Enhancing the Learners’ Outcomes in English 10 in the
Modular Delivery Learning (MDL) through Translingual –
Oriented Video Lessons
HILREM L. BAYUCOT, PhD - CAR
Pundasan National High School
Division of Gingoog City
LEVIE D. LLEMIT, PhD
Education Program Supervisor in English
Division of Gingoog City
ABSTRACT
The transition from the traditional to the new normal education
brought about by the pandemic has forced learners to study at their own
homes through distance learning. This unprecedented change has caused
learners’ low academic outcomes especially in the English subject due to the
lack of face-to-face interaction with teachers and co-learners. Hence, this
study aimed to improve the level of the learners’ outcomes in English 10 in
the Modular Delivery Learning (MDL) through researcher-made translingualoriented video lessons among the Grade 10 students of Pundasan National
High School, Gingoog City. The study utilized the mixed method, pretestposttest pre-experimental design. Four (4) performance tasks were designed
as pretest and posttest to determine the efficacy of translingual-oriented video
lessons in the English subject. The research participants received the SLMs
and the access to the four (4) translingual-oriented researcher-made video
lessons through YouTube, Facebook videos, and DVDs. The statistical
treatments applied were the mean and t – test. The learners’ responses during
the Focus Group Discussions and the parents’ interview guide responses
provide support to the quantitative data obtained. The overall result indicated
that there is a significant difference tested at 0.05 level between the level of
the learners’ outcomes before and after the treatment. Translingual-oriented
video lessons as treatment was found to be effective in helping learners
successfully complete the performance tasks in English.
Key Words :
ICT in Education, Translingual-oriented Video Lessons,
English
ACKNOWLEDGMENT
The researcher expresses her deep and profound gratitude to all those
who extended assistance and support in the completion of this study.
First, to the Almighty God for the countless blessings He bestowed;
Mr. Edwin J. Evangelista, the school principal, for his support and
encouragement;
Mr. Julito S. Bayucot and Mrs. Cecilia L. Bayucot, the researcher’s
parents, Jucel Lou, Amanda and Jay, her siblings, and Briannah, her niece,
for their unconditional love and motivation;
Lady Ann S. Sabit, for her kind support and encouragement; and
the Grade 10 students of Pundasan National High School for their
cooperation.
My heartfelt thanks and appreciation!
Hilrem L. Bayucot
IV. Context and Rationale
More than 1.5 billion learners equal to almost 90% of the global student
population experienced an interruption of education (UNICEF, 2020) following
the World Health Organization’s official declaration of the Covid-19 as a global
pandemic in March 2020 (WHO, 2020).
Despite the Philippine government’s efforts to contain the spread of
Covid19 in the country, the continuous rise of positive cases enforced changes
in the country’s academic schedule and the utilization of alternative
modalities on the delivery of education.
In support of President Duterte’s
stand on “no vaccine, no face-to-face classes,” the Department of Education,
through Secretary Briones, thrusts that education must continue (De Villa &
Manalo, 2020). Thus, the alternative modes of delivering education become
the new call of the new normal.
The sudden shift from the traditional face-to-face classes to alternative
modes of learning drastically changed the educational landscape as
educators, teachers, learners, and parents need to adapt to the changes
brought about by the pandemic. As education must continue, academic
institutions leverage available resources for the provision of online and
distance learning otherwise known as the “New Normal Teaching” (Avila &
Cabrera Jr, 2020).
The Department of Education (DepEd) implemented the Basic
Education Learning Continuity Plan (BE-LCP) which covers the learning
modalities best suited for every school in every community placing the InterAgency Task Force’s (IATF) policies in consideration, for the academic year
2020-2021(DepEd Order No. 12, 2020).
School leaders crafted their BE-LCP, and through a careful assessment
of the needs and condition of their respective communities relative to the
growing cases of Covid19, the learning modalities to be offered were decided
upon.
In response to the environmental scanning conducted by the individual
schools in Gingoog City Division, the office released its official consolidated
report on September 2020 during the Online Division Launch of the Opening
of School year 2020-2021. Based on the report, out of 95 schools, 95 offered
Modular Delivery Learning (MDL), 10 opted for Online Delivery Learning
(ODL), 5 chose Digitized Module (DM), none went for TV and Radio-Based
Instruction (TV/RBI), and 25 schools decided to offer Blended Learning (BL)
which is a combination of MDL, ODL, DM, and TV/RBI.
For schools to remain relevant in the new normal, regardless of the
learning modality they offer to the learners, the importance of technology
posed the most efficient way for the delivery of education amidst the pandemic
(Toquero, 2020). It has redefined the educational system as the most efficient
way to mitigate the continuation of the teaching-learning process in the
absence of face-to-face classroom interaction. Even though technology in
public schools in the country has been a major challenge to the national
government (Tupas & Linas-Laguda, 2020), both teachers and learners cling
to technology for support in teaching and learning in the new normal.
Since the Self-Learning Modules containing the Most Essential
Learning Competencies (MELCs) are the learners’ primary tool for learning,
technology has been one of the learners’ greatest resource as the self-regulated
learning calls for a level of independence that the majority lack as they are
still transitioning to survive the effects of the absence of face-to-face
interaction with teachers and co-learners. Cellular phones and the internet
are presently considered the learners’ most common portable tutor, a resource
that serves as a coping mechanism that offers a vast plethora of information
to the learners.
As an effort of tapping technology as an effective educational tool, the
DepEd ordered its national and regional offices to produce video lessons
through the TV-Based Instruction (TVBI), which, through the partnership with
national and local TV stations, would be aired for learners to use as
instructional resources in understanding the lessons in their Self-Learning
Modules (SLMs).
However, the absence of a local TV station in Gingoog City hindered our
learners to benefit from the TVBI. Although the video lessons can be accessed
through YouTube and the LRMDS-English Facebook page, the videos are
presented using the English language only, thus, posing another hindrance to
grasping the MELCs – the language barrier.
Pundasan National High School offers the MDL and the ODL, however,
due to problems encountered with Quipper as the platform for the ODL, the
MDL became the only modality available in the second quarter.
Based on the assessment results of the first quarter MDL in English
10, the researcher encountered a problem with the low turn-out and low
scores of the learners’ assessments in the subject. Based on the learners’ and
parents’ feedback, the transition from the traditional classroom learning to
distance learning has been very difficult especially that learners are forced to
learn on their own at home. Parents have become the first-line responders for
the children’s learning (Devercelli, 2020).
With her experience as a researcher who taught her previous English
class to use technology as a platform for completing performance tasks
through blogging, infographics, digital scrapbooking, and storytelling before
the pandemic, the researcher sought to help her new normal learners by
providing a supplemental tool that would help the learners complete the
performance tasks in the absence of the customary personal interaction in the
classroom setting.
Through her readings on the positive results of the study of Yi & Jang
(2020), where Korean learners are taught in the subject English as a Second
Language (ESL) through the application of translingual-oriented video
lessons, the researcher found inspiration to enhance her learners’ academic
outcomes in MDL English 10 through the application of translingual-oriented
video lessons which used both the English language and the learners’ mother
tongue (Bisaya) in facilitating understanding of lessons in the SLMs.
V. Innovation, Intervention, and Strategy
Through DO 31, s. 2020 entitled Interim Guidelines for Assessment
and Grading in Light of the Basic Education Learning Continuity Plan, the
imperative for schools to meaningfully support learner development and
respond to varied contexts at this time of the pandemic are emphasized.
Hence, this study innovated on the application of translingual-oriented video
lessons in English 10 in support to the learners’ understanding of the key
concepts in the subject through the completion of assessment particularly the
performance tasks which determines 60% of their grades.
The translingual-oriented video lessons are teacher-made instructional
video materials that use the process of trans-languaging English lessons into
the learners’ mother tongue to facilitate understanding of complex concepts
and literature in the subject. The process involves presenting a concept in the
English lesson, chunking the concepts in logical, manageable parts, and
translating the chunks contextually in Bisaya. In the normal classroom
setting, teachers trans-language in explaining the lessons, particularly in
teaching literature and key concepts since the learners’ root problem in
comprehension is the incompetence in using the English language
communicatively. The following are the processes the researcher underwent
in the production and utilization of the translingual-oriented video lessons in
English 10 used in this study:
First, the researcher created a learning plan based on the module from
which the flow of the lesson was based. Then, a powerpoint presentation
according to the learning plan was designed. A video lesson script was
prepared including the speaking lines, texts, YouTube videos, and animations
to be incorporated into the video lesson. The materials used in the videos
were copyright free observing the conditions under Fair Use. However, since
there is a need to use YouTube videos as examples in some of the video
lessons particularly on the types of biases in texts, the URLs are shown in
the video lesson to give credit to the owner. Since the video lessons are
translingual-oriented, the speaking lines contained two parts: the lines
explaining concepts of the lesson using the English language, followed by the
contextual translation of the English concepts using the mother tongue.
For example, in the translingual video on Module 8 Lesson 2: Detecting
Bias and Prejudice in a Text found on the link https://youtu.be/z4AWT8hwYms at
5:00 – 5: 35, the word prejudice is defined by the researcher as “it means an
adverse opinion formed without just grounds or before sufficient knowledge.”
To simplify the definition, it was chunked into manageable parts, such as
“adverse opinion,” “without just grounds,” and “without sufficient knowledge.”
The chunks were then contextually translated into the mother tongue which
is Bisaya, “ang atong pagtuo, ang atong opinyon sa usa ka butang,” “walay
insakto na basihan,” and “walay insakto na kahibalo dana na butang.”
Afterwards, the translated chunks were contextually connected to further
simplify the definition of the term prejudice. The same scheme of
translanguaging is observed in five (5) video lessons namely: Module 5: Linear
and Nonlinear Texts (https://youtu.be/Cq1nCIa7f50), Module 6: Explicit vs.
Implicit (https://youtu.be/R7duvhXzm7Y), Module 7: Characteristics of a
Great Literature (https://youtu.be/u2dq4APTuvM), Module 8 Lesson 1:
Assessing
and
Evaluating
Speaker’s
Purpose
(https://youtu.be/K0bdqRhICYw) , and Module 8 Lesson 2: Detecting Bias
and Prejudice in a Text (https://youtu.be/z4AWT8hwYms).
Upon the finalization of the translingual-oriented video lesson scripts,
content validation followed. The English teachers reviewed and commented
on the flow of the lesson and English concepts to be discussed while the
mother tongue translations were content validated by a Master Teacher II
who is an expert in teaching the Mother Tongue as a subject.
Next, the researcher proceeded with the video production and video
editing processes. Prior the official launch of the translingual-oriented video
lessons on the social media platforms, the videos were subjected to validation
to the ICT teachers in school. The learners were then given the Self-Learning
Modules and performance tasks sheets. Afterwards, the videos were uploaded
to the researcher’s YouTube channel and posted the link on the private
Facebook group and group messenger with the English 10 learners. For
learners with sporadic internet signal and those without gadgets and internet
at home, DVDs containing the video lessons were lent.
At their respective residences, the learners viewed the translingualoriented video lessons with their parents or other adult household members
who were given interview guides in which they agreed to record their
observations. The learners were required to post a picture of themselves with
their adult household members while watching the videos on the private
English 10 Facebook group. After which, the learners completed the
performance tasks, submitted the outputs with the interview forms filled in
by their parents and guardians to the researcher, checked using the rubrics,
and recorded as the post-test results. Upon submission, randomly selected
learners underwent Focus Group Discussions to provide feedback as to their
personal learning experiences in using the translingual-oriented video
lessons and SLMs in answering the performance tasks.
VI. Action Research Questions
The study aimed to enhance the learners’ outcomes in English 10 in
the Modular Delivery Learning (MDL) through translingual-oriented video
lessons.
Specifically, it sought to answer the following questions.
1.
What is the level of the learning outcomes in English among the
Grade 10 learners enrolled in the Modular Delivery Learning (MDL) before the
exposure of the treatment?
2.
What is the level of the learning outcomes in English among the
Grade 10 learners enrolled in the Modular Delivery Learning (MDL) after the
exposure of the treatment?
3.
Is there a significant difference between the level of the learning
outcomes in English among the Grade 10 learners enrolled in the Modular
Delivery Learning (MDL) before and after the treatment?
4.
Based on the results of the action research, what intervention
may be proposed to enhance the MDL learners’ outcomes in English 10
through the translingual-oriented video lessons?
Hypothesis
The study was guided by the null hypothesis tested at 0.05 level of
significance.
Ho: There is no significant difference on the learners’ outcomes in
English 10 among the Grade 10 learners enrolled in the Modular Delivery
Learning (MDL) before and after the exposure of the treatment.
VII. Action Research Methods
A. Participants
This study was conducted at Pundasan National High School, Santiago,
Gingoog City which is presently considered the second largest secondary
school in the division. It offered Modular Delivery Learning (MDL) and Online
Delivery Learning (ODL) in the first quarter but due to problems with the
Quipper platform, only the MDL is offered for the learners in the second
quarter.
The respondents of the study were the 121 Grade 10 students of
Pundasan National High School determined through complete enumeration
and were subjected to the pre-test and post-test. All the participants received
treatment prior the post-test and underwent FGDs upon their submission of
the performance tasks before and after the treatment during the scheduled
distribution of the SLMs in school. Interview guides were also provided to the
parents during the treatment phase. All the learners of the said grade level
participated in the duration of the action research.
B. Data Gathering Methods
The researcher asked permission through a letter to the school
principal to allow her to conduct the action research among the Grade 10
learners of Pundasan National High School. Upon his approval, permission is
asked from the participants’ parents through consent forms.
The study utilized a mixed method, pretest-posttest pre-experimental
design which incorporates Focus Group Discussions (FGDs) and interview
guides to provide qualitative data in support to the quantitative data obtained
through the comparison of performance task results before and after the
treatment. Four (4) performance assessment tasks were prepared by the
researcher with rubrics for Quarter 2 Modules 5-8.
The learners were given the Self-Learning Modules 5 to 8 and answered
the performance tasks. The learners’ responses were checked using the
rubrics found on English 10 (2013) textbooks to determine the level of
understanding and writing skills in English and recorded as the pretest
results.
Upon their submission of the performance task outputs during the
scheduled submission and retrieval of SLMs at school, randomly selected
learners underwent Focus Group Discussions about their experiences in
answering the SLMs and the performance tasks.
Based on the Self-Learning Modules (SLMs) 5 to 8, five (5) translingual
video lessons were produced, to wit : Module 5: Linear and Nonlinear Texts
(https://youtu.be/Cq1nCIa7f50),
Module
6:
Explicit
vs.
Implicit
(https://youtu.be/R7duvhXzm7Y), Module 7: Characteristics of a Great
Literature (https://youtu.be/u2dq4APTuvM), Module 8 Lesson 1: Assessing
and Evaluating Speaker’s Purpose (https://youtu.be/K0bdqRhICYw) , and
Module
8
Lesson
2:
Detecting
Bias
and
Prejudice
in
a
Text
(https://youtu.be/z4AWT8hwYms).
The five (5) translingual-oriented video lessons were prepared by the
researcher which contained the discussion of the lessons as well as the
performance tasks per module. In the creation of the translingual-oriented
video lessons, the following steps were undertaken: creating a learning plan
based on the module from which the flow of the lesson was based, a
powerpoint presentation according to the learning plan, a video lesson script
which contained the speaking lines, texts, YouTube videos, and animations to
be incorporated into the video lesson, content validation of the video lesson
scripts, video production and video editing processes, validation of the
translingual-oriented video lessons by ICT teachers, publication of the
translingual-oriented video lessons in YouTube, Facebook private group, and
group messenger. DVDs containing the video lessons were lent to learners
with sporadic internet signal and those without gadgets and internet at home.
At their respective residences, the learners watched the translingualoriented video lessons with their parents or other adult household members
who were given interview guides in which they agreed to record their
observations. The learners were required to post a picture of themselves with
their adult household members while watching the videos on the private
English 10 Facebook group. After which, the learners completed the
performance tasks, submitted the outputs with the interview forms filled in
by their parents and guardians to the researcher, checked using the rubrics,
and recorded as the post-test results. Upon submission, randomly selected
learners underwent Focus Group Discussions to provide feedback as to their
personal learning experiences in using the translingual-oriented video
lessons and SLMs in answering the performance tasks.
The results of the performance tasks before and after the treatment
underwent statistical treatment through the mean and t-test to assess the
efficacy of the treatment.
The learners’ responses during the Focus Group Discussions done
upon the submission of the pretest prior the treatment and upon the
submission of the posttest after the treatment were recorded and
consolidated. The interview guides filled in by the parents or other adult
household members were also consolidated as basis for qualitative data.
VIII. Discussion of Results and Reflection
Problem 1. What is the level of the learning outcomes in English
among the Grade 10 learners enrolled in the Modular Delivery Learning
(MDL) before the exposure of the treatment?
Table 1
Level of the learning outcomes in English among the Grade10 learners
enrolled in the MDL before the exposure of the treatment
Performance Task
Mean
1
2
3
4
Total Mean
Descriptive Equivalent
10.36
10.34
9.68
9.735
Failed
Legend: Total Pretest Mean
25 – 21: Outstanding
20 –16: Very Satisfactory
15 – 11: Satisfactory
10 – below: Failed
8.56
Table 1 shows the learning outcomes of the Grade 10 learners during
the pretest.
As reflected in Table 1, the research participants obtained very low
mean scores with the description of failed. These low scores are also a
reflection of the first quarter assessment results which prompted the
researcher to conduct this action research, in an effort to help the learners
cope with the transition from the traditional teaching to distance learning.
As gleaned on the table, the highest mean is 10.36 for performance
task 2 which is on Module 6: Explicit vs. Implicit. The lowest mean is
performance task 1 under Module 5: Linear and Non-linear Texts.
The overall results imply that without any material that would
introduce a lesson to the learners, they will likely fail in the assessment. This
further emphasize that although the performance tasks are within the
academic level of the learners and discussed on the Self-Learning Modules,
they still need supplemental lesson inputs before they could gain positive
results on their learning outcomes.
As cited by Inozu (2013), most of the materials and activities in
assessments are conventional and traditional which focus on vocabulary,
grammar and other language skills which boils down to the learners’ poor
foundational English language skills. In the absence of the customary
personal interaction between the teacher and learners in the classroom
setting, the learners are forced to obtain a level of independency in learning
on their own with the Self-Learning Modules (SLMs) using their own resources
at home and their foundational skills on the subject.
Student A revealed during the Focus Group Discussion (FGD) that he
finds it very hard to answer the English performance tasks because “lisod
kaayo badbaron sa Bisaya ang English, Ma’am.” Student E further explained
that although he has a cellphone with internet data connection, he still finds
difficulty expressing his ideas using the English language in completing the
performance tasks because “maglisod ko og translate sa English gikan sa
Bisaya kay wala koy igong kahibalo sa English words.” When asked about the
help their parents provide on their studies in the new normal, Student A
remarked that although her parents are supportive especially in providing her
with internet load, “dili gihapon igo ang internet ra Ma’am kay English man
gihapon ang explanation sa mga tutorial videos sa YouTube.”
This is consistent with the most difficult hindrance English teachers
experience in school: the poor foundational skills in English structure and
grammar
among
the
learners
that
aggravates
the
already
complex
competencies they are expected to learn on their own through the SLMs in the
new normal education scheme.
Hence, translation in teaching English concepts to non-natives is
unavoidable and is considered a tool for teaching and learning foreign
language (Beiler & Dewilde, 2020).
Problem 2. What is the level of the learning outcomes in English
among the Grade 10 learners enrolled in the Modular Delivery Learning
(MDL) after the exposure of the treatment?
Table 2
Level of the learning outcomes in English among the Grade10 learners
enrolled in the MDL after the exposure of the treatment
Performance Task
Mean
1
2
3
4
Total Mean
Descriptive Equivalent
19.94
Legend: Total Pretest Mean
18.84
19.38
19.30
19.365
Very Satisfactory
25 – 21: Outstanding
20 – 16: Very Satisfactory
15 – 11: Satisfactory
10 – below: Failed
Table 2 illustrates the learning outcomes in English among the Grade
10 learners enrolled in the after the exposure to the treatment.
As reflected on Table 2, the highest mean obtained is 19.94 described
as “Very Satisfactory” while the lowest mean is 18.84 with the same
corresponding description of “Very Satisfactory.” The increased means can be
attributed to the translingual-oriented video lessons which supplemented the
Self-Learning Modules (SLMs) as treatment used by the learners. The table
further shows that the treatment contributed to the marked progress of scores
of the learners in the performance tasks.
Blake (2016) asserts that new technologies push learners to combine
speaking, listening, reading, and writing in ways that resemble more closely
to how learners normally engage with the digital facets of their own lives. As
learners use the supplemental video lessons that use the translingual
orientation, where the English concepts are translated to mother tongue
(Bisaya) and vice versa, grasping the competencies and transferring
understanding through the performance tasks has become more efficient that
using the SLMs alone.
Sung, Chang & Liu (2016) further emphasize that graphics and
animations in video lessons are more engaging and interesting than textbooks
and workbooks, therefore, they are effective strategies to supplement the
SLMs especially that the new normal education seeks for self-regulated
learning and learner independency.
During one of the FGDs, when the Grade 10 learners were asked about
their experiences in using the translingual-oriented video lessons, Student H
remarked “Ma’am, nasabtan gyud nako ang lesson sa video kay sagol man
Bisaya og English kay sa SLMs, English man ang explanation.” Student G
added, “Okay man ang SLMs Ma’am pero naay mga pages nga hanap ang print
mao nga lisod basahon. Sa video, malingaw ko mam kay sayon ra man diay
ang lesson. Dako nga tabang Ma’am [ang video lessons] kay bisan dili face-toface ka nga nag-explain sa amo Ma’am, pwede man nako e-play back ang video
sa part na wala kaayo nako nasabtan.” Student I further added that “Mas
sayon jud sabton mam ang lesson kay gi-explain man nimu sa Bisaya Ma’am.
Usahay kamulo ko maghinlo sa balay Ma’am, maminaw ko sa video para mas
masabtan nako ang leksyon labi na tong sa Explicit vs Implicit.”
The learners’ sharing of their experience is consistent with Leonard &
Nowacek’s (2016) study which revealed that “language difference is a locus of
meaning rather than a problem.” Since the English language is very different
with the concepts of language in the learners’ mother tongue, their difficulty
in self-translating the meaning from the English words without changing the
context or meaning is already very difficult, added to the absence of face-toface interaction with the teachers and co-learners.
Since the video lessons use translingual orientation, just like in the
actual face-to-face English class, the learners’ understanding of the lesson
contributed to their confidence in answering the performance tasks.
Problem 3.
Is there a significant difference between the level of
the learning outcomes in English among the Grade 10 learners enrolled
in the Modular Delivery Learning (MDL) before and after the treatment?
Table 3
Significant Difference Between the level of learning outcomes in
English among the Grade 10 learners enrolled in the Modular Delivery
Learning (MDL) before and after the treatment
Indicator
t – value at
95%
P value
Pretest - Posttest
-20.11276
< .00001
Remarks
Decision
Significant
Reject null
hypothesis
Table 3 reveals the significant difference between the level of the
learning outcomes in English among the MDL Grade 10 learners after the
treatment.
Based on the table above, the t-value of -20.11276 between the
pretest and posttest results yields a significant result tested at p <.05,
therefore null hypothesis is rejected. Therefore, based on the outcomes of this
action research, the treatment of using the translingual-oriented video lessons
as supplemental tool in the learners’ self-study of the SLMs is effective.
Yi & Jang (2020) promotes translingual practices and pedagogy in
learning English as they posited on their study on translingual orientation of
video lessons in Korea where translingual practices (mixing languages in a
sentence) and translingual orientation to communication and language
learning (using all resources available for meaning making) helped Korean
learners create and transfer ideas from Korean to English conversely.
As Bayucot (2019) quoted Srisawasdi (2012), teachers must take
advantage of new technologies to innovate practical ideas in real-world
settings. As Ross, Morrison, & Lowther‘s (2010) asserted on their study, the
effectiveness of a treatment is defined primarily in terms of achievement gains
for the technology supported treatment condition over the control condition
where the effectivity of a treatment is based on the quality of teaching
strategies and innovations employed.
The treatment yields a significant result in increasing the learners’
learning outcomes in the subject. Moreover, the result shows that the
researcher has effectively made the material more meaningful and engaging
in organizing and presenting lessons using the translingual-oriented video
lessons.
Since teachers have the first-hand environmental scanning on the
actual needs of their learners in relation to content, innovative practices
through the use of technology are essential if education in the new normal
must equate or even surpass the quality of instruction in the traditional faceto-face interaction among teachers and learners in the classroom setting.
Based on the parents and adult household members’ interview
guides, Parent A mentioned that “Nabantayan nako Ma’am na maayo ang
epekto sa pagtan-aw sa akong anak sa video lessons kay mas nakasabot siya
kaysa sa SLMs lang magbasa.” Parent F added that “Mas sayon ang paganswer sa akong bata sa assessment Ma’am kay mas nakasabot na man siya
sa leksyon human niya og tan-aw sa video lesson.”
As to the use of translingual-oriented video lessons that used both the
English language and the mother tongue (Bisaya), Parent T stated that “Ako
naga-uyon niining video lessons nga mix English og Bisaya kay kini dakong
tabang sa estudyante sa pag-answer sa ilang modules. Unta tanan magtutudlo
makahuna-huna og ingon ani nga estratihiya.”
Fostering healthy partnerships between teachers and parents in the
new normal education is vital given the difficult adjustments that both
experience as the learners’ studies are confined in their homes. As Sudiani
(2020) and Toquero (2020) stated, parents have suddenly become educators
while children are learning at home. While this is not always possible as
parents lack the training and spend most of their time providing for the family,
academic institutions must try to involve the parents in the learners’
education especially in the educative scheme of the new normal.
Problem 4. Based on the results of the action research, what
intervention may be proposed to enhance the level of the learning
outcomes in MDL English 10 through the translingual-oriented video
lessons?
As stated in the Division Memorandum 30, s. 2021 entitled Reiteration
of the School-Based Implementation of the Learning Action Cell (LAC), schools
are to conduct LAC sessions particularly (2.1.1) to improve the teaching and
learning among the students with emphasis on (2.3.4) 21st century skills and
ICT integration in instruction and assessment, a LAC session to be conducted
is proposed to equip the English teachers of Pundasan National High School
in producing translingual-oriented video lessons in English in cognizance with
the positive result of this action research as reflected in the action plan below.
IX. Action Plan
With the aim of capacitating English teachers to produce translingualoriented video lessons in their classes, a school-based seminar-workshop
during the Learning Action Cell (LAC) Session to be participated by the English
language teachers in the junior and high school levels is proposed.
Title of the Program: A Seminar-Workshop on the Production of
Translingual-Oriented Video Lessons in English
Rationale
This school-based seminar-workshop is proposed to address the
academic needs of the learners who are still transitioning from the traditional
mode of education to the new normal educative scheme. It aims to capacitate
the English language teachers to produce translingual-oriented video lessons
as supplemental tools to the Self-Learning Modules. The skills to be acquired
are scriptwriting, video production, video editing, and uploading videos in
social media platforms.
The seminar-workshop is proposed to carry out for three (3) sessions.
The participants are expected to actively engage in activities and apply what
is learned in their respective English classes.
Session 1: Scriptwriting
Area/
Objectives
Strategies
At the end of
the
first
session,
the
junior
and
senior
high
school English
teachers
in
Pundasan
National High
School
are
expected to:
Lecture
a. acquire
knowledge
and skills
Modeli
ng
Handson
Persons
Involved
English
teachers
Resource
Speakers
from PNHS:
a. Hilrem L.
Bayucot
(English
teacher)
Resources
Laptops
Budget
Time
Frame
Expecte
d
Outcome
None
March
20,
2021
Participa
nts
acquire
knowledg
e and
develop
skills in
scriptwrit
ing and
create a
transling
ualoriented
video
script.
1:00 to
4:00
PM
scriptwriting;
and
b. create a
translingualoriented video
script.
Program of Activities
Training Matrix
Session 1
TIME
ACTIVITY
1:00–2:00
Lecture and modeling on scriptwriting
2: 00–3:00
Creating a translingual-oriented video script
3:00–4:00
Sharing and critiquing of outputs
Session 2 : Video Production and Video Editing
Area/
Objectives
Strategies
At the end of
the
second
session,
the
junior
and
senior
high
school English
teachers
in
Pundasan
National High
School
are
expected to:
Lecture
a. acquire
knowledge
and basic
skills video
production
and video
editing; and
b. create a
one-minute
Modeli
ng
Handson
Persons
Involved
English
teachers
Resources
Budget
Time
Frame
Expecte
d
Outcome
Laptop
None
April
17,
2021
Participa
nts
acquire
knowledg
e and
develop
basic
skills in
video
productio
n and
editing
and
create a
oneminute
part of a
video
lesson
using the
Active
Headset
Resource
Speakers
from PNHS:
a. Hilrem L.
Bayucot
(English
teacher)
b. Joed T. Pit
(JHS ICT
Coordinator)
c. Neil S.
Taray
(SHS ICT
Coordinator)
1:00 to
4:00
PM
part of a video
lesson using
the Active
Presenter app.
Presenter
app.
Program of Activities
Training Matrix
Session 2
TIME
ACTIVITY
1:00–2:00
Lecture on Video Production
2: 00–3:00
Lecture on Video Editing
3:00–4:00
Production of a one-minute part of a video lesson using
the Active Presenter app
Session 3 : Uploading videos in Social Media Platforms
Area/
Objectives
Strategies
At the end of
the
second
session,
the
junior
and
senior
high
school English
teachers
in
Pundasan
National High
School
are
expected to:
Lecture
a. acquire
knowledge
and skills
uploading
translingualoriented video
lessons to
YouTube,
Facebook
private group
Modeli
ng
Handson
Persons
Involved
English
teachers
Resource
Speakers
from PNHS:
a. Hilrem L.
Bayucot
(English
teacher)
b. Joed T. Pit
(JHS ICT
Coordinator)
c. Neil S.
Taray
(SHS ICT
Coordinator)
Resources
Budget
Time
Frame
Expecte
d
Outcome
Laptop
None
May
22,
2021
Participa
nts
acquire
knowledg
e and
develop
skills in
uploadin
g
transling
ualoriented
video
lessons
to
YouTube,
Facebook
private
group
and
Google
Drive;
and
Internet
connectio
n
1:00 to
4:00
PM
and Google
Drive; and
upload a
video
lesson to
their own
YouTube
channel,
Facebook
group ,
and
Google
Drive
b. upload a
video lesson
to their own
YouTube
channel,
Facebook
group , and
Google Drive.
Program of Activities
Training Matrix
Session 3
TIME
ACTIVITY
1:00–2:00
Lecture and uploading translingual-oriented video lessons to
YouTube channel, Facebook private group and Google Drive
2: 00–3:00
Uploading a video lesson to their own YouTube channel,
Facebook group , and Google Drive
3:00–4:00
Synthesis/Wrap-up Activities
X. References
Avila, E. C., & Cabrera Jr, H. I. (2020). THE USE OF FACEBOOK GROUP IN
DISTANCE
LEARNING
PANDEMIC. PalArch's
DURING
THE
Journal
of
TIME
OF
COVID-19
Archaeology
of
Egypt/Egyptology, 17(6), 1859-1871.
BAYUCOT, H. L. (2019) Efficacy of Technology in Reinforcing the
Performance Task in English Among Grade 10 Students.
Beiler, I., & Dewilde, J. (2020, August 17). Translation as TRANSLINGUAL
writing practice in English as an additional language. Retrieved February
12,
2021,
https://onlinelibrary.wiley.com/doi/full/10.1111/modl.12660
from
Blake, R. (2016). Technology and the four skills. Language Learning &
Technology, 20(2), 129-142.
Deped Order 12, 2. 2020. Adoption of the Basic Education Learning
Continuity Plan for School Year 2020-2021 in the Light of the COVID19 Public Health Emergency
De Villa, J. A., & Manalo, F. K. B. (2020). SECONDARY
TEACHERS'PREPARATION, CHALLENGES, AND COPING MECHANISM
IN THE PRE-IMPLEMENTATION OF DISTANCE LEARNING IN THE NEW
NORMAL. IOER International Multidisciplinary Research Journal, 2(3),
144-154.
Devercelli, A. (2020). Supporting the youngest learners and their families in
the
COVID-19
(Coronavirus)
response.
World
Bank.
https://blogs.worldbank.org/education/supporting-youngestlearnersand-their-families-covid-19-coronavirus-response
Division Memorandum 30, 2. 2021. Reiteration of the School Based
Implementation of the Learning Action Cell Session
Inozu, J., Sahinkarakas, S., & Yumru, H. (2013). The nature of language
learning
experiences
beyond
the
classroom
and
its
learning
outcomes. US-China Foreign Language, 8(1), 14-21. Retrieved from
https://bit.ly/2KM65Pa.
Leonard, R. L., & Nowacek, R. (2016). Transfer and translingualism. College
English, 78(3), 258-264.
Mathew, I. R. & Iloanya, J. E. (2016). Open And Distance Learning: Benefits
and Challenges of Technology Usage for Online Teaching and Learning
in
Africa,
presented
at
Pan-Commonwealth
Forum.
Botswana.
Commonwealth of Learning and Open University of Malaysia. Retrieved
from: http://oasis.col.org/handle/11599/2543
Ross, S. M., Morrison, G. R., &Lowther, D. L. (2010). Educational
Technology Research Past and Present: Balancing: Rigor and Relevance
to Impact School Learning. Contemporary Educational Technology.
Retrieved on March 1, 2010, from https://bit.ly/2zi84Et.
Rotas, E., & Cahapay, M. (2021). From stress to success: Exploring how
Filipino students cope with remote learning amid COVID-19 pandemic.
Srisawasdi, N. (2012). The role of TPACK in physics classroom: case studies
of preservice physics teachers.
Sciences,
Procedia-Social and Behavioral
46.
Retrieved
from
https://doi.org/10.1016/j.sbspro.2012.06.192.
Sudiani, N. N. (2020). The Role of Parents in Early Childhood Education
During the New Normal Life. Jayapangus Press Books, 245-262.
Toquero, C. M. (2020). Emergency remote education experiment amid
COVID-19 pandemic. IJERI: International Journal of Educational
Research
and
Innovation,
(15),
162-176.
https://doi.org/10.46661/ijeri.5113
Tupas, F. P., & Linas-Laguda, M. (2020). Blended Learning–An Approach in
Philippine Basic Education Curriculum in New Normal: A Review
of. Universal Journal of Educational Research, 8(11), 5505-5512.
UNICEF (2020). UNICEF and Microsoft launch global learning platform to help
address COVID-19 education crisis.
https://www.unicef.org/press-
releases/unicef-and-microsoft-launchglobal-learning-platform-helpaddress-covid-19-education
WHO. (2020). Coronavirus disease (COVID-19) Pandemic. World health
Organization.
https://www.who.int/emergencies/diseases/novel-
coronavirus-2019
Yi, Y., & Jang, J. (2020). Envisioning possibilities amid the COVID‐19
pandemic: Implications from English language teaching in South
Korea. TESOL Journal, 11(3).
XI. Financial Report
Materials
Expenses
Source of Funds
1. Pretest and Post-test
Performance Task Print-outs
School MOOE
•
Bond paper (2 reams)
Php 420.00
•
Epson Ink (4 bottles)
Php 1, 200.00
2. DVD-RW
Php 180.00
TOTAL
Php 1, 800.00
Personal
APPENDIX A
January 5, 2021
EDWIN J. EVANGELISTA
Principal I
Pundasan National High School
Gingoog City
Sir:
May I request permission to conduct an action research to the Grade
10 learners entitled “ENHANCING THE LEARNERS’ OUTCOMES IN
ENGLISH 10 IN THE MODULAR DELIVERY LEARNING (MDL) THROUGH
TRANSLINGUAL – ORIENTED VIDEO LESSONS.”
Your kind approval to this request is highly appreciated.
Respectfully yours,
HILREM L. BAYUCOT
Teacher III
Approved:
EDWIN J. EVANGELISTA
Principal I
APPENDIX B
Pretest/Posttest
English 10 Quarter 2 Module 5: Linear and Non-linear Text
Performance Task 1
Directions: Write a linear and non-linear text about your daily schedule. Fill – in the
template below.
My Daily Schedule
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________.
Morning
•
•
Afternoon
•
•
Evening
•
•
Rubric (K to 12 Grade 10 – English Learner’s Material, 2015)
CRITERIA
Focus/Content (states clear position at the beginning until the end
of the work; topic captures the reader’s attention)
Writing Techniques Used (uses strong and effective writing
techniques; details support the thesis and the stand of the writer)
Development/Organization of Ideas in the Non-linear text (has
strong organizational plan; has logically arranged statements from
the most important to the least important or vice-versa; develops the
topic thoroughly with examples and supports)
Clarity of Ideas (presents clear and sound arguments, and evidences
are authentic)
Emphasis (has interesting and attention-grabbing introduction; has
strong conclusion that includes a call of action)
Language Mechanics and Convention (displays minor spelling,
punctuation and grammatical errors)
TOTAL
5
4
3
2
1
English 10 Quarter 2 Module 6: Explicit vs Implicit
Performance Task 2
Directions: Read the excerpt below and answer the questions that follow. Remember
to apply what you have learned from the lesson on explicit and implicit signals.
1.
In the excerpt, it is implied that the Grasshopper is lazy and laughs at the Ant
who spends hours at work to prepare for winter. It is also clear that the author’s
purpose is to inspire the readers to spend time wisely in preparation for the
future. This message is very timely that the world is facing a global health crisis.
In your own self-evaluation, in the midst of the Covid19 pandemic, who would
likely survive, the Grasshopper or the Ant? Think this through: is your family like
the Ant who is always ready for whatever the future brings? Explain your answer.
Rubric for Essay (K to 12 Grade 10 – English Learner’s Material, 2015)
CRITERIA
Focus/Content (states clear position at the beginning until the end
of the work; topic captures the reader’s attention)
Persuasive Techniques Used (uses strong and effective persuasive
techniques; details support the thesis and the stand of the writer)
Development/Organization of Ideas (has strong organizational
plan; has logically arranged statements from the most important to
the least important or vice-versa; develops the topic thoroughly with
examples and supports)
Clarity of Ideas (presents clear and sound arguments, and evidences
are authentic)
Emphasis (has interesting and attention-grabbing introduction; has
strong conclusion that includes a call of action)
Language Mechanics and Convention (displays minor spelling,
punctuation and grammatical errors)
TOTAL
5
4
3
2
1
English 10 Quarter 2 Module 7: Evaluating Literature
Performance Task 3
Directions: Listen to the song Paraiso by Smokey Mountain through these links:
https://youtu.be/Q3q_bPiXnOc and https://youtu.be/QRu3vqjqfkl
If you don’t have access to the internet, the lyrics of the song is given
below.
Questions:
1. Did the song have the characteristics of a great literature?
2. While listening to the song, how did you feel?
3. What scenarios were you able to see in your head?
4. What are the thoughts that came to your mind as
you listened to the lyrics of the song?
Directions: Choose 1 of the activities given below.
1. Express your answer to the questions above through a drawing in a short
bond paper. Describe your drawing in 1 paragraph.
2. Express your answer to the questions above through a picture using your
cellphone and send it to the group chat English 10 with Ma’am Bayucot.
Describe the picture in 1 paragraph.
3. Express your answer to the questions above through a short video using your
cellphone and send it to the group chat English 10 with Ma’am Bayucot.
4. Express your answer to the questions above through an essay with 3
paragraphs in a short bond paper.
Rubric for Drawing, Photo Essay, and Video
(K to 12 Grade 10 – English Learner’s Material, 2015)
CRITERIA
Creativity (presents original or unique style to make it interesting)
Visual Graphics (uses color, content of photos and graphics that
represent the argument and convey persuasive messages)
Text Representation/Captions (uses words and phrases that call
up strong feeling; uses logical and emotional appeal; examples,
statistics to prove one’s stand; has convincing tone)
Organization (has logically organized arguments, facts, and reasons
around a particular point)
5
4
3
2
1
Impact (convinces the audience to accept ideas and moves them to
action)
TOTAL
Rubric for Essay
(K to 12 Grade 10 – English Learner’s Material, 2015)
CRITERIA
Focus/Content (states clear position at the beginning until the end
of the work; topic captures the reader’s attention)
Persuasive Techniques Used (uses strong and effective persuasive
techniques; details support the thesis and the stand of the writer)
Development/Organization of Ideas (has strong organizational
plan; has logically arranged statements from the most important to
the least important or vice-versa; develops the topic thoroughly with
examples and supports)
Clarity of Ideas (presents clear and sound arguments, and evidences
are authentic)
Emphasis (has interesting and attention-grabbing introduction; has
strong conclusion that includes a call of action)
Language Mechanics and Convention (displays minor spelling,
punctuation and grammatical errors)
TOTAL
5
4
3
2
English 10 Quarter 2 Module 8: Assessing, Evaluating Speaker’s Purpose
and Detecting Bias and Prejudice in A Text
Performance Task 4
Part I Directions: Read the text below. Fill in the bias checklist that follows.
Most parents tell their children that engaging in romantic relationships can
ruin their studies. As for me, based on my experience, being in a relationship provides
inspiration to graduate. The feelings of excitement, love, and motivation make me
believe that it is okay to be in relationships while studying.
Types of Biases
High
Moderate
Low
None
Invisibility
Stereotyping
Imbalance and Selectivity
Unreality
Fragmentation and Isolation
Cosmetic Bias
Linguistic Bias
Part II. What is your reaction to the text above? Do you agree or disagree? Write a
three (3) paragraph persuasive essay with at least 15 sentences. You may use
the format below as your guide. Write your essay below.
__________________________________________________
(Title)
By:_____________________________
(your name)
1
(Guide Question: What is the text all about? Does it show biases? If yes, what type of
biases does the text have?)
___________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
____________________________________________.
(Guide Question: What is your reaction to the text? Do you agree or disagree? Provide
a clear explanation.)
___________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_____________________________________________.
(Guide Question: What advice can you give to your fellow learners? Provide a clear
explanation.)
___________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_____________________________________________.
Rubric for Essay
(K to 12 Grade 10 – English Learner’s Material, 2015)
CRITERIA
Focus/Content (states clear position at the beginning until the end
of the work; topic captures the reader’s attention)
Persuasive Techniques Used (uses strong and effective persuasive
techniques; details support the thesis and the stand of the writer)
Development/Organization of Ideas (has strong organizational
plan; has logically arranged statements from the most important to
the least important or vice-versa; develops the topic thoroughly with
examples and supports)
Clarity of Ideas (presents clear and sound arguments, and evidences
are authentic)
Emphasis (has interesting and attention-grabbing introduction; has
strong conclusion that includes a call of action)
Language Mechanics and Convention (displays minor spelling,
punctuation and grammatical errors)
TOTAL
5
4
3
2
1
APPENDIX C
Translingual-Oriented Video Lessons
https://youtu.be/Cq1nCIa7f50
https://youtu.be/R7duvhXzm7Y
1
https://youtu.be/u2dq4APTuvM
https://youtu.be/K0bdqRhICYw
2
https://youtu.be/K0bdqRhICYw
3
APPENDIX D
Parents’ Permit
January 6, 2021
Tinahod na Mr./Mrs. __________________,
Ako mapasigarbuhon nga magpahibalo nimo nga ang imong
anak/estudyante nga si ______________________________ sa Grade 10 Section
_________________, usa sa mga napili nga musalmot sa action research nga
“ENHANCING THE LEARNERS’ OUTCOMES IN ENGLISH 10 IN THE
MODULAR DELIVERY LEARNING (MDL) THROUGH TRANSLINGUAL –
ORIENTED VIDEO LESSONS.”
Kani nga action research nagatumong nga mapalambo ang kahibalo og
academic performance labi na sa performance tasks sa inyong anak sa subject
nga English.
Isip suporta sa kalambuan sa inyong anak/estudyante, ako
nagahangyo sa inyong pagtugot og kinasing-kasing nga suporta nga
mahimong household partner nga mag-monitor og mag-giya sa mga bulohaton
ubos sa na-nganlang action research. Suklip niining sulat ang interview guide
nga dunay mga pangutana na inyong tubagon sigon sa inyong ma-obserbahan
sa inyong anak samtang mag-tan-aw siya sa translingual-oriented video
lessons. Daghang salamat!
Kaninyo matinahuron,
HILREM L. BAYUCOT, PhD-CAR
Proponent/Magtutudlo English
Noted by:
EDWIN J. EVANGELISTA
Principal I
Pundasan National High School
Nagatugot,
_________________________________
Ginikanan/Guardian
Contact Number: _______________
4
APPENDIX E
Parents’ Interview Guide
Pangalan sa Estudyante: ________________________________ Petsa:
_________________
Pangalan sa Guinikanan/Guardian: ________________________
1. Unsa ang imong namatikdan sa imong estudyante sa iyang pag-answer sa
modules sa English 10 sa wala pay video lessons?
2. Unsa ang imong namatikdan sa imong estudyante sa iyang pag-answer
sa modules sa English 10 gamit ang video lessons?
3. Unsa ang imong masulti bahin sa video lessons nga nag-gamit og English
og Bisaya sa English 10? Uyon o supak ba ka niini isip
guinikanan/guardian? Ngano man?
5
APPENDIX F
Focus Group Discussion
Only the responses of the learners enrolled in the Modular Delivery
Learning during the FGD which directly describe their experiences in using
the translingual-oriented video lessons in English 10 as treatment in this
action research are reflected here.
Student A
“Lisod kaayo badbaron sa Bisaya ang English, Ma’am.”
“Dili gihapon igo ang internet ra Ma’am kay English man
gihapon ang explanation sa mga videos sa YouTube.”
Student E
Student G
Student H
Student I
“Maglisod ko og translate sa English gikan sa Bisaya kay wala
koy igong kahibalo sa English words.”
“Okay man ang SLMs Ma’am pero naay mga pages nga hanap
ang print mao nga lisod basahon. Sa video, malingaw ko mam
kay sayon ra man diay ang lesson. Dako nga tabang Ma’am
[ang video lessons] kay bisan dili face-to-face ka nga nagexplain sa amo Ma’am, pwede man nako e-play back ang video
sa part na wala kaayo nako nasabtan.”
“Ma’am, nasabtan gyud nako ang lesson sa video kay sagol
man Bisaya og English kay sa SLMs, English man ang
explanation.”
“Mas sayon jud sabton mam ang lesson kay gi-explain man
nimu sa Bisaya Ma’am. Usahay kamulo ko maghinlo sa balay
Ma’am, maminaw ko sa video para mas masabtan nako ang
leksyon labi na tong sa Explicit vs Implicit.”
6
APPENDIX G
Interview Guide Responses
Only the responses of the parents and adult household members in the
completed interview forms which directly describe their experiences and
observations in their learners’ use of the translingual-oriented video lessons
in English 10 as treatment in this action research are reflected here.
Parent A
Parent F
Parent T
“Nabantayan nako Ma’am na maayo ang epekto sa pagtan-aw
sa akong anak sa video lessons kay mas nakasabot siya
kaysa sa SLMs lang magbasa.”
“Mas sayon ang pag-answer sa akong bata sa assessment
Ma’am kay mas nakasabot na man xa sa leksyon human niya
og tan-aw sa video lesson.”
“Ako naga-uyon niining video lessons na mix English og Bisaya
kay kini dakong tabang sa estudyante sa pag-answer sa ilang
modules. Unta tanan magtutudlo makahuna-huna og ingon ani
nga estratihiya.”
7
APPENDIX H
Photo Documentation
8
9