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