Republic of the Philippines

Department of Education
Region V-Bicol
Division of Camarines Norte
Paracale District

GUMAUS NATION NATIONAL HIGH SCHOOL

INNOVATION ACCOMPLISHMENT REPORT

I. TITLE : Use of Comics in improving the story retelling skills of Grade 7 students
of Gumaus National High School

II. PROPONENT: JOAN D. NAING

III. DATE AND VENUE: July – September 2019 (every ICL) Gumaus National High

School

IV. RATIONALE

English is an important means of communication, which is used by many countries in this

world. It plays an important role as an international language. Reading comprehension is of

utmost importance among the learners since it is the reading ability that enables a student or

reader to understand every component, element or features of a reading. Story retelling is an

effective teaching and assessment tool that enables the reader to focus on specific elements of

the story structure. When the reader is aware of the aspects of the story, there is a purpose and

sustained focus for reading. In order to make story retelling more interesting, good instructional

materials are needed which are visually appealing to students’ eye. In response to these

academic problems, the proponent of this innovation proposal was motivated to introduce

and produce an innovative tool that would address the retelling problems specifically

among the Grade VII students in Gumaus National High School. . This innovation is in

the form of English comics which employs dialogues which is based on the story to be

tackled in the lesson and also the activities and exercises which are all geared towards

improving the skills of the learners.

 NARRATIVE:

Selecting a good medium to teach retelling is very important. The writer assumed

comics is a kind medium that attract students’ interest and stimulate them to enjoy story

retelling because comics is light and easy-to-understand reading material. It has pictures

and contains shorts conversations in “bubbles” speech. The vocabulary used there can

be inferred from both pictures and the context, so students do not waste time to look up

the meaning of difficult words in the dictionary. Comics also enriched the vocabulary of

pupils as well as it stimulate their motivation and interest in story retelling. All of student-

respondents will be given a copy of developed comics entitled “Why the Sky is High?”

The worksheet was utilized from July to September 2019 during ICL.

The researcher made Comics as an intervention to increase Grade 7 students’

ability in story retelling and to motivate the students by its pictures. The use of colors, the

characters is stated here, and the flow of story was understood fast with the use of cartoon

comics. It addressed the following competencies in line in the curriculum which are : 1.

Sequence/reorganize ideas or information (EN7RC-IV-e-2.10) 2. Retell a chosen myth or

legend in a series of three five-to seven-sentence paragraphs (EN7VC-II-c-11.) 3. Use

lexical and contextual cues in understanding unfamiliar words and expressions EN7V-IV-

a-12.3 EN7V-IV-b-12.3, This was used on quarter 1 week 5 of the learning module. This

comics has activities at the end part to sustain the learning of the students in the areas of

their difficulties. The most frequently mentioned asset of comics, as an educational tool,

is its ability to motivate students. Through comics as a medium the teacher gave

motivation to the students to learn English in more enjoyable and interesting ways.

Students, especially young learners, like to read comics. If they are given options to study

or read comics, they will choose to read comics. So, with the use of comics as a medium

in teaching story retelling, the students do not realize that they are learning English. They

will be more motivated to learn English.

 Table 1
Pretest and Posttest Weighted Mean (Controlled group)
PRETEST POSTTEST Interpretation No. of increase
(Weighted (Weighted
Mean) Mean)
CONTROLLED
GROUP
Sequencing 2.56 Average 2.8 Average .2

Vocabulary 3.13 Easy 3.43 Easy .3

Summarizing 2.26 Difficult 3.5 Easy 1.24

Legend:
4.50-5.00 Very Easy 2.50-3.49 Average 0-1.49 Very Difficult
3.50-4.49 Easy 1.50-2.49 Difficult
Table 2
Pretest and Posttest Weighted Mean (Experimental group)
PRETEST POSTTEST No. of
(Weighted (Weighted increase
Mean) Mean)
EXPERIMENTAL
GROUP
Sequencing 2.4 Difficult 4.6 Easy 2.2

Vocabulary 2.8 Difficult 4.3 Easy 1.5

Summarizing 2.3 Difficult 4.4 Average 2.1

Legend:
4.50-5.00 Very Easy 2.50-3.49 Average 0-1.49 Very Difficult
3.50-4.49 Easy 1.50-2.49 Difficult

Prepared by:

JOAN D. NAING
Proponent

Reviewed by:

NIÑO B. RARO EMMA V. DASCO

OIC-Public Schools District Supervisor EPS-English

JOY G. CABRERA
OIC-CID Chief

Recommending Approval:

MARIA FLORA T. PANDES, Ed. D

Assistant Schools Division Superintendent

Approved:

NENE R. MERIOLES, CESO V

Schools Division Superintendent
 DOCUMENTATION

Conduct of Pretest
Use of Developed Worksheet
Post Test