Assessment of Dual Coding Strategy Application to Poetry Analysis and Vocabulary

Acquisition of Senior High School Students

A Graduate Thesis

presented to the

Faculty of the College of Education

Wesleyan University-Philippines

Cabanatuan City

In Partial Fulfillment of the Requirements

for the Degree

Master of Arts in Education

Major in English

MIA LEI B. LALANTACON

April 2022
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APPROVAL SHEET

This is to certify that the master’s thesis entitled “ASSESSMENT OF DUAL CODING
STRATEGY APPLICATION TO POETRY ANALYSIS AND VOCABULARY
ACQUISITION OF SENIOR HIGH SCHOOL STUDENTS” prepared and submitted
by MIA LEI BAGSIC LALANTACON in partial fulfillment of the requirements for the
degree of Master of Arts in Education, Major in English has been examined, accepted, and
approved.

ELGIN S. PAGUIRIGAN, PhD

Adviser

The Members of the Evaluation Panel that met on __________ for the Oral Defense of the
student endorses acceptance of this dissertation thesis with a grade of _______________
as partial fulfillment of the requirements for the degree of Master of Arts in Education,
major in ___________________.

MICHAELA JENNARINE DELEON CRUZ

Chairman

MARK CLESTER RUFINO

Member

This master’s thesis is hereby officially accepted and approved as partial fulfillment of the
requirements for the degree of Master of Arts in Education, major in English.

JOHN MARK F. BONDOC, EdD

Dean, College of Education

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CERTIFICATION OF PROOF-READING

This is to certify that the master’s thesis entitled “ASSESSMENT OF DUAL CODING
STRATEGY APPLICATION TO POETRY ANALYSIS AND VOCABULARY
ACQUISITION OF SENIOR HIGH SCHOOL STUDENTS” has been reviewed and
evaluated grammatically. The manuscript has been run through Plagscan and has a
Similarity Matrices of Index (SMI) of 4.0%, which passes the requirements of the College
of Education, Graduate Studies.

This certification is issued to Ms. Mia Lei B. Lalantacon in compliance to the completion
of the Chapters 1 and 2 of her study for the degree Master of Arts in Education, Major in
English.

Given this 5th day of March, 2022.

MAUREEN D. BONDOC
Language Expert

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COPYRIGHT STATEMENT

(1) The author of this thesis (including any appendices) owns any copyright in it (the
“Copyright”) and he/she has given Wesleyan University-Philippines the right to use such
Copyright for any administrative, promotional, educational, and/or teaching purposes.
(2) Only the abstract page of this thesis may be physically reproduced without prior
permission. While a full digital copy of the thesis may be accessed and downloaded through
the WU-P Institutional Repository, printing the PDF in full or in extracts will be upon the
written approval of the writer or the College Dean of the Degree Program of the thesis.
(3) The ownership of any patents, designs, trademarks and any all other intellectual
property rights except for the Copyright (“the Intellectual Property Rights”), which may be
described in this thesis, may not be owned by the author and may be owned by third parties.
Such Intellectual Property Rights and Reproductions cannot and must not be made
available for use without the prior permission of the owner(s) of the relevant Intellectual
Property Rights and/or Reproductions.
DECLARATION
No portion of the work referred to in the thesis has been submitted in support of an
application for another degree or qualification of this or any other university or other
institute of learning.
________________________________________ _____________________
Mia Lei Bagsic Lalantacon

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ACKNOWLEDGMENTS AND DEDICATIONS

The researcher would like to extend her appreciation and sincere gratitude to the

following:

Atty. Lyndon John S. de Leon, secretary to the principal, and Dr. Tita C.

Agsunod, Basic Education Principal, for their boundless efforts given to the researcher

while pursuing this graduate study;

Dr. Elgin S. Paguirigan, the researcher's adviser, for her suggestions, insights, and

overall support that elicit his expertise as a researcher and writer, thus helped the study

succeed;

Dr. Mark Clester Rufino, the chairman, and Prof. Michaela Jennarine L. Cruz,

the member of the research examining committee, for the constructive recommendations

and informative remarks on how to enhance this work;

Dr. Gener S. Subia, the researcher’s statistician, and Prof. Maureen D. Bondoc,

the researcher’s English critic, for the enormous and unwavering effort they put into the

review's factual and statistical sections;

Dr. John Mark F. Bondoc, the Dean of WUP College of Education for his

guidance and motivation in making this research possible; and

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Students of Grade 11 Senior High School students of Wesleyan University-

Philippines, the respondents, for their cooperation during the conduct of this study.

Before I continue giving thanks to the people who are always at my back, I would

like to express my gratitude and give highest praise God. He taught me that life is not

simple as I always thought it was through this journey. He pushed me to my lowest only to

make me realize that everything I do is not because of my own strength, but His. I am

forever in debt of gratitude to Him for making me believe the things I thought were

impossible.

I cannot also fully express my gratitude to some people in my life. To my family,

for never giving up on me and giving me a daily dose of encouragement, patience, and

support. To my best friend Geline Cochanco, for never getting tired of hearing my rants in

life and helping me in the best way she could think of. To my friends and sisters by heart

Reena Clarisse Carlos, Eunice Martin, John Cerubin Canoza, Carol Santos, Honey

Almazar, Jacqueline Amatorio, Carolle Usita, specially Cherry Centro, for pushing me to

get through this. Their words, knowledge, and expertise encouraged and influenced me to

continue and accomplish this paper. I am beyond grateful.

-MIA LEI BAGSIC LALANTACON

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ABSTRACT AND KEYWORDS

The study "Assessment of Dual Coding Strategy Application to Poetry Analysis

and Vocabulary Acquisition of Senior High School Students" evaluated and determined

the effectivity of dual coding, learning through visuals and words, to the grade 11 Senior

High School students of Wesleyan University-Philippines under academic strand. In

gathering the data needed for this study, a researcher-made questionnaire was utilized by

the researcher. Two groups from grade 11 students were selected using the purposive

sampling technique based on the result of the diagnostic test.

The study employed quasi-experimental design. Percentage, mean, standard

deviation, dependent and independent t-test were used to compare the effectives of Dual

Coding in poetry analysis and vocabulary acquisition of grade 11 students in Wesleyan

University-Philippines.

The study revealed that Dual Coding can help students improve in analyzing poem

and comprehending vocabularies. Teachers of English classrooms may take inspiration

from the study's findings by using a Dual Coding technique that focuses on poetry analysis

and vocabulary development of students. As a result, the intervention not only improved

the students' performance in poetry analysis and vocabulary acquisition to a very

satisfactory level, but also provided a chance for students to build, if not improve, their

reading abilities.

Keywords: Dual Coding, Poetry Analysis, Vocabulary Acquisition, Reading

Comprehension

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TABLE OF CONTENTS

SIGNATURE PAGE . . . . . . . . ii
CERTIFICATION OF PROOF READING . . . . . iii
COPYRIGHT STATEMENT . . . . . . . iv
ACKNOWLEDGEMENTS AND DEDICATIONS . . . . v
ABSTRACT AND KEYWORDS . . . . . . vii
TABLE OF CONTENTS . . . . . . . viii
LIST OF TABLES . . . . . . . . x
LIST OF FIGURES . . . . . . . . xi
LIST OF ABBREVIATIONS . . . . . . xii

CHAPTER I. INTRODUCTION . . . . . . 1
Rationale . . . . . . . . . 1
Literature Review . . . . . . . . 7
Poetry Analysis . . . . . . . . 8
Vocabulary Acquisition . . . . . . . 9
Poetry as Part of Learning Process . . . . . . 10
Schema Theory . . . . . . . . 11
Language-Based Approach in Teaching Poetry . . . . 12
Traditional Approach in Poetry Analysis . . . . . 13
Dual Coding . . . . . . . . . 15
Importance of Imagery in Reading Comprehension and Dual Coding . 16
Schema Theory and Dual Coding . . . . . . 19
Theoretical Framework . . . . . . . 19
Conceptual Framework . . . . . . . 22
Statement of the Problem . . . . . . . 23
Hypothesis . . . . . . . . . 25
Definition of Keywords . . . . . . . 25
Significance of the Study . . . . . . . 26

CHAPTER 2. METHODOLOGY . . . . . . 28
Research Design . . . . . . . . 28
Research Locale and Sampling Procedures . . . . . 29
Scope and Delimitation . . . . . . . 30
Research Instrument . . . . . . . . 31
Data Gathering Procedures . . . . . . . 32
Data Management and Analysis . . . . . . 33
Ethical Considerations . . . . . . . 35

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CHAPTER 3. RESULTS AND DISCUSSION . . . . 36
Presentation, Analysis, and Interpretation of Data . . . . 36
Conclusions . . . . . . . . . 46
Recommendations . . . . . . . . 48

APPENDICES . . . . . . . . 49
Appendix A. Assessment Tool . . . . . . 49
Appendix B. Letter of Request . . . . . 55
Appendix C. Consent Form . . . . . . . 56
Appendix D. Documentation . . . . . . . 58
Appendix E. Parental Signed Consent Form . . . . . 60
Appendix F. Students’ Questionnaire via Google Form . . . 62

Reference List . . . . . . . . . 76
Curriculum Vitae . . . . . . . . 82

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LIST OF TABLES

Table Title Page

1 Level of Performance in Poetry Analysis and 37
Vocabulary Acquisition of the Control Group
before Exposure to Traditional Instruction
2 Level of Performance in Poetry Analysis and 38
Vocabulary Acquisition of the Experimental Group
before Utilization of Dual Coding Strategy
3 Level of Performance in Poetry Analysis and 40
Vocabulary Acquisition of the Control Group after
Exposure to Traditional Instruction
4 Level of Performance in Poetry Analysis and 42
Vocabulary Acquisition of the Experimental Group
after Exposure to Dual Coding Strategy
5 The Difference in the Pre-test Performance of 43
Control and Experimental Group

6 Performance of the Respondents in Poetry 45

Analysis and Vocabulary Acquisition Before and
After Exposure to Dual Coding Strategy

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List of Figures

Figure Title Page

1 Research Paradigm 22

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List of Abbreviations

Abbreviation Meaning

OECD Organization for Economic Cooperation and Development

PISA Programme for International Student Assessment
ABM Academic, Business, and Management
HUMSS Humanities and Social Sciences
STEM Science, Technology, Engineering, and Mathematics
ASEAN Association of Southeast Asian Nations

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CHAPTER I. INTRODUCTION

This chapter presents the rationale of the study, review of related literature,

theoretical framework and conceptual framework, statement of the problem, hypothesis,

definition of keywords and significance of the study.

Rationale

Poetry is the chosen genre of some writers and probably, the most sophisticated of

all literary genres. It has its own uniqueness that other genres may not obtain. It is creative

in its own way. Therefore, reading a poetry is not just a subject requirement nor just an

entertainment. It gives the opportunity for a reader to see the world anew, with every single

written word. And while some students may find it hard to interpret a poem, this is the part

when the Dual Coding Strategy comes in. Schools are often too focused on the verbal

presentation of information. Dual coding suggests to add visuals as well to help the students

be creative in imagining things and make learning more meaningful. In order to learn

better, two different learning styles can be used simultaneously through the use of Dual

Coding Strategy. It will prove that there is more than one way for a student to comprehend

a poem.

Analyzing a poem also requires the imagination of the students. Considering the

age of the students, Dual Coding is still useful for the students to have a creative thinking

in terms of imagery and widen their vocabulary knowledge at the same. Images can be used

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infused with words in two ways. First is by using it with the vocabulary words for better

understanding. The other is through a given image related to the poem. Without reading

the poem yet, the students tried to be creative in constructing their own explanation or story

out of the image shown. Then upon reading and analyzing of the poem, the students then

became more creative to imagine/ visualize the words. This is where the Schema Theory

comes in, which is the corner stone of the research, that prior knowledge (the visuals in

Dual Coding), can help expand the knowledge of the students and make their learnings

more meaningful.

Because poems and other literary works are the language of emotion, intelligence,

passion, and expression rather than merely lexical variants of languages, they have a

broader and more significant literary vocabulary than daily speech. Poetry may also be

considered a sort of music. Enhancing the learning process is also certainly advantageous.

In a way, there appear to be as many definitions of poetry as there are poets. According to

Cuddon (2015), anybody who says that poetry is a broad term that "may be taken to

encompass any form of metrical composition." Poetry, on the other hand, is a kind of art

in which a language is used for its aesthetic and appealing qualities as well as its semantic

significance. It refers to oral or written works in which a language is used in a way that the

audience perceives as different from standard prose. It is now Auden's attempt to share his

opinions on poetry, as taken from (Bogel, 2013: 29); he argues that a poet is a person who

is madly in love with words.

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Similarly, vocabulary learning and other strategies are essentially an important

objective in literacy, as noted by researchers and instructors, in order to promote poetry

analysis and language acquisition within the given environment. The benefits of a wide

vocabulary have long been emphasized in popular publications on the subject. (Funk &

Lewis, 1942; Nurnberg & Rosenblum, 1961). As a result, the extensive usage of vocabulary

learning acquisition and difficulty has been an issue in recent and forthcoming years,

particularly among the sample population of English and language proficiency instructors

who are used to modify various difficulties in order to overcome the stated concern.

Thus, dual coding is characterized as a process that incorporates words as well as

visuals such as drawings, diagrams, graphic organizers, and the like to provide two

independent visual and verbal presentations of the subject to help learners to comprehend

it better. Moreover, according to the article provided by Sumeracki (2018), incorporating

visuals to a verbal explanation can help students learn and grasp the topic by making

provided concepts more real. It also gives two methods of understanding the presented

ideas through simple representations. Moreover, the dual coding theory and strategy

consider human behavioral patterns as a complex system of modality-specific verbal and

nonverbal descriptors acting on varied associative processes (Clark & Paivio, 1991). Dual

coding theory states that cognition is distinguished into two distinct but interrelated codes:

a verbal code for written word and a nonverbal code for mental imagery (Sadoski, 2005).

In the context of education and classroom activities, information can be conveyed both

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verbally and nonverbally, and it also provides some notable theories on vocabulary

acquisition. While nonverbal and verbal signals are completely independent, they can have

additive effects on recall when visualizing specific words; however, this is less probable

when identifying images, which explains why concrete words have poorer memory than

pictures because statements are more difficult to visualize and thus less likely to be dual

coded. (Clark & Paivio, 1991).

Nonetheless, the dual coding of Paivio shows that individuals integrate their

previous learnings into new cognitive situations. People learn more effectively when

instructional material includes both verbal and graphical information, rather than only

verbal or visual information. It also implies that knowledge conveyed via the visual channel

is more vivid than that delivered via verbal channel. (Najjar, 1995).

According to a recent study, learners' ability to read poems written in figuratively

complex languages is strongly influenced by their appreciation of poetry (Tobis &

Mascuñana, 2020). Furthermore, while the dual-coding strategy was found to be successful

at all levels, learners with lower levels of metaphorical competence gained the most from

it (Samburskiy, 2020). It is necessary to evaluate the effectiveness of the dual coding

technique in order to develop skills in poetry interpretation and vocabulary learning.

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The effects on poetry perception and vocabulary acquisition among learners and

people are still being discussed, even though recent studies have been undertaken in an

attempt to verify the concrete impact by supporting one hypothesis or another.

The Philippines ranked 79th in reading, with a score of 340, well below the OECD

average of 487. In addition, 19% of students demonstrated reading proficiency at the Level

2 level. These students can identify the main idea in a medium-length work, locate

information using explicit, but frequently complex criteria, and critique on purpose and

form of texts when prompted (Programme for International Student Assessment (PISA),

(2018).

The English courses are all being taken by grade 11 students at Wesleyan

University-Philippines. The courses for all grade 11 strands are 21st Century Literature

from the Philippines and the World, English for Academic and Professional Purposes, and

Oral Communication in Context, and Reading and Writing. Creative Writing and Creative

Nonfiction are subjects in the HUMSS strand. Whether they like it or not, these grade 11

students will be exposed to a large number of poetry, particularly in the HUMSS strand.

This is where the issue is evident. Some students in the HUMSS strand are having difficulty

comprehending a poem on their own. Then how much more for the other strands in which

poetry is not the main focus?

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When a range of approaches are used in a class, learners learn at their best

(University of Kansas - School of Education and Human Sciences, 2022). Some learners

learn better by visualizing things, while others learn better through verbal. Dual Coding

Strategy allows a learner to apply two separate learning approaches at the same time to

help them learn more effectively. It indicates that a poem may be understood in a variety

of ways.

When a student hears the word “dog”, they will probably have an image of cute

four-legged animal in their mind. Likewise, when they actually see a little furry and long-

haired dog, the word “Shih Tzu” may jump into their mind.

This is the same way as reading a poem. Students were presented with a visual

image first, and they were asked to identify it using words. This clarified the concept of

dual coding. Verbal memories were sparked by visual cues, and visual cues were sparked

by verbal memories. The recurrence of dual coding exercises assisted learners to remember

what they have learned and ensured that they have not forgotten anything.

That being the case, the objectives of this study were to evaluate and determine the

effectiveness of implementing a dual coding approach toward an improved level of poetic

analysis and rate of vocabulary acquisition among the selected senior high school students,

in order to address the relevant problems mentioned above. As a conclusion, the study's

findings resulted in a long-term educational and literacy situation in the Philippines.

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Literature Review

As the Philippines grappled with the problems of ASEAN 2015 integration,

educational reforms were implemented in the country's fundamental educational system

(Bañez, 2016). Under the Enhanced Basic Education Act of 2013, the Department of

Education implemented the K-12 basic education curriculum. From the prior Junior High

School curriculum, which has four years, two years of Senior High School Education were

added. Students must next select an academic track, such as Accounting, Business, and

Management (ABM), Humanities and Social Sciences (HUMSS), Science, Technology,

Engineering, and Mathematics (STEM), or General Academic Strand (GAS). This is a step

in their preparation for college and career in the actual world.

Among the core subjects being taken by Grade 11 students are 21st Century

Literature from the Philippines and the World and Reading and Writing. With the learners'

lack of knowledge about the relevance of this subject to other strands, such as ABM and

STEM, their motivation and learning may decrease, especially if the poem is being

mentioned. Hence, teaching poetry reading strengthens the learners’ vocabulary

acquisition and a profound range of dialogues and prose. It can also improve the learners’

imagination, cultural awareness, and critical thinking (Magulod Jr., 2018). These are all

essential to whatever strand the learners may come from and will be eventually needed in

whatever field they may choose in the future.

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Poetry Analysis

Despite the fact that poetry analysis is an important part of literary studies in higher

education, research shows that students and instructors have varied feelings about its

inclusion in syllabi (Weaven & Clark, 2014). To analyze a poem, break it down into all of

its essential points and explain how they interact to generate an impact or reinforce a

message (University Writing Center, 2022).

Teachers can use a variety of techniques to help learners find joy and meaningful

inspiration in poem. To begin, an introduction might be provided on the topic by stating

its goals and objectives, as well as asking students how important reading and studying

poetry is to them (Hussein & Barzinji, 2014). The teacher must engage all students,

especially the skeptical ones, by using the technique of visualizing imagination, assigning

a number of poems to them, and allowing them to look at them until they see the exact link

between the text and the images; the images are not alone, but the overall scene consists of

separate images and symbols, which is one of the significant outcomes of this approach,

and then they enjoy it. Following that, each learner will be able to comprehend the poem

using this method. The teacher can then recite the poem while also demonstrating the

imagery that can be used to illustrate the poetry.

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Figurative language is used to beautify literary work especially the poems. It can

make the poems more interesting and unique (Anggiamurni, 2020). The poems employ a

range of figurative words. The usage of figurative language varies based on the poem.

Vocabulary Acquisition

The process of learning a language's words or phrases is known as

vocabulary acquisition (Nordquist, 2019). The ability to utilize a second language (L2)

fluently requires extensive vocabulary knowledge (Sanchez, 2016). Every phase of a

learner's second language growth requires a strong vocabulary basis. No matter how good

a learner's grammar and pronunciation skills are, effective communication is impossible

with a limited vocabulary (Young, 2013).

Students should be taught the meaning of a new term rather than being given a

dictionary definition, which may be difficult for them to comprehend. Second language

learners frequently admit that their difficulties in learning, comprehending, and utilizing a

language are due to a lack of or insufficient vocabulary knowledge (Nation, 2013). The

learning of vocabulary is a lengthy and continuous process. Repeated contacts and

exposures to partially known or unknown words are required for full knowledge and

ownership of a term (Eckerth & Tavakoli, 2012).

It takes a lifetime to improve one's vocabulary. Students must understand how to

learn new words so that they do not feel singled out if they are having difficulty expanding

their vocabulary (Arden, 2021). They must also read in order to pick up new words in

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context (Cox, 2019). Developing English vocabulary just by reading is not an efficient

method of doing so. In order to enhance one’s vocabulary strength and English learning,

learners must combine an explicit approach to vocabulary study with extensive reading

(Young, 2016). Active processing may be emphasized by asking students to relate new

meanings to terms they already know. The more times a learner encounters a term, the

more likely they are to remember it.

Poetry as Part of the Learning Process

Before the invention of letters and writings, stories were passed down from

generation to generation verbally, sometimes in a poetic manner. These were significant in

human history because they influenced cultural shifts. Progress is made in literary works

such as poetry, which gradually shifts to other types such as theatre and short tales (Hastuti,

2013). Dramatic and short story writers frequently employ poetic language in their works.

They also employ figurative language to add depth and intensity to their explanations. As

a result, it is widely acknowledged that, in comparison to reading short stories or novels,

understanding poetry is challenging for both students and instructors. The reason for this

is that poetry has its own set of characteristics, including physical structure, language

elements, and cognitive structure (Dirgeyasa, 2017). This might lead to a substantial

increase and development of the learners' language abilities and vocabulary.

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Poetry, like art, music, and sculpture, is an aim in and of itself, deserving of more

research simply because it is a universal but ever-changing medium of human expression.

However, we do know that students who study poetry in greater depth have more tangible,

real-world benefits. Understanding of the essentials of poetry and acquaintance with the

poetic canon is referred to as cultural capital, or "culture elements that can assist learners

succeed be at a competitive edge in school" (Dumais, 2013, p. 168), which can be depicted

— "physical cultural artifacts, such as a symphony or an artwork" — or conveyed —

"communication methods, one's tastes, and awareness of the culture that society views".

As a result, understanding the fundamentals of poetry and knowledge with the poetic genre

can be viewed as a tool that influences social status and connectivity.

Schema Theory

The concept of schema was first proposed by British Psychologist Sir Frederic

Bartlett in 1932 and was further explored by American psychologist Richard Anderson in

1990, as well as a number of other authors (Rumelhart, 2017). A schema is a type of

knowledge organization that occurs in our memories (Yule, 2010). Things like window,

door, wall, and roof, for example, do not need to be mentioned if the word "house" is used

because they are already part of the background knowledge. This schema can be used to

not only understand something, but also to anticipate situations in one's environment. Even

yet, there is some knowledge that does not fit into the learner's mental paradigm. This is

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why some students struggle to understand a text that contains topics they are unfamiliar

with (Jaafar, 2020).

Schema is used to describe the nature of a narrative by demonstrating how

inferences can be drawn to connect events and provide more information and interpretation

of what is conveyed (Emmott, Alexander, & Marsalek, 2014, p.270). Connections between

the text and the reader's prior knowledge can lead to new meanings. Readers will interpret

a text according to their schemas. As a result, either the existing schema will be ruined or

a new one will be created. When literariness emerges and deviation occurs at the level of

language and text, disruption of schema is presented to indicate a confronting of the readers'

schemata (Semino, 1995, p.5-6).

Language – Based Approach in Teaching Poetry

Educators who teach literature must be concerned with many approaches of

introducing poetry to students. They must be equipped with the ability to examine a poem

on their own. Before going into the complexity, one must first understand the

fundamentals.

The language-based approach is the most common traditional technique in teaching

poetry. It is a study that focuses on approaches and procedures that are more directly related

to the literary text. The goal of this technique is for the teacher to give the learners the tools

they need to read a text and make critical judgments.

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This method, according to Han and Omar (2007), supports learner-centered,

activity-based techniques that pay special attention to how language is utilized. Language

exercises, rewriting and creative writing, dramatic activities, and reading aloud are some

of the traditional, extensively utilized, and well-known techniques of this approach.

This approach emphasizes the integration of language and literature in the

classroom to support students in accomplishing their major goal, which is to increase their

English knowledge and proficiency (Bose, 2010).

Traditional Approach in Poetry Analysis

Many teachers use a traditional approach to teaching poetry, devoting the majority

of classroom setting to "extrinsic" qualities of literary texts, conveying biographical,

historical, aesthetic, and philosophical information to students. (Khatib, 2011).

Students are frequently taught poetry analysis with the sole goal of introducing

what a poem is. The primary goal of poetry analysis is to comprehend the literary work by

evaluating the individual aspects of a poem. The goal of literary analysis, according to the

teachers, is for students to interpret the meaning of a poem and appreciate it more deeply.

Teachers can break down a poem line by line to analyze its structure, shape, language,

metrical rhythm, and theme by analyzing it line by line.

Most of the time, teachers resort to board-talk debates. It's a one-dimensional

technique in which the teacher provides all of the knowledge and learners are spoon-fed it.

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Teachers are frequently assigned the responsibility of analyzing and interpreting lessons in

the classroom. Understanding fundamental aspects in language analysis is the simplest way

for learners to understand poetry. When teaching how to evaluate poetry, there are a few

factors to keep in mind. It entails a variety of aspects like as language, rhythm, and

structure.

Theme: In a novel, short story, or other literary work, a literary theme is the central

idea or underlying meaning explored by the author. The use of figurative language is

common in poetry. A poem's underlying theme might be revealed via its principal idea and

subject matter. In its simplest form, a theme is a response to the question, "What is this

story—or any piece of writing—really about?” (Letourneau, 2019).

Language: Poetic language refers to the sound or meaning tools that a poet can

employ to make a poem more startling, vivid, complicated, or engaging (also called poetic

devices). Language sets the mood and tone of a poem, from word choice to imagery. The

rhythm of a poem is also influenced by how language is organized. Poets does not employ

poetic language to make their poems sound sophisticated or difficult to understand; rather,

they utilize it to help you pay attention and see the poetry in a new light.

Sound and rhythm: The metrical pattern of a poem is created by syllabic patterns

and stresses. Poetry instruction must include the stressed and unstressed syllables in a

poem. This element must be included by the teacher in order for pupils to be able to analyze

the rhythmic patterns in poems. In a poetry, rhythm can aid to reinforce the meaning of

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words and ideas. These natural stresses in language are used by poets to generate rhythm

in poetry. Poets with a finely tuned ear for the sounds of words can construct rhythmic

patterns by stacking stressed and unstressed syllables together (Lineberger, 2021).

Structure: The structure is the most significant aspect of a typical teacher discussion

of poems. Poems are composed of stanzas and lines that use rhythm to accentuate or

express feelings and ideas. Poets pay close attention to details such as sentence length,

word placement, and even how lines are organized. Stanzas, line breaks, rhyme patterns,

punctuation, and pauses are all used by poets to shape their stories. This is referred to as

'form.' Lines or complete stanzas might be constructed to generate or elicit a particular

emotion in the reader. To generate a specific effect on the reader, lines or entire stanzas

can be altered. (Janovsky 2003). The structure of a poem has an impact on how it should

be read.

In poetry analysis, it is critical to explain the fundamentals. It is the foundation upon

which other teaching tactics are built. Understanding poetry begins with an understanding

of the parts that make up a piece of literature.

Dual Coding

Dual coding is seen in all forms of cognition (Paivio, 2010). His groundbreaking

findings in a previous publication (Paivio, 1971) set the framework for the theory that the

human brain processes information by combining language and visual features. This bond

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is formed through the exchange of verbal and nonverbal messages. Nonverbal codes are

associated with nonverbal linguistic communication, while verbal codes are associated

with verbal linguistic communication. Despite the fact that they are two separate entities,

they collaborate. The basic function of nonverbal codes, like imagery codes, is to generate

mental images. Simply said, during the learning process, mental representations are

produced (Dolati and Richards, 2012). Learners can create mental drawings or even short

movies, which the mind stores and retrieves as needed throughout the learning process

(Wilson, 2012). The human brain is capable of digesting a large amount of sensory data,

particularly visual data, and if educators can tap into that capability, they may be able to

assist students' brains evolve.

The Importance of Imagery for Reading Comprehension and Dual Coding

Reading is a multifaceted activity involving social and cultural influences, prior

knowledge, emotional, cognitive, and physiological components, as well as sensory detail

processing (Kerns, 2020). According to the idea, reading engages two cognitive

subsystems. One specializes in the representation and processing of nonverbal objects and

events (i.e., imagery). The other is concerned with the representation and processing of

language. As a result, when a reader makes sense of words printed on a page and associated

visuals, this combination assists in a more complex comprehension of the text. In

investigations of how to convey information in both verbal and nonverbal ways to increase

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memory in areas like vocabulary and text comprehension, the dual coding theory is

frequently used (Mayer,1997). Using images and words together in a text has various

advantages, one of which is that students will pay greater attention to both. (Boers et al.,

2017).

Teachers should account for three forms of processing when using dual coding

theory to inform instruction. The first is representational processing, which entails the

activation of verbal or nonverbal representations directly. On the other hand, referential

processing occurs when the nonverbal system activates the verbal system or vice versa.

Finally, the reader interacts with representations from the same verbal or nonverbal system

during associative processing. Any of the processing components, or a mix of components,

may be required for any particular literacy assignment. Instructors should design,

implement, and assess the effectiveness of how to improve the competent use of each of

these three processing modes, which include both verbal and nonverbal techniques

(Bommarito and Dr. William Kerns, 2020). Visuals on a page have a crucial part in text

comprehension, according to dual coding theory, and educators should design techniques

to use images in literacy education.

English should be stressed in this aspect since students must adapt to a global work

environment and professional career (Marra, 2013; Vogt & Kantelinen, 2012). The

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instructor should play a key role in assisting students in learning English reading

comprehension in this respect.

An essay was written about the impact of picture storybooks on children's reading

comprehension. The purpose of this study, which included 30 students, was to look at the

impact of image storybooks on reading comprehension and to explain students'

perspectives of picture storybooks' use in reading instruction. According to the findings,

picture storybooks can assist students improve their reading skills while also increasing

their enthusiasm for reading (Roslina, 2017). Sari (2017) looked into the usage of text-

related visuals to help students understand descriptive text better This study took place at

SMAN 2 in Bengkalis, Riau Province. Pictures had a substantial influence on the

participants' understanding levels, according to the data. Rae (2018) investigated the

influence of image cues on the reading comprehension of first-grade learners with autism

spectrum disorder. The goal of the study was to determine if they might help autistic first-

graders improve their reading comprehension. This research involved a total of 573

students. Picture cues, according to research, can aid text comprehension.

According to previous research, using dual-coding theory and integrating pictures

in teaching English reading comprehension is one of the teaching approaches that English

teachers are encouraged to use when teaching reading comprehension to assist students in

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easily comprehending the reading text, specifically a poem. Visuals might motivate

learners to pay greater attention to the content.

Schema Theory and Dual Coding

As previously stated, the term schema is used by psychologists to describe how

long-term memory is organized and structured. As a result, everything that helps organize

and interpret new experiences and information will be advantageous and will contribute in

the effective building of that high-level knowledge structure. (Roediger, 2020).

Because the linkages between the information/facts/ideas are represented through

the correct portrayal, visuals can aid in the construction of schemas. That schema can be

momentary if they speak - the words vanish. If they write it, they must frequently infer – a

computational disadvantage; the message is obscured to the Novice reader. A well-

designed graphic, a concept map, or a diagram can all aid in the formation of linkages.

(Fullbrook, 2020).

Theoretical Framework

The cornerstone for this research is Jean Piaget's Schema Theory. Individuals may

process, encode, organize, and retrieve information using schemas, which can be thought

of as mental file cabinets (Anderson, 2013). A schema is a mental organization that is

linked to other mental structures through intricate relationships. When students are

expected to relate new words to synonyms and antonyms, as well as examine the

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morphological aspects of words, schema theory illustrates the active participation of

learners in constructing meaning (Rasinski, Padak, and Newton, 2017). When studying a

poem, however, no knowledge is being added to the learners’ schema unless they consider

it when fresh material is presented. As a result, the researcher made certain that the students'

schema is strengthened and active.

Jean Piaget’s Schema Theory guided the researcher to achieve the study's goal. In

the Senior High School program of Wesleyan University-Philippines, grade 11 has the

most subjects relating to literature and reading comprehension, specifically, the 21st

Century Literature and Reading and Writing, which is a core subject. The schemas of the

students are essentially what they already know about a concept. It is indeed possible they

learned it in previous classes or through personal experience. It is possible that what they

think they know is inaccurate. The researcher's job was to either broaden or narrow their

understanding of key ideas. However, not all students are interested in poems, especially

those who are not enrolled in HUMSS. Some of them may have found it more difficult to

look for different strands in a poem. This lead to the study's main goal: to assist and make

it easier for all Wesleyan University-Philippines grade 11 students to examine a poem.

Thus, a dual coding strategy was used as a support tool in online classes to improve the

learners' capacity to analyze a poem.

People interpret visual and verbal information separately and simultaneously,

according to Allan Paivio (1971). This theory is call Dual Coding. Dual coding is the

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process of employing two types of stimuli to assist learners better encode knowledge in

their brains, allowing it to be recalled more efficiently afterwards. Visual and verbal stimuli

are the most common forms of stimuli utilized in the classroom.

As previously stated, the term schema is used by psychologists to describe how

long-term memory is organized and structured. As a result, everything that helps organize

and interpret new experiences and information will be advantageous and will contribute in

the effective building of that high-level knowledge structure. (Roediger, 2020). Because

the linkages between the information, facts, or ideas are represented through the correct

portrayal, visuals can aid in the construction of schemas.

The schema served as the image or visual presented to the students before they read

a poem. For vocabulary acquisition, an image was shown together with the unknown word.

Then the students constructed their own sentences using the given vocabulary words with

pictures. Another set of images was shown in which the students created their own

meanings or interpretation out of it. The images and vocabulary words presented earlier

was related to the poem that the students read. With this, it was expected that the learner

was be able to analyze the poem well in terms of context, symbol, theme, mood, and tone.

It was also likely to be predicted that the students gain more knowledge in acquiring

vocabulary in terms of synonyms, antonyms, classifications, examples, and explanations.

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Conceptual Framework

Research Paradigm

Independent Variable Dependent Variable Output

Control Group
Improved poetry
• Traditional analysis and level of
Instruction vocabulary
Poetry Analysis and
Experimental Group acquisition among
Vocabulary Acquisition
senior high school
• Use of Dual students.
Coding
Strategy

Figure 1: The research paradigm of the study

All of the reading ang English language related subjects are being taken by Grade

11 students of Wesleyan University-Philippines. Out of the literary texts being discussed,

poetry is the hardest one to comprehend because of its hidden meaning under its imagery,

symbol, theme, mood, and tone. Aside from this, lots of vocabulary words are being

encountered. Furthermore, gone are the days when teachers are focusing too much on

“brain only”. The researcher wanted to figure out how to bring various ways of being and

learning to the surface. Thus, Dual Coding was used by the researcher as a strategy for the

students to have a better and exciting way of analyzing a poem and learning vocabularies.

As shown in the figure, the study focused on assessing the students in analyzing a

poetry, as well as learning vocabularies from it. A pretest was given to both control groups

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and experimental groups. A discussion of a particular poem followed after this. A

traditional instruction was used for the control group, while Dual Coding Strategy was

employed for the experimental group. A post test was administered after the discussion

with both groups. The result gathered in this study resulted into an improved poetry

analysis and level of vocabulary acquisition of grade 11 students in using Dual Coding as

a mode of instruction.

Statement of The Problem

This research assessed the effectiveness of the application of dual coding strategy

to poetry analysis and vocabulary acquisition among selected senior high school students

from varying academic strands. Specifically, this research sought answers to the following

questions:

1. How may the pre-test scores of control and experimental groups be described in

terms of:

1.1. Poetry

1.1.1. Context (the who, what, where, when, and why of the poem)

1.1.2. Imagery

1.1.3. Symbol

1.1.4. Theme

1.1.5. Mood and tone

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1.2. Vocabulary

1.2.1. Synonym

1.2.2. Classification

1.2.3. Examples

1.2.4. Explanation of how the vocabulary is used

1.2.5. Antonym

2. How may the post-test scores of control and experimental groups be described in

terms of:

2.1. Poetry

2.1.1. Context (the who, what, where, when, and why of the poem)

2.1.2. Imagery

2.1.3. Symbol

2.1.4. Theme

2.1.5. Mood and tone

2.2. Vocabulary

2.2.1. Synonym

2.2.2. Classification

2.2.3. Examples

2.2.4. Explanation of how the vocabulary is used

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2.2.5. Antonym

3. Is there a significant difference between the scores in the following pairs?

3.1. Pre-test control vs. Pre-test experimental

3.2. Post-test control vs Post-test experimental

3.3. Pre-test control vs. Post-test control

3.4. Pre-test experimental vs. Post-test experimental

4. Is there a significant relationship between the dual coding strategy and the poetry

analysis and vocabulary acquisition of the students?

Hypothesis

1. There is no significant difference in the following pairs of scores?

1.1. Pre-test control vs. Pre-test experimental

1.2. Post-test control vs Post-test experimental

1.3. Pre-test control vs. Post-test control

1.4. Pre-test experimental vs. Post-test experimental

Definition of Keywords

For a better understanding of this study, the following terms are defined in the

context of this research.

Assessment. It is a method of forming inferences about a student's learning and

improvement that is based on a systematic process.

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Dual Coding Strategy. It is a process learning wherein a visual presentation or mental

images can be combined to verbal messages which leads to a better understanding of a

concept or idea.

Poetry. Poetry is a genre of writing that uses a condensed, lyrical structure of words to

express a message, depict a scene, or tell a tale.

Poetry Analysis. It is a way of decoding a poem by looking at the elements such as the

context, imagery, symbol, theme, mood and tone.

Vocabulary. This refers to all of the words or phrases that are understood by a certain

individual or set of people. It is an important part of the reading process that helps a learners

understand what they are reading.

Vocabulary Acquisition. It refers to the process of learning new words in order for the

students to succeed both in classroom and beyond.

Significance of The Study

The given concept of this study would significantly be a great contribution to the

idea and concept of improved analysis and acquisition through dual coding approach.

Hence, vital results of this study could be beneficial and it will serve as an awareness

specifically to the following:

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Students. They are the senior high school students that have been chosen to take part in

the study. The findings of this study will undoubtedly motivate them to broaden their

interests and improve their ability to analyze poems and other literary works.

Community. The results of this study can aid the community and educational landscape

by disseminating ideas concerning the importance of the dual coding approach in the

pedagogy. This research will also provide a detailed understanding of how teachers respond

to the new normal in education in terms of supporting and guiding students. As a result, it

will emphasize the significance of community involvement in the educational process

among students.

Teachers. The findings of this study will give educators and teachers insight into the

efficacy of implementing a dual coding strategy and approach in the context of learning

pedagogy and literacy among their students, allowing them to better understand this

generation's learners and provide them with new ideas and innovations in delivering topics

in their respective fields.

Parents. This refers to the parents of those who will take part in the study. The findings of

this study will engage, encourage, and assist them in understanding the necessity of guiding

their children in academic subjects.

Future Researcher. The ideas offered could be utilized as a starting point for a new

research report that examines the efficacy of using dual coding methodologies to improve

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students' poetry analysis and vocabulary acquisition. This study will also serve as a

reference for future researchers, providing them with background and an overview of the

elements affecting students' skills, particularly vocabulary and analysis in the context of

literature. Furthermore, this research will demonstrate their strong ambition for

professional progress and commitment to improve their teaching skills.

CHAPTER II. METHODOLOGY

This chapter described the operational plan of the study. Several activities in the

plan of work included the following operations: a) research design; b) research locale; c)

sampling procedure; d) data gathering procedure; e) research instruments, f) ethical

considerations; and g) data analysis.

Research Design

A quantitative research design was used in this study, which covered a wide range

of topics, including the systematic analysis of social processes using statistical or numerical

data (Watson, 2015). As a result, quantitative analysis necessitated measurement and

presumed that the phenomena under investigation can be quantified. Its goal was to seek

for trends and connections in data while also double-checking the actions taken. In a quasi-

experimental manner, the quantitative element of this study was conducted between

subjects. Because participants were not randomized to comparison groups at random, this

study adopted an experimental approach that does not allow for thorough control of

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potential confounding variables. A quasi-experimental approach selected a comparison

group with baseline (pre-intervention) characteristics that were as close as possible to the

treatment group. (Creswell, 2018).

The quantitative element of this study focused on assessing student

accomplishment on poetry and vocabulary examinations, as well as identifying changes

between and among the pre and post test scores of student responders.

Research Locale and Sampling Procedure

The research took place at Wesleyan University-Philippines' Senior High School

program in the school year 2021-2022. The research was confined to Grade 11 students

who are taking English subjects.

Furthermore, the study is based only on the responses of the students and did not

represent the university's official view or comment on the matter.

Purposive sampling is a method of non-probability sampling in which a researcher

selected a subset of people, units, or responses from a larger population (Etikan, Musa, &

Alkassim 2016). It is a method of choosing respondents from the general population for

inclusion in the subjective sample. It is a way of sampling in which not everyone in the

population is eligible to take part. Purposive sampling is used by researcher to determine

which individuals are best suited to the study's objectives.

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Purposive sampling was used to select respondents for this survey. To ensure that

all responses were well-represented, criteria was used to choose relevant participants.

When selecting responders for the experimental group, the following conditions was met:

(1) they chose digital modular as their way of instruction; and (2) they had electronic

devices for online learning, as this is the mode of learning used.

Based on the power analysis run for this study, the number of respondents were 148

students who were divided equally into the control and experimental groups. The input

parameters included an effect size of 0.6 which is a shade above medium, .05 probability

of error, and a 95% power.

These students participated in a research study to see the effectiveness of the

innovative intervention. The survey was in a private setting convenient for Grade 11

students of Wesleyan University-Philippines.

Scope and Delimitation

The study's main purpose was to examine the causality and effectiveness of using

a dual coding strategy in various examinations given to a sample of senior high school

students enrolled in various strands in the research location. Furthermore, when it came to

selecting credible respondents for the study, the researcher did not use age as a criterion

because students of all ages can express a wide range of emotions, follow logical premises,

and reason hypothetically and critically.

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As a result, the study's limitations included the fact that it was conducted in only

one school and location, as well as the fact that was be limited to 148 respondents from the

population of senior high school students in the given locale who will pass the researcher's

assessments and observations. The respondents were under the same grade level of

different strands. Another restriction was that the research is limited to how the researcher

gathered data and how the data was being used to make informed conclusions.

Research Instrument

A teacher-made test was used as the primary data gathering instrument for this

study. Similarly, while producing the instrument, the researcher consulted with reputable

statisticians and researchers to verify that the right approach is followed when creating a

legitimate questionnaire. In response to the ideas and the findings of the content validation,

changes were made.

Pilot testing was also used to assess the questionnaires' validity and reliability.

Recommendations, as well as additional testing, were made. Responders in the pilot testing

were students who were not in the experimental or control groups. The instruments'

reliability were assessed using Cronbach's alpha. The questionnaires were delivered to

English instructors, head teachers, and master teachers for editing and improvement

recommendations. They were printed and given to research participants after they had been

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approved. Data were collected, analyzed, and interpreted in a systematic and methodical

manner.

Data Gathering Procedures

First, the researcher secured all the necessary permits for the conduct of data

gathering. Letters seeking permission were sent to the dean of Basic Education Department

of Wesleyan University-Philippines approval which then was attached to the letter to the

principal informing that the research data gathering procedure has secured the permission.

The study's researcher messaged and contact the selected participants to obtain their

agreement and confirmation before conducting the assessment and interviews. This was

relevant to the ethical considerations of research. As a result, an informed consent letter

was written and given to the respondents as soon as possible, together with interview guide

questions, for them to sign as confirmation that they participated in the study. The goal and

objectives of this paper were discussed in the informed consent form, and they were asked

if they are willing to participate in the study. Furthermore, they were notified of their right

to withdraw at any point throughout the data collection interview if they feel

uncomfortable. The researcher then delivered a token to each participant as a small present.

The researcher began the data collection after obtaining the appropriate

permits, informed consent forms, and instrument validation from specialists, as well as

amending the instruments as needed.

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The quantitative element of the research was used in data collection. Students who

answered were offered a pre-test. Both the control and experimental groups were given the

same set of test questions and the same amount of time to complete them. In essence, there

was no interference at this time. Following the pre-test, the control and experimental groups

got distinct treatments – teaching methodologies, with the experimental group receiving

dual coding instruction, which was the intervention of interest in this study. Following the

treatment, the students were given the same test to act as a post-test.

The initial layer of data collection was descriptive in nature, assessing the students'

current status and, more importantly, their prospective state after the intervention had been

completed. It was also used to determine whether the intervention – dual coding – was

successful in meeting its aims and objectives.

Data Management and Analysis

The preceding is the statistical analysis of this research study, which was

determined by the researcher:

1. Frequency and Percentage

The number of indicators for each data point or cluster of data points is shown as a

percentage on a graph of data called a percentage frequency distribution. To represent

percentage frequency distributions, bar graphs, tables, and pie charts are widely employed.

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To create a percentage frequency distribution, first determine the overall number of

observations to be reflected, then count the total number of observations within each data

point or grouping of data points, and then divide the total number of observations by the

number of observations within each data point or grouping of data points.

2. Weighted Mean

The weighted mean is a type of mean that is calculated by multiplying the

weight, or probability, correlated with a certain event or outcome by the quantitative

outcome, then adding the results together. The weighted mean differs from the arithmetic

mean in that it is particularly useful for estimating a theoretically predicted outcome in

which each event has a different chance of occurring.

Formula:

3. Independent T-test

The above-mentioned analysis is a type of inferential statistics that examines a wide

range of variables to determine whether there is a statistically significant difference

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between the means of two unrelated groups. Furthermore, it examines the means of two

independent groups to see if there is statistical evidence that the related population means

are significantly different. Nonetheless, according to Hayes (2021), this type of data

analysis and inference is mostly used to see if there is a substantial difference in the means

of two groups that could be related to particular characteristics. As a result, the researcher

followed the prescribed procedure for evaluating the outcomes of the post-test and pre-test

among the study's informants.

Formula:

Ethical Considerations

The ethical considerations that have been applied are largely defined as one of the

most important aspects of the study paper. As the variety of ethics and logic can be handled

at the individual and social levels, it is the accumulation of values and principles that

address what is good or wrong in human affairs. Furthermore, the researcher used ethical

concerns among the respondents to preserve the respondents' privacy and ensure ethics in

this paper.

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Thus, in accordance with Bell and Bryman (2007), the researcher followed ethical

guidelines such as (a) respondents should only participate if they have given their

permission with knowledge. The term "consent form" refers to the researcher providing

sufficient information and assurances regarding participating in research so that

respondents are aware of the risks and goals of the study. Furthermore, the issue of

respondents' privacy and anonymity is critical. In addition, offensive, discriminatory, or

other objectionable language should not be used in the development of questionnaire,

structured interview, or focus group questions. Furthermore, because they respect the

confidentiality and dignity of the paper, the names and other demographic characteristics

of the respondents were well protected.

CHAPTER III. RESULTS AND DISCUSSION

This chapter showed the presentation, analysis, and interpretation of the

quantitative data. The conclusions and recommendations were also discussed considering

current research findings and available literature.

1. Performance in Poetry Analysis and Vocabulary Acquisition of the Control

Group before Utilization of Traditional Instruction

The control group’s level of performance in Poetry Analysis and Vocabulary

Acquisition was assessed prior to their exposure to the traditional instruction. The results

of the said assessment are reflected in Table 1.

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Table 1. Level of Performance in Poetry Analysis and Vocabulary Acquisition of the

Control Group before Exposure to Traditional Instruction

Pre-test Control
Scores Frequency Percent Description
21 to 25 0 0.00 Outstanding
16 to 20 5 6.76 Very Satisfactory
11 to 15 32 43.24 Satisfactory
6 to 10 20 27.03 Fairly Satisfactory
0 to 5 17 22.97 Did Not Meet Expectations
Total 74 100.00
Mean Score = 9.72 (Fairly Satisfactory)

Table 1 shows the frequency, percentage, mean score, and verbal interpretation of

the control group’s pre-test performance. As can be seen, 22.97 percent or 17 respondents

did not meet expectations with the scores ranging from 1 to 5; 27.03 percent or 20

respondents had a fairly satisfactory performance with the scores ranging from 6 to 10;

43.24 percent or 32 respondents had a satisfactory performance with the scores 11 to 15;

and 6.76 percent or 5 respondents had a very satisfactory performance with the scores

ranging 16 to 20.

Overall, most of the respondents proved to be fairly satisfactory (wm: 9.72) in terms

of their performance in the test. The results indicate that the control group performed fairly

satisfactorily in poetry analysis and vocabulary acquisition before the exposure to the

traditional instruction. Results in Table 1 provided baseline data on the need for

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intervention such as the utilization of the Dual Coding Strategy for poetry analysis and

vocabulary acquisition. It showed how the students fared fairly satisfactorily in the pre-test

where poetry analysis and vocabulary acquisition were concerned. Thus, to determine if

Dual Coding Strategy is effective, a control group was assessed by the researcher before

the administration of traditional instruction.

2. Performance of the Experimental Group in Poetry Analysis and Vocabulary

Acquisition before Exposure to Dual Coding Strategy

The experimental group’s level of performance in Poetry Analysis and Vocabulary

Acquisition was assessed prior to their exposure to the Dual Coding Strategy. The results

of the said assessment are reflected in Table 2.

Table 2. Level of Performance in Poetry Analysis and Vocabulary Acquisition of the

Experimental Group before Utilization of Dual Coding Strategy

Pre-test Experimental

Scores Frequency Percent Description

21 to 25 0 0.00 Outstanding
16 to 20 4 5.41 Very Satisfactory
11 to 15 18 24.32 Satisfactory
6 to 10 38 51.35 Fairly Satisfactory
0 to 5 14 18.92 Did Not Meet Expectations
Total 74 100.00

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Mean Score = 9.22 (Fairly Satisfactory)

Table 2 shows the frequency, percentage, mean score, and verbal interpretation of

the experimental group’s pre-test performance. As can be seen, 18.92 percent or 14

respondents did not meet expectations with the scores ranging from 1 to 5; 51.35 percent

or 38 respondents had a fairly satisfactory performance with the scores ranging from 6 to

10; 24.32 percent or 18 respondents had a satisfactory performance with the scores 11 to

15; and 5.41 percent or 4 respondents had a very satisfactory performance with the scores

ranging 16 to 20.

Overall, most of the respondents proved to be fairly satisfactory (wm: 9.22) in terms

of their performance in the test. The results indicate that the experimental group performed

fairly satisfactorily in poetry analysis and vocabulary acquisition before the exposure to

the Dual Coding Strategy. Results in Table 2 provided baseline data on the need for

intervention such as the utilization of the Dual Coding Strategy for poetry analysis and

vocabulary acquisition. It showed how the students fared fairly satisfactory in the pre-test

where poetry analysis and vocabulary acquisition were concerned. Thus, to determine if

Dual Coding Strategy is effective, an experimental group was assessed by the researcher

before the administration of the Dual Coding Strategy.

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3. Performance in Poetry Analysis and Vocabulary Acquisition of the Control

Group After Exposure to Traditional Instruction

The control group’s level of performance in Poetry Analysis and Vocabulary

Acquisition was assessed after their exposure to Traditional Instruction. The results of the

said assessment are reflected in Table 3.

Table 3. Level of Performance in Poetry Analysis and Vocabulary Acquisition of the

Control Group after Exposure to Traditional Instruction

Post-test Control

Scores Frequency Percent Description

21 to 25 3 4.05 Outstanding
16 to 20 36 48.65 Very Satisfactory
11 to 15 29 39.19 Satisfactory
6 to 10 3 4.05 Fairly Satisfactory
0 to 5 3 4.05 Did Not Meet Expectations
Total 74 100.00

Mean Score = 15.27 (Satisfactory)

Table 3 shows the frequency, percentage, mean score, and verbal interpretation of

the control group’s post-test performance. As can be seen, 4.05 percent or 3 respondents

did not meet expectations with the scores ranging from 0 to 5; 4.05 percent or 3 respondents

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had a fairly satisfactory performance with the scores ranging from 6 to 10; 39.19 percent

or 29 respondents had a satisfactory performance with the scores 11 to 15; 48.65 percent

or 36 respondents had a very satisfactory performance with the scores ranging 16 to 20;

and 4.05 percent and 3 respondents had an outstanding performance.

Overall, the majority of the respondents proved to be satisfactory (wm: 15.27) in

terms of their performance in the test. The results indicate that the control group performed

satisfactorily in poetry analysis and vocabulary acquisition after the exposure to the

Tradition Instruction. Tradition Instruction is a teaching methodology that capitalized the

poetry analysis and vocabulary instruction enabling the students to perform better on the

post-test requiring such. The performance of the students in the post-test affirmed the good

there was in traditional instruction. It afforded the students the opportunity to perform from

fairly satisfactorily to satisfactorily after their exposure to scaffolding strategies.

4. Performance in Poetry Analysis and Vocabulary Acquisition of the

Experimental Group After Exposure to Dual Coding Strategy

The experimental group’s level of performance in Poetry Analysis and Vocabulary

Acquisition was assessed after their exposure to the Dual Coding Strategy. The results of

the said assessment are reflected in Table 4.

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Table 4. Level of Performance in Poetry Analysis and Vocabulary Acquisition of the

Experimental Group after Exposure to Dual Coding Strategy

Post-test Experimental

Scores Frequency Percent Description

21 to 25 27 36.49 Outstanding
16 to 20 24 32.43 Very Satisfactory
11 to 15 15 20.27 Satisfactory
6 to 10 5 6.76 Fairly Satisfactory
0 to 5 3 4.05 Did Not Meet Expectations
Total 74 100.00

Mean Score = 17.38 (Very Satisfactory)

Table 4 shows the frequency, percentage, mean score, and verbal interpretation of

the experimental group’s post-test performance. As can be seen, 4.05 percent or 3

respondents did not meet expectations with the scores ranging from 0 to 5; 6.76 percent or

5 respondents had a fairly satisfactory performance with the scores ranging from 6 to 10;

20.27 percent or 15 respondents had a satisfactory performance with the scores 11 to 15;

32.43 percent or 24 respondents had a very satisfactory performance with the scores

ranging 16 to 20; and 36.49 percent and 27 respondents had an outstanding performance.

Overall, most of the respondents proved to be satisfactory (wm: 17.38) in terms of

their performance in the test. The results indicate that the experimental group performed

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very satisfactorily in poetry analysis and vocabulary acquisition after the exposure to the

Dual Coding Strategy. The strategy made use of practices emphasizing the concreteness

and imageability of words, such as the use of multiple modalities, or the elicitation of

mental images. The provision of activities optimized the vocabulary acquisition of the

students and enabled them to better handle tasks requiring poetry analysis. The noteworthy

performance of the students in the post-test affirmed the good there was in Dual Coding

Strategy. It afforded the students the opportunity to perform better after their exposure to

the Dual Coding Strategy.

5. Performance of the Respondents in Poetry Analysis and Vocabulary

Acquisition Before and After Exposure to Traditional Instruction

The respondents' performance in Poetry Analysis and Vocabulary Acquisition was

assessed before and after their exposure to the traditional instruction. Table 5 shows

whether there was a difference in the performance of the control and experimental group

before and after the traditional instruction.

Table 5. The Difference in the Pre-test Performance of Control and Experimental

Group

Pretest Control Experimental

Mean 9.72 9.22

Variance 14.12 12.36

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n 74 74
t-test 0.8357 ns
p-value 0.4047

ns =no significant difference

The data in the table indicate that there is no significant difference in the pre-test

performance of the control and experimental group. The p-value (p=0.4047) of the t-test is

not significant; hence, the null hypothesis (p>0.05) is accepted. This means that there is no

significant difference in the pre-test performance of the control and experimental group.

This implies that both groups of respondents have the same level of intelligence before the

conduct of the experiment.

6. Performance of the Respondents in Poetry Analysis and Vocabulary

Acquisition Before and After Exposure to Dual Coding Strategy

The respondents' performance in Poetry Analysis and Vocabulary Acquisition was

assessed before and after their exposure to the Dual Coding Strategy. Table 6 shows

whether there was a difference in the performance of the control and experimental group

before and after the Dual Coding strategy

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Table 6. The Difference in the Post-test Performance of Control and Experimental

Group

Posttest Experimental Control

Mean 17.38 15.27

Variance 24.79 12.80

n 74 74

t-test 2.9579**

p-value 0.0036

**difference is significant @ 0.01 level

The data in the table indicate that there is a significant difference in the posttest

performance of the control and experimental group since the p-value of the t-test is less

than 0.05 and 0.01 levels. The p-value test is significant (p=0.0036); hence, the null

hypothesis (p>0.05) is rejected. This means that there is a significant difference in the post-

test performance of the control and experimental group implying that the experimental

group performed better in the post-test performance than their counterparts.

The foregoing findings reflect similar results conducted using implied Dual Coding

strategies such as the Graffiti Wall and the Picture Word Wall (Gallagher et. al, 2016),

small-group work study interactions (Ganske, 2016), and picture books (Hernández, 2016)

to improve poetry analysis and vocabulary acquisition. Moreover, studies of

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Kanellopoulou et. al (2019) and Wong et. al (2021) concurred that Dual Coding strategies

which use multimedia and technology-based learning environment for vocabulary learning

are found effective to improve vocabulary acquisition.

All in all, the data in Table 6 underscore the close relationship between the

variables and shall provide support for educators to enhance learners’ poetry analysis and

vocabulary acquisition through practices of Dual Coding Strategy such as emphasizing the

concreteness and imageability of words, use of multiple modalities or the elicitation of

mental images and representations from both verbal and non-verbal codes.

Conclusions

The following conclusions are drawn based on the findings of this study:

1. The results showed how the respondents in the control and experimental groups

fared fairly satisfactorily in the pre-test where poetry analysis and vocabulary acquisition

were concerned. It proved that there is a need for intervention such as the Dual Coding

Strategy to address students’ poetry analysis in terms of context, image, symbol, theme,

mood, tone, and vocabulary acquisition in terms of synonym, classification, examples,

explanation of how vocabulary is used, and antonyms. Thus, Dual Coding Strategy is used

in the experimental group after the administration of the pre-test, the results of which

proved to be very satisfactory as shown in Table 4.

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2. The results showed how the respondents in the control fared satisfactorily and

experimental groups fared very satisfactorily in the post-test where poetry analysis and

vocabulary acquisition were concerned. The performance of the students in the test

affirmed the good there was in Traditional Instruction and Dual Coding Strategy to

improved students’ poetry analysis and vocabulary acquisition. Thus, using the Traditional

Instruction and Dual Coding Strategy led to improved poetry analysis and vocabulary

acquisition.

3. This study was conducted on two groups, the experimental and control groups. To

have homogeneity in each group, pre-test scores of the two groups were considered. The

study has found no significant difference in the pre-test performance of the control and

experimental group. It implies that both groups of respondents have the same level of

intelligence before the conduct of the experiment. Thus, both groups have equal concept

knowledge and the increase of scores in post-test is valid and reliable.

4. The change or increase in the scores after the use of the Dual Coding strategy shows

that their poetry analysis and vocabulary analysis can be improved. From the results of the

study, teachers handling English classes can take inspiration from the employment of a

Dual Coding strategy that targets poetry analysis and vocabulary acquisition of the

students. In doing so, the intervention not only addressed the fairly satisfactory

performance of the students in the poetry analysis and vocabulary acquisition to a very

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satisfactory performance, but also provided a methodology where students can best

develop if not enhance their reading skills.

Recommendations

The following recommendations are drawn based on the findings of this study:

1. The results of the study indicate that students performed better when the Dual

Coding Strategy is used as a teaching methodology for poetry analysis and vocabulary

acquisition. The study recommends developing alternative methods, including the use of

multimedia and technology-based learning environment, as an aid of improving poetry

analysis and vocabulary instruction.

2. The researcher recommends using the Dual Coding Strategy to determine its

effectiveness in terms of prose analysis. Also, it is recommended to determine whether

Dual Coding strategy will be effective in improving the other domains of K to 12 English

curriculum such as reading comprehension, listening comprehension, and viewing

comprehension.

3. The researcher recommends conducting the same study using qualitative and/ or

mixed methods of research to provide empirical evidence and relevant contribution for

further research. Interviews, observations, document scanning, and other data gathering

methods must be utilized.

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APPENDICES

Appendix A. Assessment Tool

Name: Score:
Grade, Strand, and Section: Date

Directions: Read the poem and answer each question carefully. Choose the letter of the
correct answer. This is a 25-item test and you have 30 minutes to finish.

PIANO
By D. H. Lawrence

Softly, in the dusk, a woman is singing to me;

Taking me back down the vista of years, till I see
A child sitting under the piano, in the boom of the tingling strings
And pressing the small, poised feet of a mother who smiles as she sings.

In spite of myself, the insidious mastery of song

Betrays me back, till the heart of me weeps to belong
To the old Sunday evenings at home, with winter outside
And hymns in the cosy parlour, the tinkling piano our guide.

So now it is vain for the singer to burst into clamour

With the great black piano appassionato. The glamour

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Of childish days is upon me, my manhood is cast

Down in the flood of remembrance, I weep like a child for the past.
1. Who is the speaker in the poem?
a. A man looking back into the memories of his childhood and music.
b. A woman singing while playing the piano.
c. A child sitting the piano and enjoying the music.
d. An adult wanting to learn how to play the piano.

2. Below are the settings of the poem except

a. The room of speaker where the piano is placed
b. Old Sunday evening
c. The atmosphere is dusky and soft
d. Many years ago, during Sunday evenings at the speaker’s home

3. At the last line of the poem, why did the speaker weep like a child?
a. There is a central longing for the past for his childhood memories.
b. The speaker never learnt how to play the piano.
c. The woman never showed up again when he grew up.
d. The speaker is not ready to become an adult.

4. What type of imagery is in the first line of the poem?

a. Tactile and Auditory
b. Visual and Olfactory
c. Tactile and Gustatory
d. Olfactory and Gustatory

5. Which of the following lines has the auditory and tactile imagery?
a. And hymns in the cosy parlour
b. A child sitting under the piano
c. The tinkling piano our guide
d. Till the heart of me weeps to belong

6. Which if the phrases below use sense of sight?

a. great black piano
b. tinkling piano
c. a woman singing to me
d. cosy parlour

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7. What does the piano symbolize?

a. Life was so simple, black and white but now it has become complicated
and painful.
b. The music from the piano is so relaxing.
c. It is not too late to discover new talent and learn how to play piano.
d. It symbolizes a child’s longing for his mother.

8. The speaker uses the words “cozy”, “tinkling piano”, “softly”, and “with winter
outside”. What does these symbolize?
a. A beautiful sight from a carefree youth.
b. The pain of realizing that you can never go back to the past.
c. A comfort that a mother can to her child.
d. Living the life full of regrets.

9. “My manhood is cast down in the flood of remembrance.” What does the flood
symbolize?
a. the rushing back of memories
b. a big life change
c. the childhood was destroyed
d. overflowing water that submerges the land

10. What is the theme of the poem?

a. reminiscence and regret
b. satisfaction and happiness
c. power of love
d. importance of family

11. What word would you use to describe the tone of the first stanza?
a. harsh
b. mellow
c. soothing
d. peaceful

12. Which line is bitterly resentful?

a. Last line

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b. First line
c. Fourth line
d. Seventh line

13. Which word does not describe the mood of the last stanza?
a. Content
b. Nostalgic
c. Sentimental
d. Regretful

14. Which line does not have a calming mood?

a. Sixth line
b. First line
c. Third line
d. Fourth line

For items 15-17: Choose the synonym for the underlined words in the following lines:
15. Taking me back down to the vista of years.
a. scenery
b. darkness
c. certainty
d. chaos

16. In spite of myself, the insidious mastery of song betrays me back.

a. deceitful
b. sincere
c. frank
d. straightforward

17. The glamour of childish days is upon me.

a. fascination
b. boredom
c. dullness
d. laziness

For items 18-20: Choose the opposite words of the underlined words in the following
lines:

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18. Softly, in the dusk, a woman is singing to me.

a. bright
b. dark
c. black
d. dawn

19. So now it is vain for the singer to burst into clamour.

a. serenity
b. uproar
c. outburst
d. blast

20. With the great black piano appassionato.

a. emotionless
b. appealing
c. compassionate
d. dramatic

21. At what period of age does the speaker wants to go as he narrates the poem?
a. Childhood
b. Teenage
c. Young adulthood
d. Old adulthood

22. Which of the following choices doesn’t usually belongs in a parlor room?
a. Bed
b. Sofa
c. Piano
d. Guests

23. The following choices are examples of musical genre. Which one nearly
expresses the emotion of the poem?
a. Classical
b. Rock
c. Reggae
d. Rhythm and blues

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24. The word “weep” is used in them poem for two different situations. What did the
author mean by it on the sixth line of the poem?
a. The speaker shed tears as he betrayed himself in letting the memories get
back to him.
b. Because of too much emotion, the speaker almost had a heart attack.
c. It is an overwhelming feeling of happiness as the speaker ponders about
his childhood memories.
d. The grieving of the speaker because we wanted to go back to his past, but
all he can do now is just remember it.

25. During 19th century, a parlor is a wide room used to entertain guests, usually with
a cup of tea. It should be cosy. What does the underlined word mean?
a. comfortable
b. agitated
c. severe
d. harsh

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Appendix B. Letter of Request

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Appendix C. Consent Form

PARENTAL/ GUARDIAN PERMISSION FORM FOR RESEARCH

Title of Project: ASSESSMENT OF DUAL CODING STRATEGY APPLICATION TO

POETRY ANALYSIS AND VOCABULARY ACQUISITION OF SENIOR HIGH
SCHOOL STUDENTS

Researcher: Mia Lei B. Lalantacon

Adviser: Dr. Elgin S. Paguirigan

Your permission is being sought to have your child participate in this study. Please read the
following information carefully before you decide whether or not to give your permission.

Purpose of the research: The purpose of this study is to evaluate and determine the
effectiveness of implementing a dual coding approach toward an improved level of poetic
analysis and rate of vocabulary acquisition among the selected senior high school students.
This study focuses on the improvement of the students’ betterment in analyzing and
appreciating a poem and widening their vocabulary knowledge using a two-way strategy –
the Dual Coding strategy. As a result, the study's findings will result in a long-term
educational and literacy situation.

Procedure to be followed: The students will participate in a research study to see the
effectiveness of the innovative intervention. The test will be in a private setting convenient
for Grade 11 students of Wesleyan University-Philippines. During testing, your child will
answer the google form to be sent by the researcher, to the English teachers to be forwarded
to the group chats of the students under the academic track. Answering the google form is
the sole purpose of examining the effectivity of Dual Coding strategy compared to
Traditional approach. There will be a pretest before the application of each strategy to each
control and experimental groups.

Discomforts/ risks: There are no foreseeable discomforts or dangers to either you or your
child in this study.

Incentives/ benefits for participation: There are no direct benefits to your child.
However, the results of this study will increase our knowledge of helping the students
analyze and express their selves through poetry and widen their vocabulary.

Time duration of participation: Participation in the study will not exceed 30 minutes.

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Statement of Confidentiality: All records are kept confidential and will be available only
to professional researchers and staff. If the results of this study are published, the data will
be presented in group form and individual children will not be identified.

Voluntary participation: Your child’s participation is voluntary. If you feel your child
has in any way been coerced into participation, please inform the researcher. The researcher
also ask that your read this letter to your child (if age-appropriate) and inform your child
that participation is voluntary. At the time of the study, your child will once again be
reminded of this by the researcher.

Termination of participation: If at any point during the study you or your child wishes
to terminate the session, we will do so.

Questions regarding the research should be directed to: Mia Lei B. Lalantacon (0915-264-
2226)

SIGNING THE FORM BELOW WILL ALLOW YOUR CHILD TO PARTICIPATE IN

THE STUDY DURING SCHOOL HOURS WITHOUT YOUR PRESENCE. Please return
by Thursday, April 7th. If you do not sign and return this form, the researcher will
understand.

Please indicate whether or not you wish to allow your child to participate in this project by
checking one of the statements below.

_____ I grant permission for my child to participate on the study.

_____ I do not grant permission for my child to participate in the study.

_____________________________
Printed Name and Signature
of Parent/ Guardian

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Appendix D. Documentation

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Appendix E. Parental Signed Consent Form

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Appendix F. Students’ Questionnaire via Google Form

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Cubukcu, F. (2010). Creative thinking and poetry in ELT classes. In international

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Tobis, J. C. A., & Mascuñana, C. G. (2020). Poetry Appreciation and Paraphrasing Skills

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CURRICULUM VITAE

PESONAL DATA
Name : Mia Lei B. Lalantacon
Address : 39 Blk. 8 Camp Tinio, Cabanatuan City, Nueva Ecija
Mobile Number : 0915 264 2226
Birthday : May 11, 1995
Civil Status : Single
Email : mblalantacon@[Link]

EXPERIENCE
Instructor I, Wesleyan University- Philippines
Senior High School Department
August 7, 2017-Present

EDUCATION

Masters of Arts in Education, Major in English

Wesleyan University-Philippines
September 2019-Present

Computer Literacy Course

Provincial Manpower Training Center
November 7, 2016- February 6, 2017

Bachelor of Secondary Education, Major in English

Wesleyan University-Philippines

ELIGIBILITY

Licensure Examination for Teachers (LET)

General Average : 81.4%
Baguio City, Philippines
June 9, 2017

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TRAININGS/SEMINARS

Coping with COVID-19: Health Protocols and other Health Related Issues
Wesleyan University-Philippines
September, 2020

Nurturing Creativity across the K-12 Curriculum

Wesleyan University-Philippines
August 15, 2020

Optimizing Technology in the New Normal

Inteligente Publishing, Inc.
May 11, 2020

2018 Mind Education Specialist Training (MEST): International Seminar-

Workshop on Transformational Leadership among Educators
Department of Education-Region II
December 1-2, 2018

Designing and Developing a Course Syllabi

Wesleyan University-Philippines
July 13, 2018

21st Century Transformative Clinical Supervision

Rex Bookstore
June 16, 2018

National Lecture Forum on Publication Cycle Learning from the Experts

Wesleyan University-Philippines
May 4, 2018

21st Century Learning for the Whole Child

Rex Bookstore
February 23, 2018

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