Digitized Teaching Strategy (DigiTS) in Improving the Language Performance on Basic Figures of Speech

Digitized learning materials offer students meaningful classroom learning experiences that may actively engage the students in the learning process toward holistic development. Hence, this action research aimed to determine the effectiveness of the Digitized Teaching Strategy (DigiTS) in improving the English language performance of Grade 8 students in Gen. Tiburcio de Leon National High School using researcher-made tests and group discussions. Participants were 60 Grade 8 students divided into two groups-the control group who received the traditional method of teaching and the experimental group who were exposed to the Digitized Teaching Strategy. The study employed a mixed method research design which included pre-test, post-test, and Focus Group Discussion. Data were analyzed quantitatively using appropriate statistical treatment and qualitatively through coding and categorizing. Findings of quantitative data analysis revealed that both the traditional way of teaching and Digitized Teaching Strategy (DigiTS) improved the English language performance of the students as shown by the mean scores during pre-test and post-test. However, the performance of the experimental group had no significant difference to the performance of the control group based on the statistical computation. On the other hand, qualitative data analysis had identified three recurring themes-development of basic language skills, motivation for positive learning engagement, and teachers’ involvement in learning. Though participants agreed that DigiTS was an engaging way of teaching and learning that could develop their English macro skills, students believed that teachers’ in -depth discussion is necessary to ensure mastery of the lesson. The study recommends that teachers in different disciplines must familiarize the process of crafting potential materials to cater 21st century learners’ needs. The Digitized Teaching Strategy (DigiTS) can also be used to aid teachers on lesson delivery to ease their teaching tasks without compromising the quality.


Introduction
Language and context are two inseparable things in communication for context greatly influences the way language is understood (Derakhshesh, 2015).Moreover, English as a Second Language (ESL) learners are most of the time exposed to literal language-precisely mean what is said, without analyzing the frame or the context of the expression.As a result, figurative language such as idioms and figures of speech are often misinterpreted due to the inability to recognize these sociolinguistic factors.
For this reason, based on the results of periodic examinations for the past few years as reported in the Division of Office-Valenzuela, the lesson figures of speech have been one of the most difficult or least learned skills in English for grades 7 and 8.The problem has been discussed for quite some time and English teachers exhausted all means to come up with a possible solution whether pedagogical or instructional.
The strengthening of teachers' pedagogical skills has been one major concern in both global and local contexts for decades.In language teaching, several programs have been introduced to second language teachers and instructors.Some are crafted locally while others are adopted from other countries with universal standards.These programs are most likely focusing on three major aspects of teaching namely strategy, English language teachers 'professional development, language teaching materials, and strategy or pedagogical development in language teaching.
Teaching strategies are defined as methods and techniques that the teacher employs to guide or assist students' learning in a class.With the advent of technology, the advanced phase of teaching and learning emerged as digitized instruction."Digitization is the integration of digital technologies into everyday life by digitization of everything that can be digitized."(Ainslee, 2018).In the teaching context, various techniques were employed in digitized instruction.These included online courses, online exams, digital textbooks, and animation.The teaching strategy employed in this study focused on the application of animation in the whole process of teaching and learning where the technology provided all the instructions to be followed by learners following animated stories.
This study was anchored to Krashen's (1982) theory of second language acquisition explaining that massive exposure to language or Comprehensible Input Hypothesis with a low affective filter or anxiety levels Affective Filter Hypothesis helped the second language learners to positively acquire the target language (Malik et al., 2021).Richards and Rodgers (2014) compiled classic approaches and methods in language teaching that were aligned to Krashen's (1982) theory of second language acquisition that allowed students to be exposed to language applications with low affective filters like the classic teaching strategies including community language teaching, suggestopedia and audiolingual method.
With the existing classic approaches in language teaching anchored to Krashen's (1982) theory of second language acquisition, Owen (2017) suggested in an online article a modern version of the classic teaching strategies for she believed that giving appropriate language teaching strategies and methods can positively change the motivation and attitudes of learners in language class.She then mentioned some strategies that language teachers could use for the learners to experience an encouraging language learning environment.The strategies are the Natural Approach-which maximizes the use of language in the class through simulation and role plays using modern technologies, Grammar Drilling with the use of online application to liven things up, and vocabulary checks on post-it notes.
There are several studies conducted globally about the effectiveness of the application of modern technologies in today's classroom setting.As an example, Djamas and Tinedi (2018) mentioned in their article that interactive learning multimedia learning materials enhanced students' critical thinking skills as shown by the improvement based on the grades of 30 students who participated in their study after being exposed to interactive learning materials.In language learning based on the low affective filter hypothesis, the use of interactive learning multimedia guided by teachers helped the learners interact with the materials with less pressure or anxiety which could lead to positive outcomes since students had low affective filter during the conduct of the said classroom activity.
To add, in the context of language learning, Burset et al. (2016) analyzed the different interactive materials published online that were used as materials in teaching English as a Second Language (ESL) to Spanish students.The study aimed to investigate the relationship between the texts and images on the interface of Interactive Digitized Materials (IDM) to develop learners' language skills.Based on the findings of the study, these features of multimodal discourse or IDM can influence the language learning processes of the learners.Indeed, interactive learning materials truly made learning not only convenient for the instructors but also experiential for the learners.Thus, applying proper animations with concrete dialogues and real conversations maximized the language of exposure of students in the target language as explained in Krashen's (1982) input hypothesis on Krashen's (1982) theory of language learning.
Locally, the Department of Education has been promoting for all the stakeholders of education regarding strategy development of teachers as stated in DepEd order no.35 s. 2016 entitled 'The Learning Action Cell as a K to 12 Basic Education Program School-based Continuing Professional Development Strategy for the Improvement of Teaching and Learning'.The DepEd order stipulated in paragraph 2 the call to all professional learning communities to provide teachers with the aid of new practices in giving teaching instructions and revising the traditional practices, beliefs, and assumptions about education to suit today's generation's needs.The department also provides the teachers and other stakeholders with sound useful policies drawn from both research and observation.Some of the programs are PRODED-Program for Decentralized Education and SEDIP-Secondary Education Development and Improvement Project.Based on empirical studies conducted in the department, it is said that teachers' engagement and involvement in any professional development programs have a positive impact on teachers' beliefs and practices not only in teaching but also in implementing educational reforms to cater to all types of 21st-century learners.
Indeed, technological advancements have truly been a game-changer in the field of education and digital learning instruction has been of great impact to 21st century learners (Hoskins, 2011).As an advocate of embracing ICT as an integral part of today's learning process, the researcher has developed a Digitized Teaching Strategy (DigiTS)-a digitized material with voice commands to give direct instructions to students.DigiTS contains a full-blown lesson from motivation to evaluation applying some offline and online applications such as QR droid, Plickers, and Kahoot.This tool might be one valuable resource that would improve students' language proficiency in terms of figures of speech and be able to prove whether 21st-century learners learn more from digitized materials compared to face-to-face instruction.This call is probably a great move to strengthen the pedagogical knowledge of teachers and to bring the 21st-century language learning experience to Filipino learners.
The present study was limited to determining the effectiveness of the Digitized Teaching Strategy (DigiTS) in improving the language performance of students on basic figures of speech of the Grade 8 students handled by the researcher in Gen. Tiburcio de Leon National High School.This was measured based on their mastery of figures of speech using validated multiple-choice questions during the pre-test and post-test before and after the execution of the strategy.The results of the tests were computed statistically and used to understand the possible positive implications and impacts of the present study not just in language teaching but in education in general.It also includes the significance of this study which might help future researchers to continue this kind of tradition of doing active research that might develop attitudes, beliefs, behaviors, and practices not only for teachers but also for other stakeholders of education.The results of the present study might serve as guidelines and bases for possible policies or programs that could be beneficial to the life and learning experience of the learners.
The general problem of this study is to determine the effectiveness of the Digitized Teaching Strategy (DigiTS) in improving the Language Performance on Basic Figures of Speech of Grade 8 students in Gen. Tiburcio de Leon National High School.Specifically, it sought to answer the following questions: 1. What is the level of English language performance in terms of mean scores of the control group during the pre-test and post-test?2. What is the level of English language performance in terms of mean scores of the experimental group during the pre-test and post-test?3. Is there any significant difference between the English language performances of the experimental group and the control group? 4. What are the views of the students about the usability and functionality of the Digitized Teaching Strategy (DigiTS) in improving English language performance?
Based on the problem presented, the study presents the hypothesis: Ho: There is no significant difference between the English language performances of the control group and the experimental group of grade 8 students in Gen. Tiburcio de Leon National High School.

Methods
The present study used a mixed-method research design-a procedure for collecting, analyzing, and mixing both quantitative and qualitative methods in a single study to understand the research problems (Creswell, 2012).The use of pre-test and post-test is one traditional approach in gathering quantitative data in which the researcher tested whether the independent variable DigiTS influenced the dependent variable or the language performance on basic figures of speech of the students.On the other hand, a Focus Group Discussion was conducted to have qualitative data that might support or counter the quantitative data.

Respondents to the research
The researcher selected 60 students from the grade 8 level in Gen Tiburcio de Leon National High School currently handled by the researcher.These 60 students came from two heterogeneous classes who had almost the same MPS during the first periodic examination to add reliability to the results and lessen sampling bias.They were also the first two sections to be taught by the researcher 12:40-1:40 P.M and 1:40-2:40 P.M schedule so the time would not be considered as an impeding variable for this study.The samples of this action research were selected using simple random sampling through the fishbowl method.30 students from section 8-A were exposed to the new method of teaching using DigiTS under the experimental group while the other 30 students from section 8-B received the traditional way of teaching.They were given five onehour sessions to be facilitated for six teaching days since the English subject had 4 sessions per week focusing on the topics of figures of speech as follows: simile, metaphor, personification, hyperbole, and a combination of the four basic types.The control group was taught using the traditional teaching method of lecture and paper visual materials while the experimental group was exposed to the Digitized Teaching Strategy (DigiTS).Both experimental and control groups were asked to answer the validated and the researcher made pre-tests and post-tests.Further, 6 students 3 males and 3 females having different academic performances based on their English quarterly grades during the first grading period, from the experimental group participated in the Focus Group Discussion (FGD).Students were free to give their views on the introduced method which might support or counter the quantitative data gathered from pre-test and post-test to have a more comprehensive conclusion.

Data gathering procedure and instruments
To ensure the proper conduct of this study, the researcher employed the following phases in four weeks.

Phase 1: Planning and Administration of Pre-Test (Week 1&2)
The researcher secured permits and letters for whoever was involved in the study.Planning included finalizing the DigiTS, preparing pre-test and post-test questionnaires, having them validated by the master teacher and head teacher, and being able to have a pilot testing using some students with the same level of language performance according to their previous grades in English Subject.After validation and pilot testing of the pre-test questionnaire, it was administered to the participants of the study.
The research instruments used in the study were researcher-made pre-tests and post-tests given to both experimental and control groups.The researcher made 40-item pre-tests and posttests were all multiple-choice type tests but differed on the level of difficulty as shown in the table of specifications.The instruments underwent some stages relating to the validation and reliability testing process.First, content and construct validation by experts, the questions were validated by language experts in different institutions focusing on how the questions were constructed to the extent that the selected respondents understood them easily and to ensure that there were no ungrammatically written questions.
After content validation, the researcher conducted a pilot testing followed by interviews with the selected respondents.The tests were administered to the students on the same grade level as the selected participants to help the researcher determine that the respondents could answer and that they could understand the questions.The researcher made some changes based on the feedback from the students who answered the tests for pilot testing.Lastly, the responses of 10 students who underwent pilot testing were analyzed in terms of reliability and consistency using Cronbach's alpha reliability coefficient with a=0.75 with a reliability level of 'acceptable' based on the Rasch Measurement Model as presented in Mohd Dzin, and Fay (2021).
Furthermore, after administering the post-test to the experimental group, the researcher conducted a Focus Group Discussion to make the results and findings of the study more reliable.

Phase 2: Implementation of Digitized Teaching Strategy (Week 3&Week 4)
In this phase, the experimental and control groups were exposed to different teaching strategies.The experimental group received computer-generated instructions using DigiTS from the first to last session while the control group received the traditional way of teaching through lecture and discussion.Moreover, the content and activities given to the two groups were quite similar and had the same level of difficulty.See the implementation details below including the roles of teachers in both control and experimental groups.Since DigiTS is a teaching strategy, the researcher asked colleagues including master teachers and head teachers to observe and critique the proposed strategy during the last session.After the teaching process, the researcher together with the colleagues conducted a post-conference which might include some suggestions to improve the materials if necessary.
Phase 3: Evaluation of the study (Week 4) In this phase, the validated post-test was administered to both experimental and control groups following the proper procedures in taking the examination to be followed by the statistical treatment or the computation for weighted mean to analyze the effectiveness of both strategies.Focus Group Discussion with the selected students.The scores of the two groups in pre-test and post-test were interpreted statistically as quantitative data while the Focus Group Discussion transcription was interpreted qualitatively through coding and categorizing.

Data analysis techniques
The data gathered from the validated researcher-made pre-test and post-test were subjected to statistical treatment to obtain quantitative data and Focus Group Discussion transcription was analyzed through coding and categorizing to obtain qualitative data.These data serve as the basis of analysis and interpretation.The data were statistically and qualitatively interpreted using different tools such as Microsoft Excel and Special Package for Social Sciences (SPSS).
Weighted Mean.This will be used to interpret and describe the scores of the students during the pre-test and post-test using descriptive statistics.
T-Test for Independent Samples.This is used to determine if there is any significant difference between the performance of the control and experimental group.
Coding and Categorizing.This process is used to make a more extensive data analysis from the transcription made during the Focus Group Discussion.No Mastery

Results and Discussion
This chapter presents the results of the data gathered for this study.The data were statistically processed to provide answers to the problem supported by the qualitative data analysis.The Data were shown and explained in the order of presentation of the problem in Chapter 1. Table 2 shows the summary of the scores of the control group during the pre-test and posttest.During the pre-test, the control group has a mean of 12.37 with a standard deviation of 4.27 and a range of 20.The language performance of the students on basic figures of speech during the pre-test is equivalent to low mastery.On the other hand, during the post-test, the control group has a mean of 18.63 with a standard deviation of 5.11 and a range of 20 with the descriptive value of average mastery.The mean difference is 6.27 which indicates that there is an improvement in the performance of the control group on basic figures of speech during the pre-test and post-test from descriptive equivalent of low mastery to average mastery.The result is congruent with the study conducted by San et al. (2020) focusing on the effectiveness of traditional methods in teaching English.The results showed that the traditional way of teaching the second language still achieved positive results.On the other hand, the researchers believed that the result does not mean that traditional approaches are better than modern ones.Table 3 shows the summary of the scores of the control group during the pre-test and posttest.During the pre-test, the experimental group has a mean of 12.63 with a standard deviation of 3.94 and a range of 19.The language performance of the students on basic figures of speech during the pre-test is equivalent to low mastery.On the other hand, during the post-test, the experimental group has a mean of 20.1 with a standard deviation of 6.47 and a range of 26 with the descriptive equivalent of average mastery.The mean difference is 7.5 which indicates that there is an improvement in the performance of the experimental group during the pre-test and post-test from the descriptive equivalent of low mastery to average mastery.In addition to this, Shahzad et al. (2021) mentioned that learners were motivated intrinsically when teachers used innovative learning techniques with proper and attractive interface design.Table 5 shows the summary of the T-test of independent samples.Statistically, since the t value -0.9738 is lower than the critical value of 2.009 therefore; the null hypothesis cannot be rejected.Hence, there is no significant difference between the English language performances of the control group and the experimental group.On the contrary, Sauers and Walker (2004) indicated that technology-assisted instruction provided the best form of lesson delivery to students in communication practices.Modern approaches in teaching may significantly increase students' learning when they emerge and are introduced in education in the early years.Meanwhile, based on the results of the current study, the improvement or increase in learning is not significantly evident.Therefore, both the traditional way of teaching and DigiTS are comparatively effective based on the data interpreted for this study.

Focus group discussion data analysis
After the coding and categorizing of the data gathered and transcribed from the Focus Group Discussion about the usability and functionality of DigiTS in improving the English language performance of grade 8 students, three emerging themes have been recurring throughout the discussion-Development of Basic Language Skills, Motivation for Positive Learning Engagement, and Teachers' Involvement in Learning.

Development of basic language skills
In the language teaching and learning process, it is important to develop the basic language skills or macro skills in language-reading, speaking, listening, writing, and viewing.The participants stated that DigiTS made them use most of the macro skills functionally especially listening, reading, and viewing since the materials were delivered following a certain storyline that included dialogues.Additionally, they also believed that one of the most challenging parts is that they listen to native speakers of the English language.This is considered a great way of improving their listening skill.Below are some of the views given by the participants during the FGD.This theme showed the exact concept of Krashen's Comprehensible input hypothesis in language acquisition as mentioned by Bailey and Fahad (2021).Their study revealed that the learning process is essential in language acquisition.Language programs should focus on preparing students to functionally use the language instead of forcing them to practice the language by giving comprehensible inputs.
Student 4: "When one listens, he can only remember a few.But in DigiTS, aside from listening to the dialogues you do watch and read the callouts which I think is equivalent to good retention of knowledge.Student 5: "We learn because we are following a meaningful story."Student 6: "It is a challenge listening to a foreign speaker at the beginning, but it feels like you're watching television after some time.

Motivation for positive learning engagement
Several studies from the behaviorist perspective showed that motivation affects one's learning.Another theory or hypothesis introduced by Krashen (1982) the Affective Filter hypothesis as discussed by Stander (2022) may be associated with the second theme.Stander (2022) emphasized the importance of motivation and other affective factors in language classes to maximize learning.She then mentioned that motivation could enhance or hinder learning depending on the use and application of teachers.In line with this, the participants of the present study believed that they had learned the target competencies because they were motivated by the materials used by the teacher.They felt the excitement since they had experienced utilizing several online and offline applications as part of the learning process.Below are some of the views given by the participants during the FGD.
Student 1: "It's nice to see the whole class active."Student 2: "It simply shows that students enjoy learning when the internet and games are included in the process."Student 4: "We feel comfortable when we are allowed to use computers or mobile phones as part of the learning process."Student 5: "Since the presentation or materials are well done, everybody is interested in the topic which results in learning."Most of the 21 st -century learners are knowledgeable about manipulating different Information and Communication Technology materials.Further, the new way of teaching introduced in this study is highly engaging for today's generation of learners because it utilizes different applications.

Teacher's involvement in learning
Though participants had positively perceived the DigiTS as shown on the FGD, they still believed that teacher's involvement must be a part of any learning process even in digitizing learning.They claimed that teachers should be there discussing the competencies in a scholarly way possible and enlightening students' queries or clarification if there will be any.Moreover, talking materials could never replace the traditional way of teaching with the teacher explaining the lesson with the presence of genuine learning materials.
Student 3: "When the teacher is explaining, he/she frequently asks the students for questions or clarification to further understand the lesson.This might compromise the learning of the students who failed to understand the native sounds of English."Student 4: "This kind of teaching is good once in a while, but it is better to learn traditionally with the teacher asking the class to read authentic reading materials from the textbook.Student 5: "This could have been better if there were still explanations given by the teacher."

Summary of findings
This action research aimed to determine the effectiveness of the Digitized Teaching Strategy (DigiTS) in improving the English language performance of the Grade 8 students in Gen. Tiburcio de Leon National High School.It also sought to determine if there is a significant difference between the performance of the students who experienced the new method of teaching and the performance of those who received the traditional way of teaching through statistical computation.Lastly, the action research sought to describe the views of the students regarding the usability and functionality of DigiTS in improving English language performance and as an alternative way of teaching.The action research employed a mixed-method research design.
The salient findings of the study are as follows:

Pre-test and Post-test of the Control Group
Based on the data analyzed, the mean scores of the students in the control group improved after receiving the traditional method of teaching as shown in the mean scores during pre-test and post-test.The group had a mean of 12.37 during the pre-test with the descriptive equivalent of low mastery.Furthermore, the group scored 18.63 in the posttest with the descriptive equivalent of average mastery.

Pre-test and Post-test of the Experimental Group
Based on the data analyzed, the mean scores of the students in the experimental group improved after receiving the traditional method of teaching as shown in the mean scores during pre-test and post-test.The group had a mean of 12.63 during the pre-test with the descriptive equivalent of low mastery.Furthermore, the group scored 20.1 in the posttest with the descriptive equivalent of average mastery.

Test of Difference between Control Group and Experimental Group
After performing the T-test of independent samples on the performance of the control group and experimental group, the t-value of -0.9738 is lower than the critical value of 2.009 which indicates that the null hypothesis cannot be rejected.Hence, there is no significant difference between the performances of the control group and the experimental group.

Focus Group Discussion Data Analysis
After the coding and categorizing of the data gathered and transcribed from the Focus Group Discussion about the usability and functionality of DigiTS in improving English language performance as a new way of teaching, three emerging themes have been recurring throughout the discussion-Development of Basic Language Skills, Motivation for Positive Learning Engagement, and Teachers' Involvement in Learning.

Conclusion
Based on the data and findings presented in this study, the following conclusions were derived: 1.The English language performance of the students in the experimental group has been improved by the Digitized Teaching Strategy (DigiTS) in the same way the traditional teaching method has improved the control group.
2. Statistically speaking, there is no significant difference between the performance of the control group after receiving the traditional method of teaching and the performance of the experimental group after using DigiTS.3. Based on the data in the Focus Group Discussion, DigiTS helped them develop their language skills because they were motivated when the process was very interactive with different applications.However, students believed that the traditional way should not be abandoned, and materials could never replace the role of the teachers in the classroom.As stipulated in DepEd order no.35 s. 2016 entitled 'The Learning Action Cell as a K to 12 basic education program school-based continuing professional development strategy for the improvement of teaching and learning'.There is a need to remodel the traditional practices in the classroom based on the needs of 21 st -century learners with the help of modern technologies.Nevertheless, this should not include the abandonment of the very essence of teaching which aims to develop learners holistically.
Technological advancement should be embraced by teachers because it could influence learning since today's generation of learners are modern learners who want to be engaged in the learning process.Howbeit, this advancement in Information and Communication Technology might be a more useful tool if combined with the traditional way of in-depth lectures with the teacher.This could also be used as an alternative way of teaching, but never as a replacement for the prime movers of education teachers.
Based on the results and conclusions, the following recommendations are suggested: 1.The results obtained from this study must be examined carefully and used in crafting potential learning materials that could be used by the teachers to provide meaningful learning experiences to the learners.2. The proposed action plan and the materials should be considered by the school heads and division officials and make some policy recommendations in materializing the action plan so that 21 st -century teachers can become knowledgeable in crafting digitized materials in various disciplines.The said materials will be beneficial to all teachers when these outputs are made available online.3. Future researchers should continue to conduct similar studies regarding digitized materials and their impact on providing meaningful learning experiences for 21 st -century learners.Further, the results of the study may serve as a reference to future underpinning related to digitized learning materials.

Acknowledgment
The researcher wishes to express his utmost gratitude and appreciation to Almighty God for giving him the strength, wisdom, and courage from the beginning until the very last day of completing this paper.The researcher would also like to acknowledge, with sincerest gratitude and appreciation, the following people whom he will be forever thankful for being around and giving assistance during the conceptualization and conduct of this study; 1.The principal of Gen. Tiburcio de Leon National High School, Dr. Cesar C. Villareal, for allowing the researcher to conduct this study on his school and for giving unfathomable support to the teachers who are conducting action research; 2. The Senior Education Program Specialist for Planning and Research, Dr. Arnel Poja, and the Schools Division Research Committee, for their intellectual, critical, and constructive evaluation that led to the improvement of this study; 3. The head teacher of the researcher and action research consultant, Ma'am Ma.Emilie B.
Yumang for giving time to observe the conduct of the study and for providing insights to make the research process easier; 4. The master teacher of the English department, Mrs. Theda D. Lim, for validating the content and reliability of the research instruments and for generously sharing her expertise regarding the subject matter which helped the researcher accomplish this study; 5. The researcher's participants, the Grade 8 students of Gen. Tiburcio de Leon National High School, for patiently participating in the lessons to the best of their knowledge and ability; 6.Finally, to the researcher's loving family members: Donna Sesno-Corpuz, the researcher's wife, grammarian, and proof-reader, for the encouragement and for giving not only technical assistance but also financial support to making this research possible, Mikaiah Dominique S. Corpuz his daughter for being his inspiration in everything.The teacher uses differentiated activities when the students in group are allowed to choose on how they are going to present their output.This is a learner-centered activity in which students feel free to decide according to their strengths and knowledge about the topic/lesson.The presentation of each group will be graded using the rubric as shown in Lesson plan.

APPENDICES
Developing literacy skill of the students is shown on this part.The teacher prepares paragraphs that guide the students in accomplishing the each task.

I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards.To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies.These are assessed using Formative Assessment strategies.Alluring objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons."weekly objectives shall be derived from the curriculum guides

D. Content Standards
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinionmaking, persuasion, and emphasis.

E. Performance Standards
The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance,and behavior.The teacher uses videos and Powerpoint presentation to make the learning process active and to introduce modern way of teaching.
The daily routine prepares the students to have a classroom conducive for learning The teacher uses songs in the motivation part.This is an interdisciplinary approach with MAPEH in the same way multiple intelligences are recognized especially those musically inclined students.
The discussion of the lyrics is a pre-assessment task which shows whether or not the students know something about the topic.The teacher uses differentiated activities when the students in group are allowed to choose on how they are going to present their output.This is a learner-centered activity in which students feel free to decide according to their strengths and knowledge about the topic/lesson.The presentation of each group will be graded using the rubric as shown in Lesson plan.
U. Making generalizations and abstractions about the lesson Teacher presents a short video to sum-up all the learning.
V. Evaluating learning Directions: Identify whether the statement is simile, metaphor, personification, or hyperbole.1.I am so hungry that I could eat a whole cow.
2. This book is the only friend that I can count on.
3. You are the apple of my eye.4. That children were roses grown in concrete gardens, beautiful and forlorn. 5.After freedom's sweet kiss, she could never return to the doldrums of the factory.6. Jan ate hot dog despite the arguments it posed to her digestive system.7.This car goes faster than the speed of light.8.Your love is like a sun that lights up my whole world.9.I won't give up on us, even if the sky falls down.10.He is skinny as a toothpick.

W. Additional activities for application or remediation
The students are asked to make their own facegram chart Why did these work?
Developing literacy skill of the students is shown on this part.The teacher prepares paragraphs that guide the students in accomplishing the each task.
's video game is old, I finished that hundred years ago._____37.The wooden table is as sturdy as a rock._____38.The trees are waving goodbyes to people._____39.I am searching for you since the origin of the world._____40.The clouds are watching us over everytime we feel lost.APPENDIX C COMPARATIVE DATA OF PRE-TEST AND POST-TEST OF THE CONTROL AND EXPERIMENTAL GROUPAPPENDIX D

Task 3 :
QR Droid (App) Directions: The class is divided into four groups.Each group is assigned with an activity to work on.See below: Group 1: Figurative personal Profile (Manny Pacquiao) Group 2: Figures of speech in photographs Group 3: Poetry with Figures of speech (Nature) Group 4: Figures of speech in song lyrics Knowledge of content within curriculum is shown on this part when the teacher uses some famous lines from modern/classic stories or novels.

I
to answer a survey about the importance of figures of speech to sum-up all the learning in www.menti.com.(interactive website) J. Evaluating learning Task 5: Kahooters!(interactive website) Directions: Identify whether the statement is simile, metaphor, personification, or hyperbole.1.I am so hungry that I could eat a whole cow. 2. This book is the only friend that I can count on.3.You are the apple of my eye.4. That children were roses grown in concrete gardens, beautiful and forlorn. 5.After freedom's sweet kiss, she could never return to the doldrums of the factory.K.Additional activities for application or remediation The students are asked to make their own facegram chart L. V. REMARKS VI.REFLECTION No. of learners who earned 80% in the evaluation A. No. of learners who require additional activities for remediation B. Did the remedial lessons work?No. of learners who have caught up with the lesson C. No. of learners who continue to require remediation D. Which of my teaching strategies worked well?Why did these work?E. What difficulties did I encounter which my principal or supervisor can help me solve?F. What innovation or localized materials did I use/discover which I wish to share with other teachers?GEN.TIBURCIO DE LEON NATIONAL HIGH SCHOOL Cor.Mercado St. Gen T. de Leon National High School Lesson Plan for the Control Group

Q
the figure of speech used in the following excerpt/ quotations. 1. "Ah music," he said, wiping his eyes."A magic beyond all we do here!"-Harry Potter and the Philosopher's Stone by J.K. Rowling 2. " I have died everyday waiting for you, Darling, don't be afraid I have loved you For a thousand years I'll love you for a thousand more."-Thousand Years by Christina Perri 3. " Memories warm you up from the inside.But they also tear you apart."-Kafka on the Shore by Haruki Murakami 4. 'There is no friend as loyal as a book" -Ernest Hemingway 5. "She looks like a sheathed dagger in her brown dress.-The Centipede by Romy Diaz S. Developing mastery (leads to Formative Assessment 3) -The teacher asks the students to give examples of different figurative language.()=  0 class is divided into four groups.Each group is assigned with an activity to work on.See below: Group 1: Figurative personal Profile (Manny Pacquiao) Group 2: Figures of speech in photographs Group 3: Poetry with Figures of speech (Nature) Group 4: Figures of speech in song lyrics Knowledge of content within curriculum is shown on this part when the teacher uses some famous lines from modern/classic stories or novels.

X
learners who earned 80% in the evaluation G. No. of learners who require additional activities for remediation H. Did the remedial lessons work?No. of learners who have caught up with the lesson I. No. of learners who continue to require remediation J. Which of my teaching strategies worked well?

Table 1 .
Classroom implementation of both control and experimental groups

Table 2
Scale to Interpret Mean Scores

Table 3 .
Summary of mean scores of the control group during pre-test and post-test

Table 4 .
Summary of mean scores of the experimental group during pre-test and post-test

Table 5 .
Test for significant differences between the performances of the two groups