Cinema-based English as a Second Language Learning and English

Proficiency of Grade 11 Students in San Agustin National

High School: A Basis for an Intervention Program

A Research Proposal
Presented to the Faculty of Senior High School
SAN AGUSTIN NATIONAL HIGH SCHOOL
San Agustin, Naujan
Oriental Mindoro

In Partial Fulfillment
Of the Requirements for the Subject
PRACTICAL RESEARCH II
Science, Technology, Engineering, and Mathematics

By
Gale, Kian Vash N.
Larios, Djohn Jared F.
Lorenzo, Ivan Russel Hanz D.
Nagpiing, Jade Anne C.
 CHAPTER I

INTRODUCTION

THE PROBLEM AND ITS BACKGROUND

The English language has become the most significant and

influential language in the world over the course of a few

decades. As one of the country’s official languages, English has

become an integral tool in safeguarding the Philippine economy’s

progress. It allowed the third-world country to perform and keep

up with the rising global standards in different aspects of

society. This quirk of the world allowed the Filipinos to adapt

to a globally-competitive society where trade, commerce, and

innovation rules order among nations. As a result, English

proficiency became an essential skillset to hone as part of a

progressive education system.

Many aspects of the Philippine economy considers the English

language to be a crucial asset in the skills of a citizen. As it

is the language of commerce, law, and even education, the English

language is well integrated in the curriculum of learning. In a

globalized interactive environment, the education systems

arranged the ESL as a learning competency for the country to be

more capable of using the medium in pursuit of economic

advancement and international relations.

 Through the constant improvement of the Philippines’

Department of Education, the integration of the “English as a

Second Language” (ESL) curriculum helps students garner more

potential career opportunities.

While the school systems shows persistence in polishing

young learners’ skills in the language, not many find their

approach to be as effective as it sounds. The English curriculum

offers a wide variety of material for learning the language, but

it is only limited to textbook-only content. Learners should

learn English in context and spoken language to fully engage in a

society where the global demand for excellence and progressive

action are integrated in learning.

However, according to the Program for International Student

Assessment results of 2018, the Philippines scored lowest in

terms of reading, mathematics, and science. Along with the

Dominican Republic, no other countries scored lower. Findings

from the assessment also determined that over 80% of students in

the Philippines did not reach the minimum level of proficiency in

reading. This makes the country one of the countries with the

largest share of low academic performers amongst all other

nations who participated in the PISA.

 One factor that may have caused this decline is the fact

that learners may be uninterested in learning the skills in

English through text-only exposure.

As a means to resolve this problem, many researchers delved

in the influence of multimedia learning to increase students’

academic performance and raise learner engagement. According to

R. Mayer (1997), students tend to display positive response to

learning through multimedia learning. He then proposed that when

information from two channels combine in one medium, the

information will be more readily available to processing while

maintaining engagement and positive response from students.

As the 21st Century systems of communication and technology

stepped into classroom learning, students have become even more

inclined to learn through interactive media. Alongside the rapid

growth in access to multimedia platforms for education through

film and media, technology has become an integral part of

learning in classrooms (Schneps et. Al, 2010). Oxford (1992) also

emphasized that learning a language through multimedia can

“facilitate the internalization, storage, retrieval, or use of a

new language”.

This led the researchers to believe that film and cinema may

have an influence to the English language proficiency of young

learners, and will, thus, conduct an investigation to determine

its relationship to devise an intervention program to develop

underperforming learners.

STATEMENT OF THE PROBLEM

This study aims to devise a cinema-based English as a Second

Language (ESL) Learning Intervention for the selected Senior High

School Students of San Agustin National High School.

Specifically, it will answer the following questions:

1. What is the extent of English Proficiency of the student-

respondents before the intervention in terms of:

1.1 speaking skills;

1.2 vocabulary; and

1.3 grammar?

2. What is the extent of English Proficiency of the student-

respondents after the intervention in terms of:

2.1 speaking skills;

2.2 vocabulary; and

2.3 grammar?

3. What is the extent of cinema-based English as a Second

Language education in terms of:

3.1 conversation-learning content;

3.2 contextual storytelling; and

3.3 lesson supplementation?

 4. Is there a significant relationship between the cinema-based

English as a Second Language education and the English

proficiency of the selected student-respondents?

5. Is there a significant difference across the indicators of

cinema-based English as a Second language education?

6. Is there a significant difference across the indicators of

English proficiency of the selected student respondents

before and after the intervention?

7. Based on the results, what intervention can be devised?

HYPOTHESES

1. There is no significant relationship between the cinema-

based English as a Second Language (ESL) learning and the

English proficiency of the student respondents.

2. There is no significant difference across the indicators of

cinema-based English as a Second Language learning.

3. There is no significant difference across the indicators of

the English proficiency of the student-respondents before

and after the intervention program.

SIGNIFICANCE OF THE STUDY

This study was conducted to determine the influence of

cinema-based English as a second language education to the

English proficiency of learners of San Agustin National High

School. The findings of this study will be used as basis to

devise an intervention program that uses film and video content

for students who experience difficulty in learning English.

Through this, learners may have the chance to modify their

language skills and implement them to good use. This study will

be significant to the following:

School Administrators. The results of this study can help

mold students into facing the demands of global competency in

English through the help of the educators who surround them. As a

basis for an intervention program, this research can also help

them organize and apply new methods of education in the English

classrooms.

Teachers. This study can help educators in teaching young

learners in different aspects of the English language. The

creation of the intervention program and the method of education,

that this research will serve as basis for, will help teachers in

effectively teaching students the English skills they need to

face higher education and other opportunities.

Students. The findings of this study can help provide new

self-learning methods for students to use in their course towards

higher education. As such, this research will serve them as a

catalyst to which their skills in English may grow through the

help of their teachers and peers.

 Future Researchers. The findings of this study can help fuel

other researchers to explore, improve, and expand this study to

serve a greater purpose in the community.

SCOPE AND LIMITATIONS OF THE STUDY

This study focuses on determining the impact of cinema-based

English as a second language and the English proficiency of

Senior High school student in San Agustin National High School.

The extent of the cinema-based English as a second language

is limited to be measured in terms of contextual storytelling,

conversation-learning content, and lesson supplementation.

Meanwhile, the extent of the learners’ English proficiency will

be measured in terms of speaking skills, vocabulary, and grammar.

This research will target 144 out of 226 Grade 11 students

of San Agustin National High School. The researchers will use a

self-made questionnaire to determining the main focus of the

study and will be conducted during the school year 2022-2023.

THEORETICAL FRAMEWORK

The following theories and concepts support and provide a

basis for the present study. This section delineates the

different theories related to the topic under this investigation.

Learning mainly encompasses the learners’ ability to

comprehend and educators’ efficiency in teaching. Through the

years of economic and technological advancements, education

opened new strategies to cope with learners’ changing perceptions

toward how they learn. Now, in the modern age, technology is made

available for education through multimedia content. Through these

media, learning can become more accessible and effective, as

learners today are more inclined to learn through interactive

content.

In 1997, R. E. Mayer’s Theory of Cognitivism undermined the

Multimedia Learning Theory. This theory encompasses the concepts

that: first, education may be more effective through the presence

of audio and visual information channels; second, each channel

has limited capacity to process information; and lastly, learning

is an active process of selecting, filtering, organizing, and

integrating information based on existing knowledge.

This theory, essentially, emphasizes that learning through

multimedia and interactive content may be more effective than

traditional methods. Through the audio and visual contents of

film and cinema, this principle is applied to teach English

language instead of contextualizing through textbook-only

information. Learners can also have a moment to represent the

information as the flow of learning is limited with the content

of cinema. This means that the utilization of cinema as a

catalyst of English-language learning, and its capabilities to

carry audio and visual information, can be beneficial to

empowering education.

In addition to Mayer’s Theory of Cognitivism, his Multimedia

Learning Theory in 2002 states that the process of transferring

knowledge from two channels (audio and visual channels) could

become successful when integrated with existing knowledge. So,

when students process information constantly expressed through

movies, they also use their own knowledge to help the process. By

watching movies and the use of supplemented learning, students

can effectively learn the basic concepts of English instead of

just reading them from texts.

In addition, B. F. Skinner’s Theory of Behaviorism (1974)

suggests that educating a child will encourage it to imitate the

language of its parents or caretakers, or in this case, a student

learning English from a teacher. However, the usual practice of

learning English through text-only skims and long reads

compromise a learner’s ability to learn language in context

effectively.

This concept can be applied to building English conversation

skills through the use of movies. As learners comprehend the

content of movies, they can also learn how the flow of

conversation works and how certain expressions and words can be

used in the right context.

 Furthermore, Jean Piaget (1936) emphasized in his Cognitive

Theory that social interaction is important in intellectual

development. Piaget observed that interaction is the key to

overcome the instability in the symbols we individually

construct, or in this case the English language. He tied the role

of social interaction to the acquisition of language through

social interaction.

However, since the Philippines is mostly a Filipino-speaking

country where native and fluent speakers of the English language

are not abundant, education through social interaction with

experts is not the easiest method. Hence, this study utilized

cinema to imitate social interaction where students can observe

how communication in English flows as a cycle of input and

feedback.

To reinforce Piaget’s theory, J. Locke’s Tabula Rasa (1689)

states that the mind is a ‘tabula rasa’ or ‘blank slate’ which is

filled with the input we receive from our birth and that humans

hold ‘innate’ knowledge embedded within the human consciousness

which fuels man’s strive to learn. Using this theory, the use of

cinema in the acquisition of English language can be effective as

students will be exposed to constant input of language

supplemented with lessons to reinforce basic concepts such as

grammar and spoken output.

 The aforementioned theories were conceptualized to devise a

study in determining the relationship between cinema-based

English learning and the academic performance of students, and

will serve as basis for the study’s conceptual framework.

CONCEPTUAL FRAMEWORK

IV DV

Cinema-based English as a
Second Language Education
English Proficiency
 conversation-learning
content  speaking skills
 contextual  vocabulary
storytelling  grammar
 lesson
supplementation

Intervention Program

Figure 1. Hypothesized Relationship and Difference of the

Variables

As shown in the figure, this study will circulate around

determining the relationship between Cinema-based English as a

Second Language Education and the English Proficiency of the

student-respondents. This study will also determine the

differences across the indicators of the two variables. The

dotted line represents the output of this research which will be

utilized to create an intervention program for supplementing

education in English.

DEFINITION OF TERMS

To prospect a clearer understanding of the study and its

concepts, the following terminologies were operationally defined.

Cinema-based English as a Second Language Education. In this

study, this term refers to film media-based education system used

to integrate conversation skills, contextual storytelling, and

lesson supplementation in teaching English to students.

Contextual Storytelling. In this study, this term refers to

the aspects of a film to teach comprehension through contexts and

stories in building language skills.

Conversation-Learning Content. In this study, this term

refers to a film’s capacity or content to that can help students

learn Basic English conversation and how they are used in

context.

English Proficiency. In this study, this term pertains to

the extent of a learner’s capability to comprehend and apply

Basic English skills; specifically speaking skills, vocabulary,

and grammar.
 Grammar. In this study, this term refers to the extent of a

learner’s ability to construct sentences using the right

conventions in the right context.

Lesson Supplementation. In this study, this term refers to

the use of lesson discussions and other teaching material to

back-up the efficacy of the concepts integrated to the learners

through film and cinema.

Speaking Skills. In this study, the term pertains to the

capability of learners to effectively communicate through oral

conversations.

Vocabulary. In this study, this term refers to the extent of

learners’ knowledge to understand and use a vast variety of words

in the right context.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This section enlists the numerous literatures and researches

related to the concepts undermined in this study.

REVIEW OF RELATED LITERATURES

History and Background of the English Language in the Philippines

The Philippines is considered as one of the largest English-

speaking countries with the majority of its population to hold a

certain degree of fluency on the English language. English, as an

official language of the country, became the countries language

of law, commerce and academics since it was instilled in the

systems during the post-colonialism era of the Philippines

1
(Cabigon, 2015).

With the global demand of English-proficient workers

increase to suit the needs of a growing technological

environment, the language has become a core skill needed to

develop in order to excel as proficiency in English is regarded

1
Cabigon, M. (2015, November). “State of English in the Philippines: Should
We Be Concerned?”
as a “critical component of a successful modern society” (Runde,
2

2017).

To cope with this demand, the Philippine government and

education system continuously generates strategies and laws to

improve the quality of English language education for its people.

One of these is the proposed Senate Resolution No. 622 of the

17th Congress of 2018, which directs the appropriate senate

committees to conduct a comprehensive investigation on the

country’s state of English-proficiency in youth to encourage new

and effective learning approaches. This, along with the current

efforts of the Department of Education to supplement ESL

Education, were all proposed in response to the youth’s declining

English skills.3

This decline in the English proficiency of students in the

Philippines was observed by the Programme for International

Student Assessment of 2018 where the country scored one of the

lowest scores in reading than any other country that participated

in the test. The assessment also concluded that over 80% of

students in the Philippines did not reach the minimum level of

reading proficiency, which is one of the largest shares of low-

2
Runde, D. (2017, February 23). “English Language Proficiency and
Development”
3
Poe, G. (2018, February 12). “Decline in English Proficiency of
Filipino Students – Senate Resolution No. 622 of the 17th
Congress of 2018”.
performing participants among the territories that joined the

PISA.4

Factors that Affect Language Acquisition

Paramount to comprehending this decline in English

proficiency of students in the Philippines is investigating

deeper into the factors that affect language acquisition. There

are many factors that can influence a learner’s ability to

comprehend and utilize a language through learning. Motivation,

aptitude, cognitive style, and attitude all play important roles

to a student’s language acquisition 5

(Khasinah, 2014). However,

it is also observed that socio-economic advantages and the gear

of failure also play an important role to language acquisition

(PISA 2018). According to the results from PISA, a gap was

present in reading and language skills of students in the country

where socio-economically advantaged learners outscored those

without the same privileges by 88 points. This trend in the gap

was also present among other countries that participated in the

OECD-PISA 2018.

English as a Second Language (ESL) in Action

4
The Organization for Economic Cooperation and Development
(OECD). (2018). “Program for International Student Assessment
(PISA) Results from 2018”
5
Khasinah, S. (2014, May). “Factors Influencing Second Language Acquisition”
 Given as the Philippines’s central language of instruction,

commerce, and law, the English Language Education is a core

aspect of the systems implemented for learner growth in schools.

However, a median sense of conflict arises from the growing need

to establish a reliable curriculum for language learning from the

perspective of non-native speakers to teach multilingual and

media-exposed learners of the new age and the need to preserve

the integrity of the mother tongue. 6(Madrunio et al., 2016).

Additionally, Madrunio et al., (2016) also described the

state of the English Language education in the Philippines as

being “at a crossroads as it strives to resolve issues of

language competencies while enhancing student achievement”. Along

with education’s complete transition from analog to digital media

and the changing needs of learners and educators, the evolution

of multimedia and its functions to society became a critical part

to enhancing the Philippine education.

With these general changes to education brought by

multimedia, learners and teachers are given the freedom to apply

these materials as a means to educate. This led to the

development of different strategies that gave birth to the

education available today. Consequently, it is revealed that an

approximate average of 72% of students believe that interactive

6
Madrunio, M. et al. (2016). “English Language Education in the Philippines:
Policies, Problems, and Prospects”.
media learning provides effective engagement as resource 7
(Vagg

et al. (2020); Darosa et al., 2013).

Backed with Mayer’s Theory of Cognitivity and the present

availability of cinema as a form of media, the concept of

enhancing the English as a Second Language through cinema is

enforced as a basis for conducting this study,

Cinema-based English as a Second Language (ESL) Education

Using cinema as a medium to teach the English language

provides many benefits to learning. Given its flexibility and

depth, cinema has become a go-to method of learning a language

through entertainment. One such benefit, as observed by Donaghy

(2014), is its capability to provide varied and authentic

language. Through the interactions of the characters in a film,

or the illustrations of different expressions in videos, learners

can grasp the concept of interactive language or the application

of the language they learned outside of classrooms. Such inputs

can develop a learner’s understanding of an expression, word, or

structure, and how it can be used in real life.8

7
Vagg, T. et al. (2020, September). “Multimedia in Education: What do the
Students Think?”; Darosa, D. et al. (2013, March 12). “Teaching for
Understanding in Medical Classrooms Using Multimedia Design
Principles”.
8
Donaghy, K. (2014, October 21). “How Can Film Help You Teach or
Learn English?”
 The employment of visual and audio information as a means to

transport information can also be beneficial to improving a

learner’s comprehension 9
(Hanif & Wiedarti, 2021). Students can

use their background knowledge, along with the information

presented through films to generate a general concept on its

contents, thereby developing critical thinking context analysis.

From vague hints such as non-verbal cues and facial expressions

of actors in a film, students can understand a film’s context

deeper and apply that education to use in their own form of

language.

While it may be a productive method or strategy of

education, cinema-based ESL Learning has a weakness whereas not

all students are interested in learning through media. As

revealed by Vagg et al. (2020), roughly 58% of students involved

in their study preferred lectures and supplemented lessons more

than media learning. As this is so, employing both strategies to

educating language can prove to be helpful the English

proficiency of learners.10

Learner’s English Proficiency

9
Hanif, N. & Wiedarti, P. (2021, April). “The Use of Movies as Reading
Comprehension Materials for Eighth Grade”.
Vagg, T. et al. (2020, September). “Multimedia in Education:
10

What do the Students Think?”

 The presence of authentic language use in movies help

perpetrate the improvement of different aspects of a learner’s

English proficiency 11
(Haq, 2013).

Santos et al. (2022), emphasized that the state of the

current education system and the part which centers on the use of

English as a curriculum needs numerous changes and modifications

before standing head-to-head against each country. They hinted in

their study that there is “much room for improvement in grammar”

and recommended that the comprehension and speaking skills and

vocabulary be further improved through different means. 12

They also claimed that employing the improvement of English

language education while preserving the mother tongue is the path

to assurance of a successful future for learners and teachers

alike.

REVIEW OF RELATED STUDIES

Foreign Studies

According to Albaladi et al. (2018), speaking and listening

are inextricably connected and is used as a means of developing

language skills of learners. Their research also concluded that

the use of multimedia platforms, specifically cinema and videos,

in education greatly affects different aspects of learning. In

Haq, I. (2013). “Movie Impact in Improving English Vocabulary”
11

Santos, A. et al. (2022). “English Language Proficiency in the

12

Philippines: An Overview”
their findings, the use of cinema proved to be fruitful in

developing autonomy, cultural awareness, authentic learning, and

language development. 13

Furthermore, their study also revealed that language skills

were developed as a result of watching movies regularly. They

emphasized that speech, comprehension, writing, and vocabulary

skills as aspects developed through the use of films. These

developments materialized through many methods present in the

acquisition of knowledge through movies; such as speech and

vocabulary fixed by conversations of the characters in a film,

writing skills developed through the subtitles they read, and the

comprehension that are honed by the stories these films tell.

Their study also mentioned that autonomy and real-life

learning can be developed through the use of cinema. According to

them, the use of cinema reinforced their ability to depend on

themselves to understand a concept of language structures. With

this, the capability to comprehend takes root and learning is

achieved. They also added that the use of cinema is beneficial to

English learning as these media represents real-life language

used by native speakers. Movies provide learners of English with

real situations and the language used in those situations.

Learning English through movies not only provide opportunities to

Albaladi, W. et al. (2018, December). ”Learning English through

13

Movies: Adult English Language Learners’ Perceptions”

learn from native speakers but also exposes learners to language,

which thus contribute to the acquisition of language.

Additionally, Gamez-Martinez (2021) described cinema and

film as the “perfect tool to learn a language in a non-immersive

environment”. Their study essentially analyzed the influence of

movies and videos as a medium of instruction to the written and

oral aspects of language.14

According to them, cinema provides a reliable basis for

accessing culture, tradition, and norms of a language which

learners can implement as they use it more. The variety in the

form of language through films generate an advantageous

opportunity to use its potential. Through this, learning can take

the form of subjective understanding of the language’s core

concepts which students can integrate into their minds as they

learn more, thereby giving them the freedom to apply it to how

they see it fit.

They also added that it would be wise to take advantage of

the available technology in or society and integrate it to

education due to the benefits it provides. The new generation of

learners are exposed mainly to different media platforms. By

taking advantage of the youth’s skills, exposure, and the

connection to a multi-cultural community linked at their hands,

Gamez-Martinez, M. (2021, October). “Cinema Applied to the

14

Classroom”
the integration of cinema in English as a Second Language

curriculums would not only alleviate learner motivation but also

implicate the increase in modern education efficacy.

Through the reflection of the importance of English and the

methods in language education, it is determined that the use of

movies and cinema as curriculum material opens the expansion of

students to interact with a didactic resource to attain

intercultural awareness 15
(Gil-Paredes, 2016). Given the

students’ relationship with such cultures available at the behest

of the internet and the scenes they witness through movies, they

are more vulnerable to being influenced by the norms of a

language as the input they acquire are employed by natives

itself.

In Kabooha’s study entitled “Using Movies in EFL Classrooms:

A Study Conducted at the English Language Institute (ELI), King

Abdul-Aziz University” (2016), it was observed that the use of

movies to teach English led to the reinforcement of the belief

that movies are stimuli in which learners are motivated “to

communicate in contemporary colloquial English”.16 This argument

supports Macwan’s study, “Using Visual Aids as Authentic Material

in ESL Classrooms” (2015), where they emphasized that films are

15
Gil-Paredes, N. (2016, July). “The Use of Cinema in the English
Classroom”
16
Kabooha, R. (2016, February). ”Using Movies in EFL Classrooms:
A Study Conducted at the English Language Institute (ELI), King
Abdul-Aziz University”
highly effective media of learning as they “attract the human

psyche as they thrill, motivate, shock, entertain and render the

masses powerless to resist the temptation of the silver

screen”.17

Local Studies

In a study by Alipasa, “Television and Film Viewing as

Language Learning Tools: An Investigation of Junior High School

Students’ Viewpoints” (2015), it is revealed that the

relationship across the media platform influence to the

improvement of the English learning curriculums in the country.

They emphasized that the significance of media in the everyday

cycles of modern society greatly influenced the mindset of

learners to adapt to a more technology-dependent society where

various ICT and multimedia platforms are employed.18

As stated in their study titled “Enhancing English

Proficiency for Filipinos Through a Multimedia Approach Based on

Constructivist Learning Theory”, Sasan & Rabillas (2022) believed

that one of the most useful and efficient methods for learning

the required skills and knowledge has proven to be the

integration of multimedia and constructivist learning theory. The

need to prioritize the needs of the learner is highlighted by the

17
Macwan, H. (2015, February 28). “Using Visual Aids as Authentic
Material in ESL Classrooms”
18
Alipasa, C. (2015). “Television and Film Viewing as Language
Learning Tools: An Investigation of Junior High School Students’
Viewpoints”.
use of constructivism and multimedia. The application of theory

to the tool has changed teaching into learning and vice versa.

According to the authors, English instruction should be based on

multimedia and constructivism, in which students are free to

interact and infer meaning from content.19

In essence, they believed that the education through the use

of audiovisual media can enforce autonomy on self-growth in

aspects of the core concepts distributed in students.

Synthesis

The presented literature and studies in this section provide

the founding bases for determining the core objective of this

study – to determine the influence of cinema-based English as a

Second Language learning approach to the proficiency of learners.

Through the findings and interpretations of the

aforementioned studies, the researchers were able to grasp the

concept which surrounds this study. The implication of the

relationship between the variables, as presented by the

literatures and previous researches, will serve as the primary

basis for employing this study as a means to enhance the current

English curriculums embedded within our education system.

Sasan, J. & Rabillas, A. (2022). “Enhancing English Proficiency

19

for Filipinos Through a Multimedia Approach Based on

Constructivist Learning Theory”
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, respondents of

the study, research instrument, data gathering, which are used by

the researchers in conducting the study.

RESEARCH DESIGN

The study will employ descriptive comparative and

correlational methods of research.

According to Zuleta (2003) as featured by Reyes (2015),

descriptive comparative method of research considers at least two

entities (not manipulated) and establishes a formal procedure for

obtaining criterion data on the basis of which he compare and

conclude which of the two is better. Correlational method is

designed to determine the relationship between variables of the

study.

In this study, cinema-based English as a second language

education in terms of working directly on conversation-learning

content, contextual storytelling and lesson supplementation and

English proficiency in terms of speaking skills, vocabulary, and

grammar were correlated.

RESEARCH LOCALE

The study was conducted in the seven (7) sections of grade

11 students enrolled in San Agustin National High School during

the first semester. These sections are; Isaac Newton, Mark Twain,

William Blake, Abraham Lincoln, Rene Descartes, Auguste Escoffier

and Conrad Hilton.

RESPONDENTS OF THE STUDY

The respondents of the study will be the 144 Grade 11

Students on San Agustin National High School enrolled in the

first semester of the school year 2022-2023. They were selected

from a total of 226.

SAMPLING TECHNIQUE

The study will utilized stratified proportional random

sampling as it allows the researcher to obtain a sample

population that best represent the entire population being

chosen.

Number of students – respondents will be based on the total

population of Grade was obtained through the Slovin’s formula.

N
N = (1+ Ne)

Where:
 n = no. of samples

N = total population

e = error of tolerance

n = 226

1+226(0.05)

= 226

1.565

= 144

The number of the students in the seven (7) sections of

grade 11 was computed as follow:

Grade 11- Isaac Newton (STEM)

No. of samples = no. of section (no. of sample)

Total number of population

= (27)(144)

226

= 3888

226

= 17
Grade 11- Mark Twain (HUMSS)

No. of samples = no. of section (no. of sample)

Total number of population

=(38)(144)

226

= 5472

226

= 24

Grade 11- William Blake (HUMSS)

No. of samples = no. of section (no. of sample)

Total number of population

= (37)(144)

226

= 5328

226

= 24

Grade 11- Abraham Lincoln (GAS)

No. of samples = no. of section (no. of sample)

 Total number of population

= (33)(144)

226

= 4752

226

= 21

Grade 11- Rene Descartes (ABM)

No. of samples = no. of section (no. of sample)

Total number of population

= (17)(144)

226

= 2448

226

= 11

Grade 11- Auguste Escoffier (TVL)

No. of samples = no. of section (no. of sample)

Total number of population

= (39)(144)

226
 = 5616

226

= 25

Grade 11- Conrad Hilton (TVL)

No. of samples = no. of section (no. of sample)

Total number of population

= (35)(144)

226

= 5040

226

= 22

Total no. of respondents = 17+24+24+21+11+25+22

Total no. of respondents = 144

Table of A presents the distribution of the respondents.

All senior high school students will be choose to ensure the

reliability of the study.

Table A. Distribution of respondents

Respondents of Population of Senior

Number of Samples
Section High School
Isaac Newton 27 17
Mark Twain 28 24
William Blake 37 24
 Abraham Lincoln 33 21
Rene Descartes 17 11
Aguste Escoffier 39 25
Conrad Hilton 35 22

RESEARCH INSTRUMENT

To obtain the necessary data for this study, a self-

structured 40-item questionnaire will be used as a research

instrument. This instrument will be composed of two parts, with

each indicator containing ten questions. The questionnaire will

be validated by the researchers’ research adviser, and any

correction or suggestion will be subsumed into draft for the next

process of validation.

SCORING AND QUANTIFICATION

The level of a cinema-based English as a Second Language

(ESL) Learning Intervention for the selected Senior High School

Students of San Agustin National High School will be described

using a four-point rating scale.

Table 2. Numerical Scale, Statistical Limit, and Verbal

Interpretation

Verbal
Numerical Scale Statistical Limit
Interpretation
4 3.26-4.00 Very High Level
3 2.51-3.25 High Level
2 1.76-2.50 Low Level
1 1.00-1.75 Very Low Level
VALIDATION OF RESEARCH INSTRUMENT

The questionnaire will be sent to and validated by the

research adviser, comments, suggestions, and further

recommendations will be utilized to improve the questionnaire and

achieve the outcome the researchers have sought for.

RELIABILITY OF THE RESEARCH INSTRUMENT

The questionnaire will be administered to ten (10) non-

respondent Grade-11 students at San Agustin National High School

and their responses will be then recorded, tabulated, and

computed.
\

References
Albaladi, W. et al. (2018, December). ”Learning English through
Movies: Adult English Language Learners’ Perceptions”.
Theory and Practice in Language Studies.
http://dx.doi.org/10.17507/tpls.0812.01
Alipasa, C. (2015). “Television and Film Viewing as Language
Learning Tools: An Investigation of Junior High School
Students’ Viewpoints”. De La Salle University.
https://bit.ly/3T5hzxO
Al-Ahdal, A. et al. (2021). “EFL Competence Enhancement in an
Educational Technology Setting Through Cinema: Innovation
Learning”. The International Journal of Electrical
Engineering & Education. https://bit.ly/3CgWZDG
Cabigon, M. (2015, November). “State of English in the
Philippines: Should We Be Concerned?”. Article. British
Council. https://bit.ly/2MG7Ahr
Darosa, D. et al. (2013, March 12). “Teaching for Understanding
in Medical Classrooms Using Multimedia Design Principles”.
https://bit.ly/3yvk9oG
Donaghy, K. (2014, October 21). “How Can Film Help You Teach or
Learn English?”. Article. British Council.
https://bit.ly/3Cno0oT
Gamez-Martinez, M. (2021, October). “Cinema Applied to the
Classroom”. https://bit.ly/3rJqtFx
Gil-Paredes, N. (2016, July). “The Use of Cinema in the English
Classroom”. https://bit.ly/3g09kVl
Hanif, N. & Wiedarti, P. (2021, April). “The Use of Movies as
Reading Comprehension Materials for Eighth Grade”.
International Journal of Linguistics, Literature, and
Translation. https://bit.ly/3eq5CUz
Haq, I. (2013). “Movie Impact in Improving English Vocabulary”.
https://bit.ly/3yvVKzp
Kabooha, R. (2016, February). ”Using Movies in EFL Classrooms: A
Study Conducted at the English Language Institute (ELI),
King Abdul-Aziz University”. English Language Teaching.
https://bit.ly/3SYfvI3
Khasinah, S. (2014, May). “Factors Influencing Second Language
Acquisition”. Englisia: Journal of Laguage, Education, and
Humanities. https://bit.ly/3MkJBDc
Macwan, H. (2015, February 28). “Using Visual Aids as Authentic
Material in ESL Classrooms”. Research Journal of English
Language and Literature. https://bit.ly/2HwjJmi
Madrunio, M. et al. (2016). “English Language Education in the
Philippines: Policies, Problems, and Prospects”.  In:
Kirkpatrick, R. (eds) English Language Education Policy in
Asia. Language Policy, vol 11. Springer.
https://bit.ly/3ExHoSL
Poe, G. (2018, February 12). “Decline in English Proficiency of
Filipino Students – Senate Resolution No. 622 of the 17 th
Congress of 2018”. Senate of the Philippines.
https://bit.ly/3RX97iN
Runde, D. (2017, February 23). “English Language Proficiency and
Development”. Article. Center for Strategic and
International Studies https://bit.ly/3rRVh6J
Santos, A. et al. (2022). “English Language Proficiency in the
Philippines: An Overview”. International Journal of English
Language Studies. https://bit.ly/3RQBEXA
Sasan, J. & Rabillas, A. (2022). “Enhancing English Proficiency
for Filipinos Through a Multimedia Approach Based on
Constructivist Learning Theory”. Science and Education.
https://bit.ly/3CPIZC8
The Organization for Economic Cooperation and Development (OECD).
(2018). “Program for International Student Assessment
(PISA) Results from 2018”. https://bit.ly/3Cp1Jaj
Vagg, T. et al. (2020, September). “Multimedia in Education:
What do the Students Think?”. Health Professions Education
Vol. 6, Issue 3. https://bit.ly/3T8Oa5G