chool

COMPREHENSION LEVELS OF KOREAN DRAMA FANATIC

STUDENTS IN ANGADANAN NATIONAL HIGH SCHOOL

A Quantitative Research
Presented to the SENIOR HIGH SCHOOL DEPARTMENT
Angadanan National High School
Centro-1, Angadanan, Isabela

In partial fulfillment of the requirements in

PRACTICAL RESEARCH 2

Depasupil, Angelo R.

Ignacio, Jovertson B.

Valdez, Angel Vincent P.

Lappay, Marilyn O.

Grade 12- ABM2

Alyana D. Jovido

Research Adviser

October 24, 2019

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ABSTRACT

This study entitled “Comprehension Levels of Korean Drama Fanatic Students in

Angadanan National High School” aims to determine the level of comprehension
level of the K-Drama fans in Angadanan National High School. This study used
descriptive research as the research design. The researchers used Random Sampling
Procedure. 55 (fifty-five) Grade 12 students of Angadanan National High School were
randomly chosen as respondents of the study. The main instrument used to gather data
in the study is a questionnaire. Descriptive statistics were also used to analyze the
gathered data. The result of study shows that the comprehension ability of the K-
Drama fans in Angadanan National High School is on literal level. However, they do
not interpretatively comprehend.

Key words: Korean Drama, Fanatics, Comprehension

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ACKNOWLEDGMENT

We are grateful to all of those with whom we have had the pleasure to work and

to conduct this study. To our teachers, who have been with us, guide, motivated,

inspire us and provided their unending support to make this study prosperous. We

would especially like to thank Ms. Alyanna D. Jovido, as our teacher and mentor, who

have shared her knowledge and instructions as we conduct this study. She has taught

us more than we could ever give her credit for here. To our grammarian teacher, who

have shared his/her tips and advices to make this study successful, your effort is

highly appreciated.

This work would not also have been possible without the love, guidance,

financial and moral support of our parents in whatever we pursue.

Most importantly, we would like to thank God for giving them patience and

wisdom during the conduct of the study.

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TABLE OF CONTENTS

Title Page

Abstract i

Acknowledgement ii

Chapter I- Introduction 1

Chapter II 6

Review of Related Literature and Studies 6

Research Paradigm 18

Chapter III- Methodology 20

Chapter IV- Presentation and Analysis of Data 22

Chapter V- Conclusions and Recommendations 27

Appendices 30

Appendix A - Approval Sheet 30

Appendix B - Questionnaire 31

Appendix C - Analysis of the data/ Master Data 33

Appendix D -Grammarian’s Certificate 34

Appendix E - Profile of the Researchers 35

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CHAPTER I

INTRODUCTION

The Problem and Its Background

A Korean Dramas refers to Korean teledramas created in South Korea. It is widely

popular and known worldwide. It is usually in episodic type wherein the storylines are

presented with specific episodes. Over the years, the Korean wave has swept

throughout the Philippine media industry. Every day we can see a lot of Korean

dramas aired on television. Even in social media, its rapid spread made it even more

popular.

Lately in the past year Korean Dramas became a trending topic in the Philippines, this

catch the attention of the researchers. Since English is the universal language it is

important for everyone to learn and understand this language for some purposes

speaking, writing, and reading.

Korean Dramas became a part of the daily lives of the students, watching it and

internalized the whole story for deeper understanding. It makes every student to have

a habit of reading and understanding unfamiliar words or vocabulary. However, to

understand the story, a student uses subtitles to understand the dialogues and lines of

the characters.

Students often commits errors in reading, the mispronounce of words and

grammatical error became a common problem among the learners. For a student it is

important to become aware of these problems because it is alarming that some of

students are really good in reading but not firm in understanding.

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Reading comprehension is a process that consists of making predictions,

interacting with the text, decoding the meaning embedded in the text (Tortello, 2004,

p.206), providing “the active construction of meaning” (Jennings, Caldwell, & Lerner,

2006, p. 267), and building up schemata in reconstructing the text’s meaning.

Watching has been part of the daily lives of over millions of people around the

globe, it introduces different shows and broadcasts from different tv stations. Some of

the channels also introduce foreign shows such as American, Japanese, and Korean

shows in Asia. One of the big tv station that from South Korea is tvN.

tvN (Total Variety Network, stylized tvN) is a South Korean nationwide general

entertainment network owned by available on cable, SkyLife, and IPTV platforms. It

is a cable channel that has produced and displayed many famous and record breaking

dramas such as the Reply series, Guardian: The Great and Lonely God, and many

more (Wikipedia).

Since tvN is a television station that broadcasts across the world, it has English

subtitled shows for the viewers to understand Korean language and it is really

attainable for the students to watch because some of the episodes are already uploaded

in different social media sites.

Contrary to some claims, drama activity is not wasted time (Rose, Parks,

Androes, & McMahon, 2000). Research findings indicate that drama helps to improve

student’s reading, speaking, and listening abilities, as well as vocabulary acquisition

(Bolton, 1983; Booth, 1985; Brown & Pleydell, 1999; Fennsessey, 2006; Heathcote,

1981; Kornfeld & Leyden, 2005; McMaster, 1998; Schnieder & Jackson, 2000;

Winston, 2004).

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English subbed Korean drama can be an instrument for boosting the reading

comprehension of students in English language. As you read the subtitle there are

possibilities for improving the skills of the students because as they read they also

acquire the meaning of the words and as well as the construction of the words to form

sentences and phrases. Watching Korean drama can be a good habit for educational

purposes, the student’s watches and enjoys the story and at the same time the students

are also involved in the English language.

Hence, this study is aims to describe the comprehension level of Korean drama

fanatic senior high students of Angadanan National High School.

STATEMENT OF THE PROBLEM

This study aims to determine the impact of K-drama to the level of

comprehension of viewers K-dramas.

Specially this study answer the following questions:

1. What is the demographic profile of the respondents?

2. How frequent does a respondent watch a Korean drama?

3. What is the comprehension level of Korean Drama Fanatic students of

Angadanan National High School?

SIGNIFICANCE OF THE STUDY

The results of the study will be beneficial to the following:

Parents, they may be able to understand their children fascination for such

foreign media products. This result will also help them to guide their children on

watching K-dramas.

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Readers, this result of research can help readers to understand what may be the

effect of K-drama to the fan’s comprehension, specially to those readers that are not

fond of watching K- drama

Students from this research result will be able to know the impact of watching K-

dramas and what will be the impact of it on their performances, specifically to their

comprehension skill.

Future researchers, they may be benefited from this study because this will

encourage them to continue on the investigation of what may the impact of K-drama

to the students’ comprehension and to be able to find an alternative ways on testing

correlational strategy in finding relationship between comprehension and level of

addiction of students in watching K-drama. Also to add treasure literature.

SCOPE AND DELIMITATION

This study focuses on determining the relationship between the frequencies of

watching K-drama by K-drama fans among senior high students of Angadanan

National High School to their comprehension ability. The researchers employed

comprehension test to collect data and responses of students.

DEFINITION OF TERMS

The researchers provided this section in order to understand the meaning of

various terms in relation with the current research endeavor.

Comprehension in this study refers to how a person is able to understand what

they are watching. Conceptually, comprehension depends not only on characteristics

of the reader, such as prior knowledge and working memory, but also on language

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processes, such as basic reading skills, decoding, vocabulary, sensitivity to text

structure, inference, and motivation. Comprehension also requires effective use of

strategic processes, such as metacognition and comprehension monitoring (Moore A.

L., 2014).

K-drama conceptually refers to television dramas produced by South Korea.

Starring South Korean actors/actresses, produced by South Korean, using Korean

language and aired in South Korean TV stations (Setianingtyas, 2018).

K-drama fan in this study refers to a person who’s fond of watching K-drama and can

finish a series for only a day. Conceptually, it is a person whose love of K-drama has

moved beyond a hobby into an obsession (Amino, 2017).

Subtitle - are derived from either a transcript or screenplay of the dialogue or

commentary in films, television programs, video games, and the like, usually

displayed at the bottom of the screen, but can also be at the top of the screen if there is

already text at the bottom of the screen.

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CHAPTER II

REVIEW OF THE LITERATURE AND STUDIES

On Comprehension Skills

“Many children who can understand what they read at a literal level, find it

difficult to understand a writer’s underlying meaning and intentions. There is a

tendency for them to interpret only what the words say, not what they mean.” –Fisher,

2005

“Research and common sense confirm that interacting with other people about

what we are learning deepens the understanding of everyone involved.” –Marzano,

1998.

Everyday, students utilize comprehension, or thinking, skills that range from the

literal to the abstract. This allows students to process information effectively, which is

vitally important because as students’ progress through each grade, the demand to

read at a deeper level and understand complex text increases. Being able to read and

think beyond the literal/concrete level is not only a concern for classroom teachers, as

the federal government is also focusing its attention on students’ abilities to

comprehend complex material requiring higher-order thinking skills. In 2006, the

federal government initiated an American Competitiveness Initiative. This initiative

strives to bring students to a more competitive standard of learning of complex

material, such as that typically found in upper grades as well as in science and

mathematics texts. Students in grades 3–8 are currently required to take standardized

tests in reading, math, and science in order to demonstrate content mastery. High-

school reform is now underway, with accountability assessments possibly breaking

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into high school and into post-secondary education. Students who are able to utilize

higher-order thinking skills will be in a better position to meet the unfolding academic

requirements of this new initiative.

Furthermore, here are the six essential skills needed for reading comprehension;

1. Decoding

Decoding is a vital step in the reading process. Kids use this skill to sound out

words they’ve heard before but haven’t seen written out. The ability to do that is the

foundation for other reading skills.

Decoding relies on an early language skill called phonemic awareness. (This skill

is part of an even broader skill called phonological awareness.) Phonemic awareness

lets kids hear individual sounds in words (known as phonemes). It also allows them to

“play” with sounds at the word and syllable level.

Decoding also relies on connecting individual sounds to letters. For instance, to

read the word sun, kids must know that the letter s makes the /s/ sound. Grasping the

connection between a letter (or group of letters) and the sounds they typically make is

an important step toward “sounding out” words.

2. Fluency

To read fluently, kids need to instantly recognize words, including ones they

can’t sound out. Fluency speeds up the rate at which they can read and understand

text. It’s also important when kids encounter irregular words, like of and the, which

can’t be sounded out.

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Sounding out or decoding every word can take a lot of effort. Word recognition is the

ability to recognize whole words instantly by sight, without sounding them out. When

kids can read quickly and without making too many errors, they are “fluent” readers.

Fluent readers read smoothly at a good pace. They group words together to help

with meaning, and they use the proper tone in their voice when reading

aloud. Reading fluency is essential for good reading comprehension.

3. Vocabulary

To understand what you’re reading, you need to understand most of the words in

the text. Having a strong vocabulary is a key component of reading comprehension.

Students can learn vocabulary through instruction. But they typically learn the

meaning of words through everyday experience and also by reading.

4. Sentence Construction and Cohesion

Understanding how sentences are built might seem like a writing skill. So might

connecting ideas within and between sentences, which is called cohesion. But these

skills are important for reading comprehension as well.

Knowing how ideas link up at the sentence level helps kids get meaning from

passages and entire texts. It also leads to something called coherence, or the ability to

connect ideas to other ideas in an overall piece of writing.

5. Reasoning and Background Knowledge

Most readers relate what they’ve read to what they know. So it’s important for

kids to have background or prior knowledge about the world when they read. They

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also need to be able to “read between the lines” and pull out meaning even when it’s

not literally spelled out. For example, A child is reading a story about a poor family in

the 1930s. Having knowledge about the Great Depression can provide insight into

what’s happening in the story. The child can use that background knowledge to make

inferences and draw conclusions.

6. Working Memory and Attention

These two skills are both part of a group of abilities known as executive function.

They’re different but closely related.

When kids read, attention allows them to take in information from the

text. Working memory allows them to hold on to that information and use it to gain

meaning and build knowledge from what they’re reading.

The ability to self-monitor while reading is also tied to that. Kids need to be able

to recognize when they don’t understand something. Then they need to stop, go back,

and re-read to clear up any confusion they may have.

On Comprehension Levels

The term “levels of comprehension” refers to the thinking processes that are

stimulated in order to arrive at answers to reading comprehension questions. Many

researchers have studied how levels of comprehension affect reading comprehension,

but the most well-known research may be found in Benjamin Bloom’s 1956

publication, Taxonomy of Educational Objectives and Robert Marzano’s 2001

publication, Designing a New Taxonomy of Educational Objectives. These two

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taxonomies demonstrate a hierarchical order of thinking skills that students should

master in order to guarantee that learning is deep and solid.

A Brief Discussion of Bloom’s Taxonomy of Educational Objectives Krathwohl

(2002) provides a concise overview of Bloom’s taxonomy. “Bloom’s taxonomy is a

framework for classifying statements of what we expect or intend students to learn as

a result of instruction. The framework was conceived as a means of facilitating the

exchange of test items among faculty at various universities in order to create banks

of items, each measuring the same educational objective. Benjamin S. Bloom, then

Associate Director of the Board of Examinations of the University of Chicago,

initiated the idea, hoping that it would reduce the labor of preparing annual

comprehensive examinations. To aid in his effort, he enlisted a group of measurement

specialists from across the United States. Bloom saw the original Taxonomy as more

than a measurement tool. He believed it could serve as a

❖ Common language about learning goals to facilitate communication across

persons, subject matter, and grade levels;

❖ Basis for determining for a particular course or curriculum the specific meaning of

broad educational goals, such as those found in the currently prevalent national, state,

and local standards;

❖ Means for determining the congruence of educational objectives, activities, and

assessments in a unit, course, or curriculum; and

❖ Panorama of the range of educational possibilities against which the limited

breadth and depth of any particular educational course or curriculum could be

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contrasted. Bloom’s categories were ordered from simple to complex and from

concrete to abstract” (p. 212). Bloom’s taxonomy continues to be well-received and

included in classroom preparation today.

A Brief Discussion of Marzano’s Designing a New Taxonomy of Educational

Objectives provides that taxonomy maintains nearly the same cognitive categories as

those found in Bloom’s taxonomy. However, Marzano’s theory is more

multidimensional and has several components that are intertwined to spark cognitive

processing. The first component of Marzano’s theory encompasses three mental

systems, which describe how people decide whether to engage in a new task, based on

their interest in the task and the relevance of the task to their lives. The systems also

explain how information is processed once a person decides to engage in the new

task. The three systems are:

❖ Self System—this system deals with the motivation a person has for starting a new

task or continuing with the present task.

❖ Metacognitive System—this system deals with the activation of strategies to

succeed in the new task and the goals needed to complete the new task.

❖ Cognitive System—this system deals with the effective processing of information

that is necessary to complete the new task.

The second component of Marzano’s taxonomy is the Domain of Knowledge.

The Domain of Knowledge is acted upon by the three mental systems. The Domain of

Knowledge has three elements: Domain of Information, Mental Procedures, and

Psychomotor Procedures. These three elements contain a hierarchical order in which

knowledge is achieved. A final linkage of cognitive processes is the role of Memory.

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The types of memory range from temporary storage of information to permanent

storage of information. The role of Memory is connected to the three mental systems

and the three elements of the Domain of Knowledge.

Furthermore, according to Hand in Hand Education, there are 5 levels of

comprehension:

1. Lexical Comprehension

 Understand the key vocabulary in the text.

2. Literal Comprehension

 Answer Who, What, When, & where question.

3. Interpretative Comprehension

 Answer What if, Why, and How question.

4. Applied Comprehension

 Relate story to existing knowledge or opinion.

5. Affective Comprehension

 Understand social and emotional aspects.

Effects of DRAMA to the Comprehension Ability

Reading is a cognitive activity in which the reader takes part in a conversation

with the author through the text. On the other hand, reading strategies are considered

as one of the features of cognitive psychology which are essential for a successful

comprehension (Zare, 2012; May, 2001; Walker, 2000). Reading strategies has been

defined by (Cohen, 1990) as mental processes that readers consciously select to use to

complete reading tasks successfully. Reading strategies was defined (Baker &

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Boonkit, 2004) as “techniques and methods readers use to make their reading

successful” (p. 302). (Arzu, 2008).

According to McMaster (1998, p.580), ‘mental imaging is a comprehension

strategy that aids readers in storing information for retrieval.” Students significantly

increase performance in this strategy when they are asked to act out the text they have

read. Moreover, dramatization supports other readin strategies, such as higher-level

question development about texts, hypothesizing, testing possible solutions and

alternatives, and redefining problems for the students’ comprehending process

(Heinig, 1993). This, ¡n turn, forces students to find a variety of ways to comprehend

texts. Drama is revealed as a superior reading strategy, especially as a result of the

interaction opportunities it provides. In such activities, students are able to observe

each other reading, explaining, questioning, criticizing, and thinking aloud, which

results in their acting or improvising together. By having a dramatic picture of what

they read, they become actively and intensely involved in the reading process. In

addition, different drama activities promote reading strategy uses by activating the

students’ bodies in addition to their minds, a significant difference from all other

methods. Consequently, students reach higher levels of reading comprehension, as

reading becomes not only seeing and understanding, but also being actively and

physically involved. Finally, students in drama classes know how important it is to

comprehend the text from their group before acting in front of the other groups. After

working with the drama method in a classroom environment, students start becoming

more focused on understanding a text while they improve their personal drama

performance. In short, students in a drama class go beyond reading quietly in class

and answering some comprehension questions about the text. The drama method in

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contrast to the traditional method motivates them to employ a wide range of reading

strategies and to read more voluntarily on their own. The results of this study have

corroborated these findings.

Second, a positive perception about drama is students’ awareness, as they realize

what they like about the learning process and what they noticed about their

classmates’ abilities (Bolton, 1983). Many researchers in the field stress the same

point (Brown & Pleydell, 1999; McMaster, 1998; Miller, 1996). Drama activities

support awareness in their role of rehearsing for life (Heinig, 1993).

Third, positive perception about drama is linked to acquisition of cognitive and

emotional skills. Drama helps to improve students’ reading, speaking, and listening

abilities, as well as their vocabulary acquisition (Bolton, 1983).

Moreover, in the study on “Effect of K-Drama on the Use of Reading

Comprehension Strategies and an Attitude Toward Reading” was designed to

ascertain what is the effects of the drama method and the traditional methods on

reading comprehension strategies. Using experimental research a pre- and post-test

research design and semi- structured interview protocol, which a kind of descriptive

research techniques, it found out that the most of them said that, after drama, they

communicated better with their classmates, realized the important of reading had a

good time like grammatization did not feel embarrassed to express their feelings, and

increased their knowledge through drama. It further conclude that the result of this

study indicate that drama is not effective that traditional method in using reading

comprehension strategies in having the student use more learning strategies (Güngör,

2008).

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In addition, a study on “The impact of Korean Drama Among Senior High School

Students of Marinduque Midwest College” was designed to ascertain the impact of

watching Korean dramas among the selected senior high school students of the

Marinduque Midwest college and determine the factors why most the Filipino youth

specially the students are attracted to watch k-drama. Using mixed method of

qualitative and quantitative research (questioner’s checklists). It found out that

majority of the respondents spent more than 5 hours in watching and sacrifice mostly

their sleep. Toping list of what the student adapt / pick up in watching were the

language and fashion / style. It further concluded that k-drama does have an impact on

the senior high school student of Marinduque Midwest College. It also shows that’s

its brings a great impact of the lifestyle and behavior of the students, from the study,

the researcher have conclude the k-drama have been touching the lives of the students

in terms of lifestyle, behavior and exactly popular with the senior high school of

Marinduque Midwest college (Semilla & Soriano, 2017).

Furthermore, a study on “Reading Comprehension and Reading Strategies” was

designed to ascertain the differences in reading comprehension scare as measured by

the questionnaires. Using qualitative research, it found out that the students who used

reading strategies while reading demonstrated strong reading comprehension skill.

Also student with strong reading comprehension skills often performed better on

comprehension test. It further conclude that often using the reading comprehension

strategy, students received higher test scores than before to using the reading

comprehension strategy (Baier , 2005).

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Likewise, a study on “The Impact of Drama on Iranian EFL Young Learners’

Reading Comprehension Performance” of Mansoureh Jozi Tajareh and Mohamad

Reza Oroji was designed to ascertain whether there was a statistically significant

difference between the application of drama activities versus the traditional

techniques in reading classes in order to improving the reading comprehension ability

of Iranian EFL young learners. Using a quasi-experimental method, it found out that

application of drama techniques can have a great impact on Iranian EFL young

learners' comprehension ability. It further concluded that drama activities were

effective for the enhancement of reading comprehension ability among EFL young

learners.

In addition to that, a study of “The Effect of Drama Method on Achievement

Level in English Teaching: Knowledge, Comprehension and Application Levels” by

Nazmiye Akdağ and Ömer Faruk Tutkun was designed to ascertain the effect of

drama as a teaching method on the achievement level of primary school fourth grade

students in English lesson. Using Pretest-Posttest experimental design with control

group, it found out that in teaching of English lesson, the teaching method based on

drama is more effective than the traditional teaching method. It further concluded that

drama method gives an individual an opportunity to participate naturally in teaching-

learning process, an individual participates in this natural process as himself actively

(Akdağ & Tutkun, 2010).

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In addition, the study on “Effectiveness of Local Content Drama on the

Performance of Students in Reading Comprehension in Secondary Schools in Kaduna

State, Nigeria” that was conducted by Hanna Onyi Yusuf was designed to ascertain if

there is an effect of using local drama content on the performance of students in

reading comprehension in Secondary Schools in Kaduna State, Nigeria. Using quasi-

experimental pre-test and post-test control group design, it found out that students

taught reading comprehension using local content drama had a higher mean score than

those taught using the conventional method. It further conclude that Drama is such an

effective tool for the development of metacognition in that students preparing a scene

are actually re-creating an entire story, rather than simply recalling bits of what has

been read (Yufus, 2016).

Further study of “Effect of Drama on the Creative Imagination of Children in

Different Age Group” of Aysun Gündoğan, Meziyet Ari and Mübeccel Gönen was

designed to ascertain the effect of drama on the creative imagination of children in

different age groups. Using Pre-test and Post-test design with an experiment and a

control group, it found out that the effect of drama on the creative imagination are

examined, it is noted that both experiment groups of ages 10 and 13 generated more

original ideas, as well as a great number of ideas after the drama sessions. It further

conclude that a drama program is effective on developing the creative imagination of

children (Ari, Gundogan, & Gonen, 2013)

SYNTHESIS

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The said previews study was conducted to ascertain whether students has a better

comprehension on when using drama method. The first three study which are (1) K-

drama Sensation and Academic Performance of Grade-12 Students of Cagayan Nation

High School – Senior High School, (3) Effect of K-Drama on the Use of Reading

Comprehension Strategies and an Attitude Toward Reading, and (3) The impact of

Korean Drama Among Senior High School Students of Marinduque Midwest college

was conducted to find out the factors of K-drama addiction and its effect on student’s

academic performance and comprehension skill though the researchers of the said

studies use different respondents. The other four studies was conducted to ascertain

the effectiveness of drama teaching method on enhancing student’s comprehension.

Over all, the study that the researcher would conduct have a similarity in terms of the

main problem: Identifying if using drama as a method has a better impact on students

comprehension, specially K-drama among students. The previews studies may differ

in terms of the respondents.

Conceptual Framework

INPUT PROCESS OUTPUT

 Survey Lexical Comprehension

Level of  Questionnaire Literal Comprehension
Comprehension  Data Gathering
 Tallying of data Interpretative Comprehension
Ability of
analyzing
K-Drama Fans  Interpreting the
Applied Comprehension
data Affective Comprehension

Figure 2.1 Level of Conformity of K-Drama Fanatics

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In views of literature presented, the figure above shows the different levels of
comprehension. The paradigm of the study is the schematic diagram of the research
process. It represents the input process and the expected outcomes. The level of
comprehension ability of K-Drama fans. The process includes the use of questionnaire
and the analysis of input. The expected outcomes are the: Lexical Comprehension
Literal Comprehension, Interpretative Comprehension, Applied Comprehension, and
Affective Comprehension.

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CHAPTER III

METHODOLOGY

This chapter will present the research design to be used, the research locale, the

respondents of the study, the research instruments to be used to obtain the needed

data, the procedure on gathering data, and the statistical tools for treatment use.

RESEARCH DESIGN

This study employed a descriptive research design on determining the effect of

Korean drama to the comprehension ability of senior high students in Angadanan

National High School.

LOCALE OF THE STUDY

This study was conducted at Angadanan National High School, Senior High

School Department located, at Brgy. Centro I, Angadanan, Isabela, school year 2019-

2020.

RESPONDENTS OF THE STUDY

Five-five (55) students of Angadanan National High School – Senior High School

became the respondents of the study. The data where gathered through a random

sampling technique.

INSTRUMENTATION

The researcher made use of the survey questionnaire as data gathering tool of the

study. The respondents are needed to answer the prepared question for the researcher

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to gather information. They needed to put checks on the given choices of answers: 1

for Never; 2 for Sometimes; 3 for Often; 4 for Always. Their answers will help the

researchers assess the impact of Korean drama to the comprehension ability of senior

high students in Angadanan National High School.

DATA GATHERING PROCEDURES

The participants of the study were students of Angadanan National High School.

The respondents will be oriented and survey questionnaire will be distributed. They

will answer one set of questionnaire, the questionnaire consisted of three part: Part I

as the demographic profile and Part II to determine their frequency of watching K-

Drama and lastly, Part III consist of 25 questions. After gathering the needed data, the

researchers will proceed to tallying for data analysis.

STATISTICAL METHOD USED

To determine the level of comprehension ability of K-Drama Fanatics in

Angadanan National High School, the weighted mean were computed and also

ranking were used. The scales of interpretation used are as follow.

3.26 – 4.00 = always

2.51 – 3.25 = often

1.76 – 2.50 = sometimes

1.00 – 1.75 = never.

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CHAPTER IV

PRESENTATION AND ANALYSIS OF DATA

This chapter presents the results from the survey conducted from the grade 12

senior high school students of Angadanan National High School with regards to the

Comprehension Level of Korean Drama Fanatics in Angadanan National High

School.

Statement of the Problem

1. What is the demographic profile of the respondents based on:

Table 4.1 Frequency and Percentage Distribution of the Profile of the

Respondents based on their Age.

AGE FREQUENCY PERCENTAGE

16-17 45 81.82
18-19 10 18.18
TOTAL 55 100
It is inferred above that 81.82% of respondents are in the age group of 16-17, and

18.18% of respondents are in the age group of 18-19 respectively.

Table 4.2 Frequency and Percentage Distribution of the Profile of the

Respondents based on their Sex.

Sex FREQUENCY PERCENTAGE

Male 8 14.55
Female 47 85.45
Total 55 100

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This table shows 14.55% of respondents of the respondents who answered the

survey questionnaire are “Male”, and the remaining 85.45% of the respondents are

“Female”.

Statement of the problem

2. How frequent do they watch K-Drama?

Table 4.3 Frequency and Percentage of watching K-Drama

LEGEND FREQUENCY PERCENTAGE

Always 9 16.37
Sometimes 37 67.27
Rarely 5 9.09
Never 4 7.27
TOTAL 55 100
This table show that majority of the frequency of watching K-Drama among the

respondents is “SOMETIMES” having the frequency of 37 or 67.27%.

Table 4.4 Descriptive mean on the Comprehension Levels of Korean Drama

Fanatic Students in Angadanan National High School based on Lexical level

INDICATOR MEAN I
I can easily identify the meaning of the uncommon words by 2.8 S
reading the context clues.
Through K-Drama, I learn how to associate the meaning of 2.85454545454545 S
words.
I preview uncommon words first to unlock the meaning using a 2.85454545454545 S
dictionary.
I develop my vocabulary skills because of K-Drama. 2.43636363636364 S
By watching K-Drama I learn some Korean phrases. 3.03636363636364 S
GRAND MEAN 2.796363636 S
Legend: 3.26-4.00= Always (A); 2.51-3.25= Sometimes (S); 1.76-2.50= Rarely (R); 1.00-1.75= Never (N)

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The table shows that the student who watch K-Drama are lexically comprehended

“SOMETIMES” having the mean of 2.796363636. This mean that the watcher of K-

Drama “Sometimes” understand key vocabulary in the text that came from the subtitle

they are watching.

Table 4.5 Descriptive mean on the Comprehension Levels of Korean Drama

Fanatic Students in Angadanan National High School based on Literal level

INDICATORS MEAN I
When watching K-Drama I can answer the what, when, where 2.8 S
question about the story.
When watching K-Drama I can learn how to answer the 2.69090909090909 S
problem in the story by looking at details or the story that I
am reading.
I can see every minor and major details in the story. 2.76363636363636 S
I can determine the introduction, body and conclusion of the 2.90909090909091 S
story.
I can determine the introduction, body and conclusion of the 2.85454545454545 S
story.
GRAND MEAN 2.803636364 S
Legend: 3.26-4.00= Always (A); 2.51-3.25= Sometimes (S); 1.76-2.50= Rarely (R); 1.00-1.75= Never (N)

The table shows that the student who watch K-Drama are literally comprehended

“SOMETIMES” having the mean of 2.803636364. This mean that the watcher of K-

Drama can “Sometimes” answer the Who, What, Where and When questions through

watching and reading the text within it.

Table 4.6 Descriptive mean on the Comprehension Levels of Korean Drama

Fanatic Students in Angadanan National High School based on Interpretative

level

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INDICATOR MEAN I
When watching K-Drama I understand what they are telling 2.58181818181818 S
about.
I can identify what will happen next in the story. 2.45454545454545 R
I can identify who will the antagonist and protagonist of the 2.78181818181818 S
story.
I can predict the flow of the whole story. 2.34545454545455 R
I can understand what they are saying explicitly and 2.34545454545455 R
implicitly.
GRAND MEAN 2.501818182 R
Legend: 3.26-4.00= Always (A); 2.51-3.25= Sometimes (S); 1.76-2.50= Rarely (R); 1.00-1.75= Never (N)

This table indicates that K-Drama Fanatics “RARELY” comprehend

interpretatively. The watchers can “Rarely” answer the What if, Why, and How

questions of the story they are watching. They “Rarely” understand the “facts” that

are not explicitly stated in the story.

Table 4.7 Descriptive mean on the Comprehension Levels of Korean Drama

Fanatic Students in Angadanan National High School based on Applied level

INDICATOR MEAN I
I learn good behaviours through watching K-Drama. 2.85454545454545 S
I improved my language ability because of K-Drama. 2.63636363636364 S
I make good decisions in life because of K-Drama. 2.47272727272727 R
I am motivated to study well just like the actor/actresses in K- 2.63636363636364 S
Drama.
K-Drama help me to gain knowledge about Korean. 2.96363636363636 S
GRAND MEAN 2.712727273 S
Legend: 3.26-4.00= Always (A); 2.51-3.25= Sometimes (S); 1.76-2.50= Rarely (R); 1.00-1.75= Never (N)

This table indicates that K-Drama Fanatics “SOMETIMES” applied the story

they are watching to their existing knowledge.

Table 4.8 Descriptive mean on the Comprehension Levels of Korean Drama

Fanatic Students in Angadanan National High School based on Affective level

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INDICATORS MEAN I
K-Drama makes me a better person. 2.69090909090909 S
K-Drama makes me wiser in making decision. 2.6 S
K-Drama makes me confidence about myself. 2.69090909090909 S
Watching K-Drama make me motivated to dress well. 2.83636363636364 S
K-Drama makes me to become a loving and caring person. 3.03636363636364 S
GRAND MEAN 2.770909091 S
Legend: 3.26-4.00= Always (A); 2.51-3.25= Sometimes (S); 1.76-2.50= Rarely (R); 1.00-1.75= Never (N)

This table indicates that K-Drama Fanatics “SOMETIMES” understands social

and emotional aspect. They SOMETIMES connect motive to plot and character

development within their own selves.

Table 4.9 Ranking the Descriptive mean on the Comprehension Levels of Korean

Drama Fanatic Students in Angadanan National High School

COMPREHENSION LEVEL GRAND MEAN RANK

LEXICAL COMPREHENSION 2.796363636 2
LITERAL COMPREHENSION 2.803636364 1
INTERPRETATIVE 2.501818182 5
COMPREHENSION
APPLIED COMPREHENSION 2.712727273 4
AFFECTIVE COMPREHENSION 2.770909091 3

This table denotes that K-Drama Fanatics have higher comprehension in Literal
Comprehension Level having the highest mean of 2.803636364. This indicates that
the watchers can literally comprehend than comprehending in the other levels. Literal
Comprehension Level was followed by the Lexical Comprehension Level having the
mean of 2.796363636; Affective Comprehension Level having the mean of
2.770909091; Applied Comprehension Level having the mean of 2.712727273; and
Interpretative Comprehension Level as the lowest rank having the mean of
2.501818182.

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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings

This research study focuses on the comprehension level of K-Drama fanatics in

Angadanan National high School. The basic objective of this study is to assess

comprehension ability level of the K-Drama watchers in the said school. Descriptive

research was used and survey questionnaire technique was implied for the data

gathering. The questionnaire served as the instrument for the data collection and

answered by 55 selected student of Angadanan National High School. The study was

conducted on the school year 2019-2020.

On the profile of the respondents, out of the 55 respondents, majority of the

respondents are age 16-17 years old with a percentage of 81.82%, and 47 or 85.45%

of the respondents were female.

When based on the level of comprehension ability, K-Drama Fans are more

literally comprehended “SOMETIMES” having the overall mean of 2.803636364 than

lexical with an overall mean of 2.796363636, applied with an overall mean of

2.712727273 and affective comprehended with an overall average of 2.770909091.

But they interpretatively comprehend “RARELY” gaining an overall mean of

2.501818182.

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Conclusion

Based on the findings of the present study, K-Drama fans and watchers can

understand the key vocabulary in the text or subtitles they are watching. They can

answer the Who, What, When, & where question about the story they are watching.

The K-Drama Fans also applied and relate the story to their prior and existing

knowledge. They can also affectively understand the social and emotion aspect of the

story. The K-Drama fans and watchers can decode words by hearing the words from

the video. They also have a wide vocabulary from words they can get from the video

and the text they are reading. They also applied and critic themselves with the video

they are watching. For example, if I where that character would I do the same? Also,

K-Drama fans and watchers can answer the Who, What, When, & where question

about the story they are watching. They can identify who is/are the protagonist and

antagonist in the story, what happen to the character, when did the story begun or end,

where did the story end.

However, K-Drama fans and watcher rarely interpretatively comprehend. They

rarely understand and answer what if, why and how question. Why and how did it

happen to the character of the story? They rarely can tell the flow and what will

happen next to the story they are watching. They can also rarely depict how will it end

or how something happen to the story.

Recommendation

The following recommendations are offered based on the findings and

conclusions of the study.

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1. Watcher must limit themselves on watching and have sometime on other

things.

2. Students or watchers must be guided when watching K-Drama or any film for

it might have some unwanted contend like inappropriate words and action.

The study depicted that the content of the video like words was added to their

vocabulary and knowledge.

3. The researchers recommend the future researchers to have an experimental

study about this topic.

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Appendices
Appendix A- Approval Sheet

ANGADANAN NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL DEPARTMENT
Centro 1, Angadanan, Isabela

October 2, 2019

Madam/Sir.
Greetings with peace and love!

We, the Grade 12 HUMSS C of the Angadanan National High School Senior High School
Department, will be conducting a study entitled “Comprehension Level of K-Drama Fanatic
Student in Angadanan National High School” to determine the level of comprehension level
of the K-Drama viewers. The research study would want to gather pertinent and in-depth data
to the Grade 12 Senior High K-Drama viewers of Angadanan National High School.

Anchored on the above-mentioned, we would like to ask your good office for your approval to
conduct the said data gathering procedures to our respective participants to ensure that our
research would gain comprehensive and competent results.

Rest assured that ethical principles in the conduct of the research are highly observed and
imbibed. We hope for your positive response.

Thank you very much for your unending support and guidance in all our undertakings.
God bless and more power

RESEARCHERS
Angelo Depasupil Jovertson Icgnacio
Angel Vincent Valdez Marilyn Lappay

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Appendix B- Questionnaire

ANGADANAN NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL DEPARTMENT
Centro 1, Angadanan, Isabela

COMPREHENSION LEVELS OF KOREAN DRAMA FANATIC

STUDENTS IN ANGADANAN NATIONAL HIGH SCHOOL

Dear Respondent/s:

We are the HUMSS 12 - C students of Angadanan National High School. One of the
requirements in the subject Practical Research 2 is to conduct a research study that will help
the scholars to understand the pros of watching K-Drama specially with comprehension level
of the watcher. Thus, we came up with a Descriptive Research entitled “Comprehension
Levels of Korean Drama Fanatic Students in Angadanan National High School,” for us to
comprehensively identify the impact of watching K-Drama to the comprehension of the
watchers. Your answers will provide the data for further enhancement needed in this study.

We would wholeheartedly appreciate your cooperation. If you have questions and/or

clarifications about this study, approach us at HUMSS 12-C, ROOM NO. 14.

RESEARCHERS,

Angelo Depasupil Marilyn Lappay

Jovertson Igancio Angel Vincent Valdez

SURVEY QUESTIONNAIRE
Part I: Profile of the Respondents
Name:____________________________________________ Age: _______
Grade Level and Section: _____________________________ Gender:________

PART II: Frequency of students in watching Korean Drama

Direction: Put check upon the table. 1 scale as never, 2 as rare, 3 as
sometimes, and 4 as always
 How often you watch K-drama?

Always Sometimes Rarely Never

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Part III. Comprehension Levels of Korean Drama Fanatic

Directions:
4-Strongly Agree 3-Agree 2-Disagree 1-Stongly Disagree

Comprehension Levels of Korean Drama Fanatic 4 3 2 1

1. I can easily identify the meaning of the uncommon words by
reading the context clues.
2. Through K-Drama, I learn how to associate the meaning of words.

3. I preview uncommon words first to unlock the meaning using a

dictionary.
4. I develop my vocabulary skills because of K-Drama.
5. By watching K-Drama I learn some Korean phrases.
6. When watching K-Drama I can answer the what, when, where
question about the story.
7. When watching K-Drama I can learn how to answer the problem in
the story by looking at details or the story that I am reading.
8. I can see every minor and major details in the story
9. I can determine the introduction, body and conclusion of the story.

10. I can determine the conflict of the story easily.

11. When watching K-Drama I understand what they are telling about.

12. I can identify what will happen next in the story.

13. I can identify who will the antagonist and protagonist of the story.

14. I can predict the flow of the whole story.

15. I can understand what they are saying explicitly and implicitly.
16. I learn good behaviors through watching K-Drama.
17. I improved my language ability because of K-Drama.
18. I make good decisions in life because of K-Drama.
19. I am motivated to study well just like the actor/actresses in K-
Drama.
20. K-Drama help me to gain knowledge about Korean.
21. K-Drama makes me a better person.
22. K-Drama makes me wiser in making decision.
23. K-Drama makes me confidence about myself.
24. Watching K-Drama make me motivated to dress well.
25. K-Drama makes me to become a loving and caring person.

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Appendix C- Analysis of the data/ Master Data

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Appendix D-Grammarian’s Certificate

Grammarian’s Certificate

This is to certify that the undersigned has reviewed and went through all the

pages of the research paper entitled “Comprehension Levels of Korean Drama

Fanatics Students in Angadanan National High School’’ by Angelo Depasupil,

Jovertson Ignacio, Angel Vincent Valdez and Marilyn Lappay. The contents of the

study are aligned with the set of structural rules that govern the composition of

sentences, phrases, and words in the English language.

Signed this day____of October_ at _Angadanan National High School__

____________________________

Signature over Printed Name

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Appendix E- Profile of the Researchers

CURRICULUM VITAE

Name: Angelo Depasupil

Address: Aromin Echague Isabela
Mobile Number: 09556079194
Email: [email protected]
Age: 16
Birth date: October 15, 2002
Birthplace: Aromin Echague Isabela
Address: Aromin Echague Isabela
Status: Single
Gender: Male
Mother’s Name: Jovielyn Depasupil
Father’s Name: Oscar Depasupil
Educational Background:
Elementary:
Aromin Elementary School 2013-2014
Junior High School:
Imelda R. Marcos High School 2017-2018
Senior High School:
Angadanan National High School 2019-2020

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CURRICULUM VITAE

Name: Jovertson Ignacio

Address: Centro Ii Angadanan Isabela
Mobile Number: 09269485082
Email: [email protected]
Age: 19
Birthdate: March 10, 2000
Birthplace: Centro Ii Ang. Isa
Status: Single
Gender: Male
Mother’s Name: Joan B. Ignacio
Father’s Name: Benson D. Ignacio
Educational Background
Elementary:
Angadanan West Central Elementary School 2013-2014
Junior High School:
Angadanan National High School 2017-2018
Senior High:
Angadanan National High School 2019-2020

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CURRICULUM VITAE

Name: Angel Vincent Valdez

Address: Fugaru, Angadanan, Isabela
Mobile Number: 09059227919
Email:
Age: 17
Birth Date: May 20, 2002
Birthplace: Fugaru, Angadanan, Isabela
Address: Fugaru, Angadanan, Isabela
Status: Single
Gender: Male
Mother’s Name: Mary Jane Valdez
Father’s Name: Agustin Valdez
Educational Background:
Elementary:
Fugaru Integrated School 2013-2014
Junior High School:
Fugaru Integrated School 2017-2018
Senior High School:
Angadanan National High School 2018-2020

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CURRICULUM VITAE

Name: Marilyn Lappay

Address: Lourdes Angadanan Isabela
Mobile Number: 09651554334
Email: [email protected]
Age: 18
Birthday: March 7,2001
Birthplace: Lourdes Angadanan Isabela
Address: Lourdes Angadanan Isabela
Status: Single
Gender: Female
Mother’s Name: Vergie B. Lappay
Father’s Name: Pedro N. Lappay
Educational Background:
Elementary:
Lourdes Elementary School 2013-2014
Junior High School:
Angadanan National High School 2017-2018
Senior High School:
Angadanan National High School 2019-2020

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