28.33
7 - - 1 1.67 1 1.67
Total 30 50.00 30 50.00 60 100.00
Average 4.53 4.53 4.53

It was observed that the mean test scores of the Reading and the Viewing group is

4.53; the overall mean score of the students is also 4.53 points. The highest score for the

Reading group is 6 while the highest score for the Viewing group is 7. The lowest score

for both groups is 2 points. The score with the highest frequency for both groups is 6

points, with a percentage of 30% and 26.66% for the Reading and Viewing group,

respectively.

Table 9 displays the test scores of the Grade 11 General Academic Strand (GAS)

students of Limay Senior High School S.Y. 2018-2019 for the Carol literary piece.
 64

Table 9. Test scores of the Grade 11 General Academic Strand (GAS) students of Limay
Senior High School S.Y. 2018-2019 for the Dorian literary piece.
Mode
Score Total %
Reading % Viewing %
1 - - 1 1.67 1 1.67
2 1 1.67 2 3.33 3 5.00
3 1 1.67 6 10.00 7 11.67
4 6 10.00 8 13.33 14 23.33
5 7 11.67 4 6.67 11 18.33
6 6 10.00 5 8.33 11 18.33
7 5 8.33 3 5.00 8 13.33
8 3 5.00 1 1.67 4 6.67
9 1 1.67 - - 1 1.67
Total 30 50.00 30 50.00 60 100.00
Average 5.60 4.47 5.03

Looking at Table 9, the mean score of the Reading group is 5.60 while the mean

score for the Viewing group is 4.47 points. Overall, the total respondents have a mean

score of 5.03. The score with the highest frequency is 4, which is 23.33% of the total

respondents. 5 points is the score with the highest frequency for the Reading group,

which consists of 23.33% of the students from the Reading group. As for the Viewing

group, the score with the highest frequency is 4 points.

Part III. Profile of the Student-respondents and Students’ Understanding of

Literature When Viewing the Movie

Table 10 presents the p-values of the profile variables and test scores of the

students using Spearman Rank Correlation and Fisher’s Exact Test in determining which

profile variables of the student-respondents have a significant relationship with their

understanding of the literature when viewing the movie.

 65

Table 10. P-values of the profile of the student-respondents and their understanding of
literature when viewing the movie.
Profile Isaac Prince Charlie Carol Dorian Overall
Age 0.6994 0.0996 0.8365 0.4814 0.4905 0.2864
Sex 0.3900 0.8470 0.0600 0.8790 0.4690 0.9590
Remembering more from
1.0000 0.5740 0.2050 0.5120 0.5080 0.6370
a lecture
Solving a problem 0.9740 0.7970 0.5960 0.7600 0.4870 0.9800
Remember phone
0.7560 0.8640 0.0680 0.0760 0.1100 0.8610
numbers
Learning something new 0.4580 0.8090 0.8870 0.9710 0.0020* 0.9280
Trying to remember
0.1970 0.4840 0.5820 0.4830 0.0570 0.8230
something
Spelling a word 0.0390* 0.6060 0.7330 0.2820 0.7980 0.2640
Enjoying reading 0.2470 0.4390 0.6010 0.0170* 0.5160 0.5130
Remembering people 0.4500 0.9480 0.2600 0.7950 0.3150 0.4490
Distraction 0.2960 0.3290 0.1190 0.8800 0.6990 0.0030*
Having problems sitting
0.2610 0.5810 0.4240 0.5720 0.3120 0.6330
still to read
*significant at 95% level of significance

Using correlation analysis, when viewing a movie, it was found that there is a

significant relationship between:

a. learning style in learning something new and test scores in the literary

piece Picture of Dorian Gray;

b. learning style in spelling a word and test scores in the literary piece The

sacrifice of Isaac;

c. learning style in enjoying reading and test scores in the literary piece

Christmas Carol; and

d. learning style in distractions and test scores in the overall test.

 66

Table 11 shows the correlation coefficient of the profile variables and test scores

of the students using Spearman Rank Correlation and Cramer’s V in measuring the

strength of the correlation of the variables that were found to have a significant

relationship.

Table 11. Correlation coefficient of the variables.

Correlation
Profile Variables Piece
Coefficient
Learning something new Picture of Dorian Gray 0.702

Spelling a word The sacrifice of Isaac 0.5350

Enjoying reading Christmas Carol 0.5893

Distraction Overall 0.9301

Level of Significance

<0.2 Very Weak

0.2 to <0.4 Weak

0.4 to <0.6 Moderate

0.6 to <0.8 Strong

>0.8 Very Strong

In understanding a literature when viewing a movie, there is a strong positive

relationship between the learning style in learning something new and test scores of the

students in literary piece Dorian. This means that there is a moderate partisan difference

among the learning styles when it comes to learning something new and test scores of the

students. In addition, there is a moderate positive relationship between the learning style

in spelling a word and enjoying reading and test scores of the students in Isaac and Carol
 67

literary pieces, respectively. This tells us that a moderate biased difference can be

observed among the test scores of the students in Isaac and Carol and their learning styles

when spelling and word and enjoying reading, respectively. Lastly, there is a very strong

positive relationship between the learning style with distraction and the overall test scores

of the students, meaning, there is a very strong dissimilarity among the learning styles

with distraction of the students and their overall test scores on the five literary pieces

when viewing the movie.

Part IV. Profile of the Student-respondents and Students’ Understanding of

Literature When Reading the Literary Piece

Table 12 presents the p-values of the profile variables and test scores of the

students using Spearman Rank Correlation and Fisher’s Exact Test in determining which

profile variables of the student-respondents have a significant relationship with their

understanding of the literature when reading the literary piece.

Table 12. P-values of the profile of the student-respondents and their understanding of
literature when reading the literary piece.
Isaac Prince Charlie Carol Dorian Overall
Age 0.3018 0.7625 0.4813 0.8883 0.3144 0.1932
Sex 0.0040* 0.8750 0.8860 0.0300* 0.3520 0.0980
Remembering more
0.1230 0.7270 0.8160 0.7240 0.2150 0.6820
from a lecture
Solving a problem 0.4350 0.9250 0.4960 0.8900 0.2740 0.1700
Remember phone
0.8690 0.5110 0.9080 0.6010 0.1740 0.9140
numbers
Learning something
0.5160 0.9500 0.8810 0.3100 0.1240 0.2450
new
Trying to remember
0.4520 0.9340 0.0070* 0.3020 0.5260 0.8600
something
Spelling a word 0.4670 0.8350 0.2760 0.2260 0.0340* 0.6130
Enjoying reading 0.2100 0.0890 0.0410* 0.4770 0.3250 0.6760
Remembering people 0.0020* 0.3430 0.3450 0.5420 0.7670 0.1450
 68

Distraction 0.9940 0.1290 0.5870 0.2060 0.2380 0.2440

Having problems
0.3460 0.8240 0.8630 0.3310 0.8160 0.0620
sitting still to read
*significant at 95% level of significance

Based on Table 12, when it comes to reading the literary piece, there is a

significant relationship between:

a. sex and literary piece The sacrifice of Isaac;

b. sex and literary piece Christmas Carol;

c. learning style in trying to remember something and test scores in

literary piece Charlie and the chocolate factory;

d. learning style in spelling a word and test scores in literary piece

Picture of Dorian Gray;

e. learning style in enjoying reading and test scores in literary piece

Charlie and the chocolate factory; and

f. learning style in remembering people and test scores in literary piece

The sacrifice of Isaac.

Table 13 shows the correlation coefficient of the profile variables and test scores

of the students using Spearman Rank Correlation and Cramer’s V in measuring the

strength of the correlation of the variables that were found to have a significant

relationship when it comes to reading the literary piece.

Table 13. Correlation coefficient of the variables.

Correlation
Profile Piece
Coefficient
Sex The sacrifice of Isaac 0.7416
Sex Christmas Carol 0.5835
Trying to remember
Charlie and the chocolate factory 0.6532
something
Spelling a word Picture of Dorian gray 0.5634
 69

Enjoying reading Charlie and the chocolate factory 0.567

Remembering people The sacrifice of Isaac 0.7042

When reading the literary piece when it comes to understanding a literature, there

is a strong positive relationship between the sex of the students and their test scores in the

literary piece The sacrifice of Isaac. This tells us that there is a strong partisan difference

among the sex of the students and their test scores in the literary piece The sacrifice of

Isaac. The same can be said when it comes to the student’s learning styles when it comes

to remembering something and remembering people and their test scores in the literary

piece Charlie and the chocolate factory and The sacrifice of Isaac, respectively.

Moreover, there is a moderate positive relationship between the sex of the students and

their test scores in the literary piece Christmas Carol meaning, there is a moderate biased

difference among the sex of the students and their test scores in the literary piece Carol.

Also, there is a moderate positive relationship with the students’ learning style when it

comes to spelling a word and enjoying reading and the literary pieces Picture of Dorian

Gray and Charlie and the chocolate factory, correspondingly, telling us that there is a

moderate difference among the learning styles of the students and their test scores in the

literary piece Picture of Dorian Gray. Similarly, a moderate difference can be observed

among the learning styles of the students in enjoying reading and their scores in the

literary piece Charlie and the chocolate factory.

Part V. Difference Between the Student-respondent’s Test Performance on

Reading and Viewing

 70

Table 14 shows the p-values of the test scores of the Reading group and Viewing

group using Wilcoxon Rank Sum Test to determine if there is a significant difference on

the test performance of the Reading and Viewing group.

Table 14. P-values of the test performance of the Reading and Viewing Group.
Literary Pieces Prob > |z|
The sacrifice of Isaac 0.3816
The little Prince 0.0000*
Charlie and the chocolate factory 0.0000*
Christmas Carol 0.9697
Picture of Dorian Gray 0.0127*
Overall 0.0001*
*significant at 95% level of significance

At 95% level of significance, it can be concluded that there is a significant

difference between the overall test performance of the Reading and Viewing group. In

addition, there is a significant difference between the test performance of the students on

the Reading and Viewing group on the literary pieces The little Prince, Charlie and the

chocolate factory and Picture of Dorian Gray. The test scores will remain the same even

if these literary pieces were utilized again.

On contrary, there is no significant difference between the reading and viewing

test scores on The sacrifice of Isaac and Christmas carol piece. In relation to this, the test

scores may be changed if the literary pieces were repeatedly conducted.

The result can be related to Pagba’s (2012) research entitled “Reading and

Viewing Comprehension Levels of Second Year Students of Gen. Luna National High

School.” The research assessed and compared the comprehension level through reading

and through viewing of the second year students of Gen. Luna National High School,
 71

Llanera, Nueva Ecija. The researcher involved two classes in this study in which there

were the combination of the average and slow learners. The findings of the research

were: in reading, the comprehension levels of the students as a whole were fairly

satisfactory; in viewing, comprehension levels of the students were satisfactory; and there

is a significant difference in the comprehension levels of the students through reading and

through viewing.

Additionally, Eberts (2012) investigated a study called “ADAPTATION: Is the

book really better than the…television series?” The results were all the same that readers

liked more the written piece because unlike the movie, the scenes were not interrupted.

On the other hand, people who watches the films preferred the movie for they do not

want to stay on one side reading a book with numerous pages for hours. Hence, it is due

to the intertextuality of all novels and film, the difference in media between novel and

film and the inability to coin one reading of a text. Likewise, the research team

encompassed 2 classes; the result yielded the same result that reading were fairly

reasonable and students understood the pieces well when reading.

 72

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion and recommendation

made based on the results of the study.

Summary

The general problem of the study is: in teaching literature, which strategy between

viewing the movie and reading the piece yields better results among selected grade 11

General Academic Strand (GAS) of Limay Senior High School, School Year 2018-

2019?

Particularly, this study will seek answers to the following questions:

3. How may the profile of the student-respondents be described in terms of:

3.1 Age;

3.2 Sex and

3.3 Learning style?

4. How may the following contribute to students’ understanding of literature?

2.1. Watching the movie and

2.2. Reading the literary piece?

3. Is there a significant relationship between the profile of the student-respondents and

students’ understanding of literature when viewing the movie?

4. Is there a significant relationship between the profile of the student-respondents and

students’ understanding of literature when reading the literary piece?

5. Is there a significant difference between viewing and reading test performance?

 73

6. What are the implications of the findings of the study to teaching literature?

Frequency and percentage distribution were used to describe the respondents’

profile in terms of age, sex and learning style. Moreover, Mean was used to describe

how written piece and movies affect the students’ academic performance in school.

Also, Spearman Rank Correlation was used to determine the significance of the

relationship of the profile variables with the students’ macro skills and Wilcoxon

Rank Sum Test were used to determine the significance of the difference in the

comprehension level of the students when reading the written piece and watching

movie.

Based on the gathered data, the findings of the study are the following:

1. The respondents are aged 15 to 23 years old. Majority of the students is

comprised of 16 years old students.

2. It was observed that 38 out of 60 or 63.33% of the respondents are female

while 22 out of the 60 or 36.67% of the respondents are male.

3. In learning something new, the Reading and Viewing group has the same

preference. 41.67% of the respondents mainly listens to someone explain how

to do it, 30% watches a demonstration of how to do it and 28.33% of the

respondents try it for themselves in learning something new.

4. In understanding a literature when viewing a movie, there is a strong positive

relationship between the learning style in learning something new and test

scores of the students in literary piece The Picture of Dorian Gray.

 74

5. When reading the literary piece when it comes to understanding a literature,

there is a strong positive relationship between the sex of the students and their

test scores in the literary piece The Sacrifice of Isaac.

Conclusions

1. There is a strong positive relationship between the learning style in learning

something new and test scores of the students in literary piece Dorian.

2. There is a moderate positive relationship between the learning style in spelling a

word and enjoying reading and test scores of the students in Isaac and Carol

literary pieces, respectively.

3. There is a very strong positive relationship between the learning style with

distraction and the overall test scores of the students.

1. The hypothesis there is no significant relationship between the sex and age of the

student- respondents and student’s understanding of literature when viewing the

movie is accepted.

2. The hypothesis there is no significant relationship between the learning styles of

the student- respondents and student’s understanding of literature when viewing

the movie is rejected.

3. The hypothesis there is no significant relationship between the profile of the

student- respondents and student’s understanding of literature when reading the

movie is rejected.

4. The hypothesis there is no significant difference in student’s academic

performance when viewing the movie or reading the piece is rejected.

 75

Recommendations

Based on the conclusions and findings of the study here are the following

recommendations:

1. Teachers should make students read literature for a reason that while reading the

text, they can imagine the scenes, feel the emotions of the characters and

understand the author’s purpose.

2. Reading allows to think on one’s own and perceives literature in one’s own way.

3. In using movie as a tool for teaching literature, language teachers should conduct

it in an AVR (Audio-Visual Room).

4. The length of literary pieces should be considered to avoid the boredom.

5. There must be clear and accurate explanation when giving instructions to help the

students understand it well.

6. It is more enjoyable for students to read when the literary pieces to be used have a

vivid and descriptive content that create mental images to students’ mind.

7. It will be a best advice to conduct further research about this study.

 76

Bibliography

A. Thesis/Dissertation
Anderson (2010). Use of video by learners in a multimedia language course. Retrieved
February 2, 2018, from Reading and Viewing Comprehension Levels of Second
Year Students of Gen. Luna National High School.

Pagba, C. (2012). Reading and Viewing Comprehension Levels of Second Year Students
of Gen. Luna National High School. Wesleyan University- Philippines Graduate
School.

Slade (2012). Encounter and Epiphany: Reconstructing Literary Consciousness Through

Film Adaptation. Massey University, New Zealand. Retrieved February 25, 2018.

Smith (2009). Is Film an Effective Teaching Tool for High School Literature?. Ohio
University. Retrieved February 25, 2018.

Habrnalová (2016). Literary Works by Hanif Kureishi and Their Film Adaptations.
Palacký University Olomouc Faculty of Arts. Retrieved February 25, 2018.

Výmola (2013). Film adaptations of selected English dystopian novels - An analysis of

chosen aspects of tight and loose approaches to film adaptations of novels.
Charles University in Prague. Retrieved February 25, 2018.

Armstrong, Thomas. Multiple intelligence in the classroom 4th ed. Alexandria, VA:
Association for Supervision and Curriculum Development,2018.

Armstrong Thomas. 7 kinds of smart: Identifying and Developing Your Multiple

Intelligences. New York: Plume, 1999.

Armstrong, Thomas. In their Own Way: Discovering and Encouraging Your Child’s
Multiple Intelligences, New York: Tarcher/Putnam, 2000.

Gahite, Wilmer M. (2014). MESRA-THON(Morning Engagement on Story Telling and

Reading Activities). Retrieved February 12, 2018.

Anderson (2010). Use of video by learners in a multimedia language course. Retrieved

February 2, 2018, from Reading and Viewing Comprehension Levels of Second
Year Students of Gen. Luna National High School.

Pagba, C. (2012). Reading and Viewing Comprehension Levels of Second Year

Students of Gen. Luna National High School. Wesleyan University- Philippines
Graduate School.
 77

Slade (2012). Encounter and Epiphany: Reconstructing Literary Consciousness

through Film Adaptation. Massey University, New Zealand. Retrieved February
25, 2018.

Smith (2009). Is Film an Effective Teaching Tool for High School Literature? Ohio
University. Retrieved February 25, 2018.

Habrnalová (2016). Literary Works by Hanif Kureishi and Their Film Adaptations.
Palacký University Olomouc Faculty of Arts. Retrieved February 25, 2018.

Výmola (2013). Film adaptations of selected English dystopian novels - An Analysis of

chosen aspects of tight and loose Approaches to Film Adaptations of Novels.
Charles University in Prague. Retrieved February 25, 2018.

Rahmoun (2013). Teaching Anglo-Saxon Literature through Film Adaptations: Case

of 2nd Year EFL Students at the University of Tlemcen. University of Tlemcen.
Retrieved February 25, 2018.

Bao Bo (2008). The differences between novels and films —Enhance literature
teaching by using films. Shaanxi Institute of Education. Retrieved February 25,
2018.
Eberts (2012). Adaptation: Is the book really better than the…television series?
Retrieved February 25, 2018.
Vaden (2015). Literature and Film: Fantasy across Media. University of Ohio.
Retrieved February 25, 2018.
Maine (2014). Developing reading comprehension with moving image narratives.
Retrieved February 25, 2018.
Donkor (2010). Comparative Instructional Effectiveness of Print-Based and Video-
Based Instructional Materials for Teaching Practical Skills at a Distance.
Retrieved February 2, 2018, from Reading and Viewing Comprehension Levels of
Second Year Students of Gen. Luna National High School.
B. Journal/Magazine
Miguel, Jasmine M. (2012). Sensory Modality Differences between Males and Females.
Retrieved February 13, 2018 from the journal The Modern Teacher. Published
March 2012.

Delfin (2011) Leading Students to Read Books, from the journal The Modern Teacher.
Omar Rahmoun and Radia Benvelles, (2016) Film Adaptation as a Pedagogical
Tool in Teaching of Literature, from the journal ,Best: International Journal
Humanities, Arts, Medicines and Sciences.
 78

Stanovich (2012) from the journal The Modern Teacher. Retrieved February 13, 2018.
La Madrid (2011) “The Impact of Storytelling in Classroom Situation” from the
journal The Modern Teacher.

Yolanda , Quijano. Philippine Star, March 2, 2010. Retrieved February 12, 2018.
Agullo (2011) Reading Films and watching literary texts. Retrieved February 14,
2018.

Kavan, Heather and Burne, Jacqui (2009) Using Film to Teach Communication
Concepts at University, from the journal “The International Journal of Learning”.

C. Book
Professor Olaofe Isaac Ade., & Oyeniyi Okunoye (2008). Eng III: An introduction to
literature and literary criticism, 2. Published by: National Open University of
Nigeria

Victoria Neufeldt. Webster’s new world dictionary third college edition, 889

Mario Klarer. An introduction to literary studies, 1. Published 1998 (3rd revised edition)
by Wissenschaftliche Buchgesellschaft, Darmstadt as Einfubrung in die
anglistischamerikanistische Literaturwissenschaft

D. Electronics

Taylor (2016). Hollywood Superheroes: The Aesthetics of Comic Book To Film

Adaptation. Retrieved February 22, 2018, from www.dart-
europe.eu/full.php?id=1283763

Salamon (1977). Symbol Systems. Retrieved February 12,2018, from

www.instructionaldesign.org/theories/symbol-systems.html

Taylor (2016). Hollywood Superheroes: The Aesthetics of Comic Book To Film

Adaptation. Retrieved February 22, 2018, from www.dart-
europe.eu/full.php?id=1283763
Good, Carter V. Introduction to Educational Research. New York: Meredith
Publishing Company, Inc., 1963
J. Calderon (1993). Methods of research and thesis writing. 24K Printing Co., Inc.:
Valenzuela, Manila, Philippines.
 79

APPENDICES
 80

Republic of the Philippines

Limay Polytechnic College
Brgy. Reformista, Limay, Bataan

June 30, 2018

Lemuel R. Fontillas, Ph. D.

Program Head
Department of Arts and Sciences
Bataan Penisnsula State University
Balanga City, Bataan

Sir:

Greetings!

The undersigned along with her members is a fourth year student taking Bachelor of
Secondary Education major in English at Limay Polytechnic College and is presently
undertaking a study entitled TEACHING LITERATURE: A COMPARISON
BETWEEN VIEWING THE MOVIE AND READING THE PIECE.

With your expertise, I sincerely ask for your assistance in validating our self-made
questionnaire for the said study.

I am looking forward that my request would merit your positive response.

Thank you and God bless you!

Respectfully yours,

Hazel S. Del Rosario

Research Team Leader

Noted by:

Enerwiladith M. Roxas
Instructor, Thesis writing

Approved by:

Carolina P. Amit
OIC-College Administrator
 81

Republic of the Philippines

Limay Polytechnic College
Brgy. Reformista, Limay, Bataan

June 30, 2018

Ramon M. Bantugan, Ph. D.

Professor
Bataan Penisnsula State University
Balanga City, Bataan

Sir:

Greetings!

The undersigned along with her members is a fourth year student taking Bachelor of
Secondary Education major in English at Limay Polytechnic College and is presently
undertaking a study entitled TEACHING LITERATURE: A COMPARISON
BETWEEN VIEWING THE MOVIE AND READING THE PIECE.

With your expertise, I sincerely ask for your assistance in validating our self-made
questionnaire for the said study.

I am looking forward that my request would merit your positive response.

Thank you and God bless you!

Respectfully yours,

Hazel S. Del Rosario

Research Team Leader

Noted by:

Enerwiladith M. Roxas
Instructor, Thesis writing

Approved by:

Carolina P. Amit
OIC-College Administrator
 82

Republic of the Philippines

Limay Polytechnic College
Brgy. Reformista, Limay, Bataan

June 30, 2018

Rowell G. De Guia, MAT

Professor
Bataan Penisnsula State University
Balanga City, Bataan

Sir:

Greetings!

The undersigned along with her members is a fourth year student taking Bachelor of
Secondary Education major in English at Limay Polytechnic College and is presently
undertaking a study entitled TEACHING LITERATURE: A COMPARISON
BETWEEN VIEWING THE MOVIE AND READING THE PIECE.

With your expertise, I sincerely ask for your assistance in validating our self-made
questionnaire for the said study.

I am looking forward that my request would merit your positive response.

Thank you and God bless you!

Respectfully yours,

Hazel S. Del Rosario

Research Team Leader

Noted by:

Enerwiladith M. Roxas
Instructor, Thesis writing

Approved by:

Carolina P. Amit
OIC-College Administrator
 83

Republic of the Philippines

Limay Polytechnic College
Brgy. Reformista, Limay, Bataan

July 30, 2018

Reynaldo B. Visda
Principal II
Limay Senior high School
Brgy. Duale, Limay, Bataan

Dear Sir:

Greetings of Peace and Prosperity!

The undersigned along with her members is a fourth year student taking Bachelor
of Secondary Education major in English at Limay Polytechnic College and is presently
undertaking a study entitled TEACHING LITERATURE: A COMPARISON
BETWEEN VIEWING THE MOVIE AND READING THE PIECE.

In line with this, I would like to request from your good office the permission to
conduct our study among 60 Grade 11 General Academic Strand students from Sections
A and B of your institution.

Rest assured that the data gathered will be strictly for research purposes only and
will be kept with outmost confidentiality.

I am looking forward for your favorable action on this regard.

Very truly yours,

Hazel S. Del Rosario

Research Team Leader

Noted by: Approved by: Approved by:

Enerwiladith M. Roxas Carolina P. Amit Reynaldo B. Visda

Instructor, Research Writing OIC-College Administrator LSHS, Principal II
 84

Republic of the Philippines

Limay Polytechnic College
Brgy. Reformista, Limay, Bataan

July 11, 2018

Carolina P. Amit, M.A. Ed.

OIC-College Administrator
Limay Polytechnic College
Limay, Bataan

Ma’am:

Greetings!

The undersigned along with her members is a fourth year student taking Bachelor of
Secondary Education major in English at Limay Polytechnic College and is presently
undertaking a study entitled TEACHING LITERATURE: A COMPARISON
BETWEEN VIEWING THE MOVIE AND READING THE PIECE.

In line with this, I am sincerely asking for your permission to conduct our pilot testing in
selected students of BSEd I and BEEd I.

I am looking forward that my request would merit your positive response.

Thank you and God bless you!

Respectfully yours,

Hazel S. Del Rosario

Research Team Leader

Noted by:

Enerwiladith M. Roxas
Instructor, Research writing

Approved by:

Carolina P. Amit, M.A. Ed.

OIC-College Administrator
 85

APPENDIX
Survey-Questionnaires for the study
“Teaching literature: a comparison between viewing the
movie and reading the piece.”
(for the Students)

Part 1: Student Information

Name: __________________________________________________ Age: __________

Grade and Section: _______________________________________ Sex: __________
I. Direction: Read the questions carefully and encircle the letter of the correct answer.
1. Who decided to let a few children visit the chocolate factory?
A. Charlie
B. Grandpa Joe
C. Willy Wonka
D. Mr. Bucket

2. How many children were allowed to visit the said establishment?

A. 3 C. 7
B. 12 D. 5

3. To be part of the lucky children to enter the factory, one must find a _____.

A. Silver bullet
B. Golden ticket
C. Green snail
D. Dark Chocolate

4. Where are these (refer to the answer in number 3) hidden?

A. Under the pillow of an old man

B. Underneath the tables of stores
C. Underneath the ordinary wrapping paper of chocolate bars
D. Underneath the extra ordinary wrapping paper of chocolate

5. Who will be the tour guide in the factory?

A. Willy Wonka
B. Charlie
C. Oompa-Loompas
D. Grandpa Joe
 86

6. ITEM CHARACTERISTICS OF THE TICKET

1. Gold
2. Five
3. Hidden underneath the factory
4. Limited to children

A. 1, 2 and 3 are related to the item

B. 1, 2, and 3 are not related to the item
C. 1, 4 and 2 are related to the item
D. all are related to the item

7. ITEM WHO IS Willy Wonka?

1. the confectionery genius
2. the owner of a store
3. the tour guide in the factory
4. Charlie’s father

A. 1 and 2 are related to the item.

B. 3 and 4 are related to the item.
C. 1 and 3 are related to the item.
D. 2 and 4 are related to the item.

8. Which of the following statements is CORRECT?

A. Charlie can buy all the chocolates
B. Grandpa Joe gets 1 chocolate every year.
C. Charlie’s family can afford to buy him chocolate bars everyday
D. Charlie gets 1 bar a year, it’s during his birthday.

II. Answer the following briefly. (Use the back of the page for your answers)

9. What were Grandpa Joe’s thoughts about Wonka’s selling of chocolate bars with golden
tickets?

10. Why many would want to enter the chocolate factory? What will be the reward?
 87

APPENDIX
Survey-Questionnaires for the study
“Teaching literature: a comparison between viewing the
movie and reading the piece.”
(for the Students)

Part 1: Student Information

Name: __________________________________________________ Age: __________

Grade and Section: _______________________________________ Sex: __________
I. Direction: Read the questions carefully and encircle the letter of the correct answer.
1. Who made the portrait of Dorian Gray?

A. Basil Hallward
B. Lord Henry
C. Francis
D. Alan Campbell

2. What did Dorian wish upon the portrait being handed to him?

A. He wished to have eternal youth

B. He wished to be a successful painter
C. He wished for an eternal life
D. He wished to be a well-known musician

3. Was Dorian Gray satisfied with the pleasure of being young?

A. Yes, because he was admired by many women

B. Yes, because he was always being talked about by the townspeople
C. No, because he was anxious that someone might know his secret
D. No, because he does not want to be famous

4. What did Lord Henry think about Dorian Gray at first?

A. Dorian was so fascinated of vanity

B. Dorian was an innocent boy
C. Dorian was so full of himself
D. Dorian was a playboy or womanizer

5. What should be the prayer of someone who seeks forgiveness from God?

A. It should be “Forgive us in our sins”

B. It should be “Smite us in our inquities”
C. It should be “Be patient with our sins”
D. It should be “Forget our shortcomings”
 88

6. Why did Dorian loathe his beauty and his youth?

A. It is because his beauty had been to him but a mask, his youth but a mockery
B. It is because he was not satisfied with his looks
C. It is because those were not his wish
D. It is because he wanted to be simple and normal

7. Why did Dorian kill the one who painted his portrait?

A. He was not satisfied with the outcome

B. He felt betrayed by Basil
C. Basil had painted the portrait of him that marred his life
D. Basil wanted to get the portrait back

8. Thinking that the portrait has its own life, what did Dorian Gray do to get rid of it?

A. He stabbed the heart of the portrait using a knife

B. He smashed the whole portrait
C. He cut the portrait into pieces
D. He drew on the portrait

9. Why was Dorian Gray not guilty of the death of Alan Campbell?

10. One of Dorian’s admirers wrote him a letter, what does it contain?
 89

APPENDIX
Survey-Questionnaires for the study
“Teaching literature: a comparison between viewing the
movie and reading the piece.”
(for the Students)

Part 1: Student Information

Name: __________________________________________________ Age: __________

Grade and Section: _______________________________________ Sex: __________
I. Direction: Read the questions carefully and encircle the letter of the correct answer.
1. Who is the son of Abraham in the story?

A. Joshua
B. Isaac
C. Jesus
D. Isaiah

2. Where was Abraham asked to take his son?

A. Mount Tabor
B. Mount Sinai
C. Mount Gerizim
D. Mount Moriah

3. What did Abraham take with him to burn his son?

A. Wood
B. Fabric
C. Gas
D. Paper

4. What did Abraham take to slaughter his son?

A. Knife
B. Blade
C. Sharp wood
D. Sharp stone

5. What was sacrificed instead of Isaac?

A. Goat
B. Dove
C. Ram
D. Bull
 90

6. ITEM FAMILY

1. Abraham
2. Isaac
3. Sarah
4. Moses

A. 1, 2 and 3 are related to the item

B. 1, 2, and 3 are not related to the item
C. 1, 4 and 3 are related to the item
D. all are related to the item

7. ITEM RELATIONSHIPS
5. Abraham is Isaac’s father.
6. Isaac is Abraham’s son.
7. Abraham is Isaac’s son
8. Isaac is Abraham’s father.

A. 1 and 2 are related to the item.

B. 3 and 4 are related to the item.
C. 1 and 3 are related to the item.
D. 2 and 4 are related to the item.

.
8. Which of the following statements is INCORRECT?
A. Abraham went to the mountain to sacrifice his son.
B. Abraham went to the mountain to talk to God.
C. Abraham built an altar together with his son in the mountain.
D. Abraham viciously killed his son.

II. Answer the following briefly. (Use the back page for your answers)
9. Why did Abraham offer his son?

10. Why did Abraham and his son go to the mountain?

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APPENDIX
Survey-Questionnaires for the study
“Teaching literature: a comparison between viewing the
movie and reading the piece.”
(for the Students)

Part 1: Student Information

Name: __________________________________________________ Age: __________

Grade and Section: _______________________________________ Sex: __________
I. Direction: Read the questions carefully and encircle the letter of the correct answer.
1. How old is the boy when he saw a magnificent book?

A. 4
B. 6
C. 10
D. 12

2. What is the title of the book?

A. True Stories from Nature

B. The Life of an Animal
C. Stories for Family
D. Legend of the Lost Legend

3. What animal did he see in the book?

A. Elephant
B. Kangaroo
C. Cheetah
D. Boa Constrictor

4. To whom did the little boy show his masterpiece?

A. Friends
B. Grown-ups
C. Parents
D. Neighbors

5. What was the remark of the grown-ups on the little boy’s work?

A. Hat
B. Pocket
C. Roof
D. Hill
 92

6. Which of the following statements is CORRECT?

a. The grown-ups advised the little boy to lay aside his drawings.
b. The grown-ups praised the little boy’s drawing.
c. The grown-ups told the little boy not to devote himself to geography, history, arithmetic
and grammar.
d. The little boy drew more illustrations.

7. All items are INCORRECT except:

a. The boy drew a truck that hit a tree.

b. A boy lying under the tree was the real image of his drawing.
c. The grown-ups appreciate his drawings.
d. The real drawing was a picture of a boa constrictor digesting an elephant.

8. After what happened then, the little boy chose another profession. What was it?
a. He became a painter.
b. The boy turned out to be a pilot.
c. He grew up to be a priest.
d. The little boy did not work.

II. Answer the following briefly. (Use the back page for your answers)

9. What can you say about the Drawing 1 of the little boy?

10. Why did the little boy never show his drawing to other people again?
 93

APPENDIX
Survey-Questionnaires for the study
“Teaching literature: a comparison between viewing the
movie and reading the piece.”
(for the Students)

Part 1: Student Information

Name: __________________________________________________ Age: __________

Grade and Section: _______________________________________ Sex: __________
I. Direction: Read the questions carefully and encircle the letter of the correct answer.

1. How many years Marley was dead?

a) 8 years c) 7 years
b) 9 years d) 10 years

2. Who came to visit Scrooge?

a) Marley’s ghost c) Santa’s ghost

b) Clarks’ ghost d) Scrooge’s ghost

3. How was Marley’s ghost body described?

a) long c) transparent
b) round d) strange

4. Which was not the reason why Scrooge did not have the habit of cracking jokes?

a) Because he tried to be smart

b) Because he tried to distract his attention
c) Because he tried to keep down his terror
d) Because he tried to be cool

5. How were Marley’s eyes described?

a) open and sad

b) dark and round
c) closed and unhappy
d) open and motionless
 94

6. Which of the following did not happen inside Scrooge’s house?

a) The unused bell rang loudly

b) The cellar door flew open with a booming sound
c) Noises are coming from the floors below
d) Voices of people were heard whispering at the cabinet

7. According to Scrooge, what are the things that affect the senses?

1. A slight disorder of stomach

2. An undigested bit of beef
3. A drop of alcohol
4. A smell of wine

a) 3&2
b) 1&2
c) 1&3
d) 2&4

.
8. What did Scrooge always say to things that were unreal?

a) Imposture! c) Silly!
b) Humbug! d) Stupid!

II. Answer the following briefly. (Use the back page for your answers)
9. Why did Scrooge ask Marley’s ghost if he could sit down?

10. Why did Jacob Marley visit Scrooge that night?

 95

A CHRISTMAS CAROL by: Charles Dickens

The yard was so dark that even Scrooge, who knew its every stone, was fain to grope with his
hands. The fog and frost so hung about the black old gateway of the house, that it seemed as if the
Genius of the Weather sat in mournful meditation on the threshold.
Now, it is a fact, that there was nothing at all particular about the knocker on the door, except that
it was very large. It is also a fact, that Scrooge had seen it, night and morning, during his whole
residence in that place; also that Scrooge had as little of what is called fancy about him as any
man in the city of London, even including—which is a bold word—the corporation, aldermen,
and livery. Let it also be borne in mind that Scrooge had not bestowed one thought on Marley,
since his last mention of his seven-years’ dead partner that afternoon. And then let any man
explain to me, if he can, how it happened that Scrooge, having his key in the lock of the door, saw
in the knocker, without its undergoing any intermediate process of change—not a knocker, but
Marley’s face.
Marley’s face. It was not in impenetrable shadow as the other objects in the yard were, but had a
dismal light about it, like a bad lobster in a dark cellar. It was not angry or ferocious, but looked
at Scrooge as Marley used to look: with ghostly spectacles turned up on its ghostly forehead. The
hair was curiously stirred, as if by breath or hot air; and, though the eyes were wide open, they
were perfectly motionless. That, and its livid colour, made it horrible; but its horror seemed to be
in spite of the face and beyond its control, rather than a part of its own expression.
As Scrooge looked fixedly at this phenomenon, it was a knocker again.
To say that he was not startled, or that his blood was not conscious of a terrible sensation to
which it had been a stranger from infancy, would be untrue. But he put his hand upon the key he
had relinquished, turned it sturdily, walked in, and lighted his candle.
He did pause, with a moment’s irresolution, before he shut the door; and he did look cautiously
behind it first, as if he half expected to be terrified with the sight of Marley’s pigtail sticking out
into the hall. But there was nothing on the back of the door, except the screws and nuts that held
the knocker on, so he said “Pooh, pooh!” and closed it with a bang.
The sound resounded through the house like thunder. Every room above, and every cask in the
wine-merchant’s cellars below, appeared to have a separate peal of echoes of its own. Scrooge
was not a man to be frightened by echoes. He fastened the door, and walked across the hall, and
up the stairs; slowly too: trimming his candle as he went.
You may talk vaguely about driving a coach-and-six up a good old flight of stairs, or through a
bad young Act of Parliament; but I mean to say you might have got a hearse up that staircase, and
taken it broadwise, with the splinter-bar towards the wall and the door towards the balustrades:
and done it easy. There was plenty of width for that, and room to spare; which is perhaps the
reason why Scrooge thought he saw a locomotive hearse going on before him in the gloom. Half-
a-dozen gas-lamps out of the street wouldn’t have lighted the entry too well, so you may suppose
that it was pretty dark with Scrooge’s dip.
 96

Up Scrooge went, not caring a button for that. Darkness is cheap, and Scrooge liked it. But before
he shut his heavy door, he walked through his rooms to see that all was right. He had just enough
recollection of the face to desire to do that.
Sitting-room, bed-room, lumber-room. All as they should be. Nobody under the table, nobody
under the sofa; a small fire in the grate; spoon and basin ready; and the little saucepan of gruel
(Scrooge had a cold in his head) upon the hob. Nobody under the bed; nobody in the closet;
nobody in his dressing-gown, which was hanging up in a suspicious attitude against the wall.
Lumber-room as usual. Old fireguard, old shoes, two fish-baskets, washing-stand on three legs,
and a poker.
Quite satisfied, he closed his door, and locked himself in; double-locked himself in, which was
not his custom. Thus secured against surprise, he took off his cravat; put on his dressing-gown
and slippers, and his nightcap; and sat down before the fire to take his gruel.
It was a very low fire indeed; nothing on such a bitter night. He was obliged to sit close to it, and
brood over it, before he could extract the least sensation of warmth from such a handful of fuel.
The fireplace was an old one, built by some Dutch merchant long ago, and paved all round with
quaint Dutch tiles, designed to illustrate the Scriptures. There were Cains and Abels, Pharaoh’s
daughters, Queens of Sheba, Angelic messengers descending through the air on clouds like
feather-beds, Abrahams, Belshazzars, Apostles putting off to sea in butter-boats, hundreds of
figures to attract his thoughts; and yet that face of Marley, seven years dead, came like the ancient
Prophet’s rod, and swallowed up the whole. If each smooth tile had been a blank at first, with
power to shape some picture on its surface from the disjointed fragments of his thoughts, there
would have been a copy of old Marley’s head on every one.
“Humbug!” said Scrooge; and walked across the room.
After several turns, he sat down again. As he threw his head back in the chair, his glance
happened to rest upon a bell, a disused bell, that hung in the room, and communicated for some
purpose now forgotten with a chamber in the highest story of the building. It was with great
astonishment, and with a strange, inexplicable dread, that as he looked, he saw this bell begin to
swing. It swung so softly in the outset that it scarcely made a sound; but soon it rang out loudly,
and so did every bell in the house.
This might have lasted half a minute, or a minute, but it seemed an hour. The bells ceased as they
had begun, together. They were succeeded by a clanking noise, deep down below; as if some
person were dragging a heavy chain over the casks in the wine-merchant’s cellar. Scrooge then
remembered to have heard that ghosts in haunted houses were described as dragging chains.
The cellar-door flew open with a booming sound, and then he heard the noise much louder, on the
floors below; then coming up the stairs; then coming straight towards his door.
“It’s humbug still!” said Scrooge. “I won’t believe it.”
His colour changed though, when, without a pause, it came on through the heavy door, and
passed into the room before his eyes. Upon its coming in, the dying flame leaped up, as though it
cried, “I know him; Marley’s Ghost!” and fell again.
The same face: the very same. Marley in his pigtail, usual waistcoat, tights and boots; the tassels
on the latter bristling, like his pigtail, and his coat-skirts, and the hair upon his head. The chain he
 97

drew was clasped about his middle. It was long, and wound about him like a tail; and it was made
(for Scrooge observed it closely) of cashboxes, keys, padlocks, ledgers, deeds, and heavy purses
wrought in steel. His body was transparent; so that Scrooge, observing him, and looking through
his waistcoat, could see the two buttons on his coat behind.
Marley’s Ghost
Scrooge had often heard it said that Marley had no bowels, but he had never believed it until now.
No, nor did he believe it even now. Though he looked the phantom through and through, and saw
it standing before him; though he felt the chilling influence of its death-cold eyes; and marked the
very texture of the folded kerchief bound about its head and chin, which wrapper he had not
observed before; he was still incredulous, and fought against his senses.
“How now!” said Scrooge, caustic and cold as ever. “What do you want with me?”
“Much!”—Marley’s voice, no doubt about it.
“Who are you?”
“Ask me who I was.”
“Who were you then?” said Scrooge, raising his voice. “You’re particular, for a shade.” He was
going to say “to a shade,” but substituted this, as more appropriate.
“In life I was your partner, Jacob Marley.”
“Can you—can you sit down?” asked Scrooge, looking doubtfully at him.
“I can.”
“Do it, then.”
Scrooge asked the question, because he didn’t know whether a ghost so transparent might find
himself in a condition to take a chair; and felt that in the event of its being impossible, it might
involve the necessity of an embarrassing explanation. But the ghost sat down on the opposite side
of the fireplace, as if he were quite used to it.
“You don’t believe in me,” observed the Ghost.
“I don’t,” said Scrooge.
“What evidence would you have of my reality beyond that of your senses?”
“I don’t know,” said Scrooge.
“Why do you doubt your senses?”
“Because,” said Scrooge, “a little thing affects them. A slight disorder of the stomach makes them
cheats. You may be an undigested bit of beef, a blot of mustard, a crumb of cheese, a fragment of
an underdone potato. There’s more of gravy than of grave about you, whatever you are!”
Scrooge was not much in the habit of cracking jokes, nor did he feel, in his heart, by any means
waggish then. The truth is, that he tried to be smart, as a means of distracting his own attention,
and keeping down his terror; for the spectre’s voice disturbed the very marrow in his bones.
 98

To sit, staring at those fixed glazed eyes, in silence for a moment, would play, Scrooge felt, the
very deuce with him. There was something very awful, too, in the spectre’s being provided with
an infernal atmosphere of its own. Scrooge could not feel it himself, but this was clearly the case;
for though the Ghost sat perfectly motionless, its hair, and skirts, and tassels, were still agitated as
by the hot vapour from an oven.
“You see this toothpick?” said Scrooge, returning quickly to the charge, for the reason just
assigned; and wishing, though it were only for a second, to divert the vision’s stony gaze from
himself.
“I do,” replied the Ghost.
“You are not looking at it,” said Scrooge.
“But I see it,” said the Ghost, “notwithstanding.”
“Well!” returned Scrooge, “I have but to swallow this, and be for the rest of my days persecuted
by a legion of goblins, all of my own creation. Humbug, I tell you! humbug!”
At this the spirit raised a frightful cry, and shook its chain with such a dismal and appalling noise,
that Scrooge held on tight to his chair, to save himself from falling in a swoon. But how much
greater was his horror, when the phantom taking off the bandage round its head, as if it were too
warm to wear in-doors, its lower jaw dropped down upon its breast!
Scrooge fell upon his knees, and clasped his hands before his face.
“Mercy!” he said. “Dreadful apparition, why do you trouble me?”
“Man of the worldly mind!” replied the Ghost, “do you believe in me or not?”
“I do,” said Scrooge. “I must. But why do spirits walk the earth, and why do they come to me?”
“It is required of every man,” the Ghost returned, “that the spirit within him should walk abroad
among his fellowmen, and travel far and wide; and if that spirit goes not forth in life, it is
condemned to do so after death. It is doomed to wander through the world—oh, woe is me!—and
witness what it cannot share, but might have shared on earth, and turned to happiness!”
Again the spectre raised a cry, and shook its chain and wrung its shadowy hands.
 99

The Little Prince

written and illustrated by Antoine de Saint Exupéry
translated from the French by Katherine Wood

Once when I was six years old I saw a magnificent picture in a book, called True Stories from
Nature, about the primeval forest. It was a picture of a boa constrictor in the act of swallowing an

animal. Here is a copy of the drawing.

In the book it said: "Boa constrictors swallow their prey whole, without chewing it. After that
they are not able to move, and they sleep through the six months that they need for digestion."
I pondered deeply, then, over the adventures of the jungle. And after some work with a colored

pencil I succeeded in making my first drawing. My Drawing Number One. It looked something
like this:
I showed my masterpiece to the grown-ups, and asked them whether the drawing frightened them.
But they answered: "Frighten? Why should anyone be frightened by a hat?"
My drawing was not a picture of a hat. It was a picture of a boa constrictor digesting an elephant.
But since the grown-ups were not able to understand it, I made another drawing: I drew the inside
of a boa constrictor, so that the grown-ups could see it clearly. They always need to have things

explained. My Drawing Number Two looked like this:

 100

The grown-ups' response, this time, was to advise me to lay aside my drawings of boa
constrictors, whether from the inside or the outside, and devote myself instead to geography,
history, arithmetic, and grammar. That is why, at the age of six, I gave up what might have been a
magnificent career as a painter. I had been disheartened by the failure of my Drawing Number
One and my Drawing Number Two. Grown-ups never understand anything by themselves, and it
is tiresome for children to be always and forever explaining things to them.
So then I chose another profession, and learned to pilot airplanes. I have flown a little over all
parts of the world; and it is true that geography has been very useful to me. At a glance I can
distinguish China from Arizona. If one gets lost in the night, such knowledge is valuable.
In the course of this life I have had a great many encounters with a great many people who have
been concerned with matters of consequence. I have lived a great deal among grown-ups. I have
seen them intimately, close at hand. And that hasn't much improved my opinion of them.
Whenever I met one of them who seemed to me at all clear-sighted, I tried the experiment of
showing him my Drawing Number One, which I have always kept. I would try to find out, so, if
this was a person of true understanding. But, whoever it was, he, or she, would always say:
"That is a hat."
Then I would never talk to that person about boa constrictors, or primeval forests, or stars. I
would bring myself down to his level. I would talk to him about bridge, and golf, and politics, and
neckties. And the grown-up would be greatly pleased to have met such a sensible man.