Chapter V
DISCUSSION
This chapter discusses the insights, implications for educational
practices and for future researchers and recommendation of the study. It also
presents the concluding remarks of the study.
Insights
The narrative model I used in the chosen narrative was explicated in
detail in the analysis section. According to Labov (1972), all six structures—
abstract, orientation, complicated action, resolution, evaluation, and coda—
are included in it. The model helped me to analyze such narrativization of the
life story of the participants. The narrative structure of the participants
analyzed by using the Narrative Structure of Labov. Additionally, I contained
every clause that is required for a narrative to function and be effective. The
evaluation was dispersed throughout the entire story, which increases the
appeal of the listeners. It satisfied every condition listed in the Conversational
Narrative Model of Labov for what constitutes an effective narrative.
My participants shared their lived experiences on teaching-learning
amidst the pandemic. These teachers had so many stories to share based on
their daily experiences in facing the challenges. They realized so many
things that may help them in facing their individual challenges and help them
in their decision making.
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Through the Labovian Conversational Narrative Model demonstrated
in the second language daily teaching-learning experiences of teachers
during the pandemic, they narrated their stories. In this research, my
participants shared the ways of recounting their daily teaching-learning
experiences presented in the Conversational Narrative Model of Labov. My
participants gave the gist or idea on the set-up of their shared narratives
about their daily teaching-learning experiences. My participants also
imparted the complicating actions that depict the chronological sequence of
events as revealed and described. My participants also evaluated the
importance and value of their personal narratives regarding their daily
teaching-learning experiences amidst the pandemic. With all the shared
stories of difficulties and struggles encountered by the daily teaching-learning
experience of the teachers, my participants created resolutions or last course
of actions they made to resolve the problem and how my participants
changed their outlook as the result of the experiences they went through in
teaching-learning amidst the pandemic.
I have learned their guiding principles or beliefs from the daily
experiences as second-language teachers in order not to compromise
learning. Teachers had their realization about their role and responsibility and
that is to promote cooperative learning activities. For them, teachers and
students must be competent in ICT-based skills to be used in distance
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learning. Teachers must be knowledgeable on the utilization of ICT-based
strategies in teaching students.
Implications for Educational Practice
The use of the Labovian Conversation Narrative Model as
Demonstrated by the participants may be a great help to the teachers in
giving their narrative experiences. As I used this model in extracting the lived
experiences of my participants, it served as my guide in asking them. There
was a smooth transition from a topic to another. The topic shifting was clearly
demonstrated and reflected during the conversation. With the use of the
model, the participants clearly and comprehensively substantiated their
narratives and were able to share their thoughts about the topic.
The responses of the participants helped to open the worldviews and
reflections in facing the challenges in teaching-learning. Their experiences
were significant to the world of teaching especially in understanding the
situation amidst the pandemic. They may become bases for the school
administrators and the teaching personnel to craft an intervention in helping
to solve the challenges of the teachers.
My participants also shared their guiding principles based on their
daily experiences in order not to compromise learning. These principles may
help the teachers to keep motivated and determined to teach in times of
pandemic. They gave inspiring words to allow the teachers to breathe and
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continue their work amidst the pandemic. Moreover, it gave them hope to
sustain their passion in teaching.
Implications for Future Research
This study may guide future research conducting the in-depth study of
Conversational Narrative Model of Labov. It is easier for them to conduct
research related to the model as I presented related studies and concepts to
be used as their reference. This study may be their basis in selecting and
organizing their study and could be their reference if they opted to conduct
relevant study.
The use of the model may be a great help in organizing their thoughts
and in extracting narrative of the participants. This research may be their
guide to make their study easier as well. This may also be a motivational
drive for the future researchers to conduct related study and expound the
research findings.
Moreover, this study may serve as a reference, especially when
conducting similar research. It may provide additional information and ideas
about the model and broaden knowledge of other researchers of the six
elements of the Conversational Narrative Model of Labov. It may help them
to make work easier since I provided related studies and concepts, such as
the work of Labov, and may create a better understanding through the
literature presented in the study. The future researchers must investigate
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how an understanding of Labov's Conversational Narrative model can inform
language education practices. This might include developing teaching
strategies that enhance narrative skills in both first and second language
acquisition.
Recommendations
This study recommends that English teachers describe their personal
narratives and the narratives of their students on the teaching-learning
process amidst the pandemic through following the Labov’s Conversational
Narrative model. With this model, they may use this in extracting the stories
and thoughts using the format of the model. This model may also be a great
help for them to analyze the new situations in the educational system and
prepare them for future endeavors. They may enhance the resilience they
need to take on this challenge by establishing a strong foundation in their
love of learning, accepting problems, and learning lessons they can apply to
a new day in the classroom.
Furthermore, the result of this study may help the learners to manage
their school tasks, home activities, and time. This study may also help the
learners in sharing their narratives, storytelling activities and other oral
activities. Through the help of this model, learners may be able to share
their feelings, thoughts and sentiments. They may easily outline their stories
and conceive the things that they want to share with the use of the model.
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On the other hand, as a researcher and at the same time as an
English teacher, this study may help me to understand the model and use it
in getting the narratives of my participants. I may easily grasp their stories
following the format in Labov’s Narrative Conversational Model. The result of
the study will also benefit the future researchers in widening their
understanding on the use of the model.
Concluding Remarks
The Conversational Narrative Model of Labov was a big help to me in
getting the stories and narratives of the teachers based on their experiences.
I had a smooth conversation with my participants through the use of the
model because it guided me all throughout. Teachers had easily shared their
experiences and were able to expound their thoughts about the topic. We
had a good shift of topics.
Facing different teachers with different experiences was the best
feeling ever. Hearing their sentiments over how their different situations have
brought to their lives had been an overwhelming experience for me as a
researcher. Some teachers were happy during the interview, but some were
sad and cried about their own experiences. Teachers also shared their
motivational principles that would help me to understand the situation amidst
the pandemic. Even though they experienced so much in teaching the
students, they overcame those things with the help of their principles.
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As a public-school teacher, it is difficult for me to manage work, life
and studies. It took time to finish the study but with the help of my peers,
strong determination, perseverance and goals setting, everything was
possible. Arrangement of schedules, management of workloads and
personal goals were some obstacles in attaining my objective, writing my
thesis. Scarcity of funds and financial needs were always pulling me off from
finishing my study but I had conquered all my challenges with the help of the
people around me, especially my parents and friends.
The effort of my thesis advisers, Dr. Pricilla A. Marayag, Prof. Czarina
Alexandria P. Wata, and Dr. Haya Jane E. Elan were really commendable.
They have exerted so much effort in motivating me to continue and finish my
study. Setting our schedule and appointment was really difficult due to
conflict. All the sleepless nights and overflowing coffee, however, it gave me
reason not to stop my endeavor.
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