PRE-SERVICE TEACHERS^ CRITIC ON THE MOVIE LILO AND STITCH: REFLECTING ON MOVIE INTEGRATION IN TEACHING Jack Robin A. Lacerna
Holy Child Central Colleges, Inc.
Abstract
English is the world^s primary and most spoken language, making it increasingly necessary, demanded, and expected in careers and education. However, the 2018 PISA results indicate that the Philippines has lost ground since there are existing problems that pertain to the comprehension of the students that have resulted in low English proficiency tests. While the educational materials may be uninteresting and uninspiring as one reason for this demise, using the English movie can/may increase the English performance of young learners. This study aimed to determine and analyze the Pre-service teachers^ (PSTs) critics of the movie Lilo and Stitch: Reflecting on Movie Integration in Teaching Children^s English Language. The researchers used a multi-phase qualitative design. Phase 1 required participants to watch Lilo and Stitch. Phase 2: Participants completed their modular coursework activities following the movie, and the researchers analyzed the data from the 145 modules through a document review. Phase 3: Interviews with 12 PSTs who participated in the FGD were conducted to support and validate the module^s responses. The researchers utilized thematic analysis to highlight PSTs^ attitudes, reviews, perceptions, and acquired values towards the movie.
The results suggest that PSTs gained a positive outlook and anticipation about the film^s visual and aural features functioning together to assist comprehension and inculcate values. They see sensitive and superfluous movie elements that require adult supervision and acknowledge that the movie^s comprehensible language and relatable character storyline have the potential to immerse children in authentic language environments and are considered a key component in language instruction and an alternative to supporting children^s social and emotional needs. They perceived the movie as beneficial since it provides a rich learning environment for children to expose themselves to and acquire fundamental vocabulary and forms of communication to help boost their comprehension and language skills. They also recognize how the movie introduces valuable lessons linked to the language acquisition process, such as essential values for teaching children English as vital in the motivation process. It is recommended that movie integration be done by selecting a relevant movie and leveraging its elements to fill the gaps in preparing children to cope with the demands of the English language.
Keywords: Lilo and Stitch, Movie Integration, Pre-service Teachers^ Critic,English Language Learning
