1
Their dramas have undeniably beautiful stories and they cast
great actor.
Well, it depends on what kind of drama it is, or what kind
of student is watching it to find the effects. For example, if a
very studious student is watching a Korean Drama but still
manages to get 100s on every test, that is consider neutral as it
has a 0% on every test, that student's life. Negative effects may
happen, when the student get caught up in watching dramas,
leaving no time to study. This leads her to not score very well,
which brings a negative outcome. But the essence is same to
whatever distracts the student, if she has a movie series or
books that the student likes, and completely has no focus on
studying, the same outcome arrives. So Korean Dramas are not to
blame for distraction, but rather the student's ability to focus.
However, there is a positive effect from watching Korean Dramas:
Allowing the mind to expand diversity and knowledge of South
Korea, to learning the language slowly. It is very important to
respect the growing diversity as of right now, so Korean Dramas
are a perfect way to get to know South Korea more, and explore
their customs and traditions, or trends through K-dramas.
Statement of the problem
2
This research was generally focused on the Effects of Korean
Dramas to students of Senior High to Pantabangan National High
School in their Academic Performance. The researchers sought to
answer the following questions:
1. What are the effects to students in watching Korean
Dramas?
2. What are the benefits in watching Korean Dramas?
3. Is there a significant number of SHS students
inPantabangan National HighSchool that is watching Korean Dramas.
Objectives
Specifically, it aimed:
1. To know the effects to the students in watching Korean
Dramas.
2. To know what the benefits in watching Korean Dramas.
3. To know the if there is a significant number of SHS
students in Pantabangan National High School that is
watching Korean Dramas.
Significance of the study
The following would be beneficial to the study:
3
To the Students- The research will help the students to know the
effects of Korean Dramas.
To the Researcher- The researcher study will become an experience
to pursue and to continue their study.
To the Future Researcher- The study will contribute to the future
researchers. This study will serve as a reference for similar
related study.
Scope and limitation
To gather the data for the study a questionnaire was prepared by
the researchers. The research was conducted in Pantabangan
National High School. Exactly 50 students answered the
constructed questionnaire. The questionnaire is composed of
different questions concerning the topic “The effects of Korean
Dramas to students of Senior High in Pantabangan National High
School in their Academic Performance”.
Definition of terms
4
Deity- a God or Goddess (in a polytheistic religion).
Enormously- to very great degree or extent; considerably.
Feminism- the advocacy of women’s rights on the basic of the
equality of the sexes.
Hallyu- a neologism literally meaning “flow of korea".
Hegemonic- ruling or dominant in a political or social context.
Jagiya- means honey, sweetie, love, darling. Used between couples
in a relationship to address each other.
Joseon Dynasty- Joseon (choson dynasty) Dynasty was a Korean
State founded by Taejo Vi Seong-gye that lasted for approximately
five centuries from July 1392 to October 1987.
K-drama- means Korean Drama, or television dramas made in South
Korea.
Oppa- means “an older brother”.
Otoke- meansWhy? Or what, as in “what the?!” You often hear young
people say this expression when they think something is hard or
unfair; or they just don't want to do something.
Patriarchal- relating to or characteristic of a patriarch.
Portrayals- a depiction of someone or something in a work of art
or literature.
5
Sageuk- in Korean denotes historical period dramas, including
traditional drama plays, films or television series.
Saranghe- is a fairly casual way to say “I love you".
Winter Sonata- also known as (Winter Love Story, Winter Love Song
or Winter Ballad) is a South Korean television drama series that
aired on KBS2 in 2002.
CHAPTER II
REVIEW OF RELATED LITERATURE
6
Foreign
Korean Television Dramas (K-dramas) have enjoyed immense
popularity all over the world. It is part of the phenomenon known
as Hallyu or Korean Wave, in which all things Korean from TV
dramas to popular music to fashion are consumed by audiences the
world over. The Wave swept Japan in 2003 when TV drama Winter
Sonata was aired on Japanese television channel NHK (Korean
Culture and Information Service, 2011)
For Asians, the appeal of Korean TV dramas rests on its so-
called “emotional power which comes from the interwoven themes of
family, romance, friendship, martial arts, war and business” as
well as the way the characters face issues on love in a “tender,
meaningful and emotional than sensual” manner. The Asian
sensibilities of prioritizing family and of expressing emotions
in a subtle manner also appeal to Asian viewers across generation
(Korean Culture and Information Service, 2011, p. 17)
Kim (2009) frames the production of Korean TV dramas through
the concepts of popular feminism and the accompanying role of
mass media’s hegemonic practice of “incorporation feminist in
dominant patriarchal ideology.
Wang. The “fairytale-like romance” depicted in Korean dramas
particularly stood out for Singaporean women as a reprieve from
the fast-paced and stressful city life. This is aside from other
7
elements that they like about Korean Dramas, such as “touching
story lines”, “beautiful scenery”, “excellent cinematography”,
“good looking actors and actress”, trendy fashion and nice music
on the background (Chan and Xueli,2011).
The Korean wave has been enormously successful in Asia. It
has also broken the barrier of language and culture as it entered
and became a hit in the Middle East market in 2007 (Jeong 2008)
Korean dramas in particular, as Chua and Iwabuchi
demonstrate above, have maintained a dominant position in the
export growth of Korean broadcasting content. The proportion of
dramas in the overall volume of Korean broadcast programme
exports has increased from 64.3 per cent in 2001 to 87.6 per cent
in 2010 (KOCCA, 2010: 2). The prices of Korean dramas have been
more expansive than those of Hollywood or of Japanese productions
on the Asian market since the mid 2000s (Kim, Y., 2007: 137).
Local
8
In Philippines, K-dramas are fondly called
“Koreanovelas”, a term coined by Philippine television channel
GMA 7 as a marketing buzzword for the going popularity of K-
dramas. The Philippines was counted among major importing
countries of k-dramas in Asia, with Japan leading a 60.1%, China
at 9.9%, Philippines at 3.1%, and Taiwan at 1.4%. The
aforementioned figures represent 95.3% of total export Korean TV
dramas (Kim, Long, and Robinson, 2009).
According to the survey done by TNS global title Korea
in our daily life: A look at Filipinos awareness and behavior
towards Korean Culture. Filipinos watch Korean TV shows and
movies because this have a tempered blend of character and flat
and the actors and the actresses are appealing and pleasing to
the eye. (Lee 2011)
This study was followed 5 years later when Espiritu
(2011). In Transitional audience reception as a theater of
struggle young Filipino women’s reception of Korean television
drama examine young Filipino women’s (Teen to early 20’s)
reception of Korean dramas as a “theater of struggles” owing to
Filipino’s long and heavy history of consuming American cultural
product, which she deemed as an “American cultural imperialism
that is deeply and entrenched in Philippine society.
9
Since Korean tv dramas come from a culture that is
foreign to Filipino working women, ideas of popular feminism that
are embedded in Korean tv dramas such as women unafraid to voice
out their opinions and women who equate power with the ability to
buy and consume (Kim, 2009) Maybe received differently by this
Filipino audience segment.That the women paid more attention to
the portrayals of strong women and the “risqué”/ modern quality
of the show more than the fashion styles of the characters (and
the desire to emulate it) is also an indicator that
“consumeristic femininity” (Yang, 2008) may not be as present
among Filipino women as they are in the TV Dramas original Korean
cultural context
CHAPTER III
METHODOLOGY
10
This part of the study presents the design of the study,
particularly the research methods and techniques to be used. It
describes who will be the respondents and focus of the research.
This is also showsthe procedures of data collection and the
instruments used. Data gathered using questionnaires.
Research Methodology
The researcher prepare a survey questionnaire concerning the
topic “The Effects of Korean Dramas to students of Senior High in
Pantabangan National High School in their Academic Performance".
The researcherconduct a survey in Pantabangan National High
School and the Senior High Department answer the said
questionnaire.
Participants
The researchers surveyed exactly 50 respondents. 25
respondents were from Grade 11 and 25 were from Grade 12.
Sample and Sampling procedure
The respondents are the Senior High School student in
Pantabangan National High School.
11
The data to be used in this study are gathered from the
answer of the selected respondents.
Instruments
The following materials were used during the research:
1. Pen and Paper – used as writing materials for the studies.
2. Laptop – used to edit work and studies.
3. Flash drive – storage device for data and information.
4. Questionnaire – used for surveying respondents.
Data Gathering Procedure
In the course of this study, the researcher used a
questionnaire composed of questions regarding the effects of
Korean Dramas and will be asked to selected respondents of Senior
High in Pantabangan National High School in their Academic
Performance.
Statistical treatment of data
The data gathered from the questionnaires were tallied then
organized in a table.
12
To complete the percentage of the respondents based on the
answer in the questionnaires, the researchers used the formula
below:
P = F/N X 100
Where:
P= Percentage
F= Frequency
N= Number of respondents
13
CHAPTER IV
DATA PRESENTATION, ANALYSIS, AND DISCUSSION OF FINDINGS
Chapter three focused on the methodological procedures used
to collect data with regard to the problem and knowledge gap
identified in chapter one and two respectively. This chapter
therefore deals with data presentation, analysis, and discussion
of findings. The presentation and analysis of data are done in
line with the research objectives, tasks and questions.
Table no. 1
Q U E S T I O N Y E S N O
Are you watching Korean drama? 1 0 0 % 0 %
The table no. 1shows that most of the respondents say yes that
they are watching Korean dramas, it got 50 number of respondents
out of 50 with the percentage of 100% out of 100%.
14
Table no. 2
Q U E S T I O N Y E S N O
2 Do you think that Korean dramas can affect your school work? 4 6 % 5 4 %
The table no. 2 shows that most of the respondents say no that
Korean drama can affect their school work, it got 23 number of
respondents out of 50 with the percentage of 46% out of 100%.
Table no.3
Q U E S T I O N Y E S N O
3 Can Korean Drama help your study? 3 0 % 7 0 %
The table no. 3 shows that most of the respondents say no that
Korean drama can help their study, it got 35 number of
respondents out of 50 with the percentage of 70% out of 100%.
Table no.4
Q U E S T I O N Y E S N O
15
4 Can you balance watching Korean Dramas and your Study? 9 8 % 2 %
The table no. 4 shows that most of the respondents say yes that
they can balance watching Korean drama and their study, it got 49
number of respondents out of 50 with the percentage of 98% out of
100%.
Table no.5
Q U E S T I O N Y E S N O
5 Do you think Korean Dramas can divide your time in school activities? 5 0 % 5 0 %
The table no. 5 shows that the respondents got the same number of
respondents that Korean Dramas can divide their time in school
activities, it got the same 25 number of respondents out of 50
with the percentage of 50% out of 100%.
Table no.6
Q U E S T I O N Y E S N O
6 Do you think Korean Dramas can help you improve your English Vocabulary? 8 2 % 1 8 %
16
The table no. 6 shows that most of the respondents say yes that
Korean drama can help to improve their English vocabulary, it got
41 number of respondents out of 50 with the percentage of 82% out
of 100%.
Defined in educational terms, drama is involving students in
improvised roles within an imagined context to help create
awareness or understanding of an idea. The goal is that learning
emerges through the process of developing and improvising skits
and sketches. Students think about ideas through role-playing
them and are better able to understand their thought processes
once they step out of the role (Andersen, 2002). Heining stated
that drama has been used extensively in the language arts
classroom to enhance children’s development in oral
communication, reading and writing (as cited in Tatar, 2002).
Table no.7
Q U E S T I O N Y E S N O
7 Are you wasting money for watching Korean Dramas? 1 4 % 8 6 %
17
The table no. 7 shows that most of respondents say no that they
wasting money for watching Korean Dramas?, it got 43 number of
respondents out of 50 with the percentage of 86% out of 100%.
Table no. 8
Q U E S T I O N ACCIDETALLY FOLLOWING FRIEND(S) FILLING IN THE SPACE TIME O T H E R S
How do you become interested in Korean Dramas? 4 8 % 2 0 % 2 2 % 1 0 %
The table no. 8 shows that most of the respondents say that they
are accidentally become interested in Korean Dramas, it got 24
number of respondents out of 50 with the percentage of 48% out of
100%.
On the other hand kdrama also made Filipino youth to in touch wit
h their drama. Klissly.Salak, 22, Caloocan City said “hindi kasi
sila corny kagaya ng mga telenovela. Funny ang facialexpression n
g actors nila. Laging may sense ang story, kaso nga lang palaging
may namamataydue to cancer.” (STTPP 2013).
The popularity of Korean culture really contributed a lot in the
country of South Korearegarding on the rising of their economy be
cause of TV dramas, films and music that attracttourists that bec
omes just like a domino effect. These tourists bring billion of d
ollars into thecountry. Korea is now enjoying double boom in econ
omic and cultural fields (Anjaiah, 2011)
18
Table no. 9
Q U E S T I O N THE STORY LINE THE CAST AND CHARACTERS THE GENRE O T H E R S
What do you like the most in Korean Dramas? 4 4 % 3 6 % 1 6 % 4 %
The table no. 9 shows that most of the respondents say that they
are like the most the story line in Korean Dramas, it got22
number of respondents out of 50 with the percentage of 44% out of
100%.
Table no. 10
Q U E S T I O N 1 H O U R 2 H O U R 3 H O U R OTHERS
How many hours do you spend in watching Korean Dramas? 2 0 % 3 6 % 1 0 % 3 8 %
The table no. 10 shows that most of the respondents say that they
are spend time more than three hours in watching Korean Dramas,
it got 19 number of respondents out of 50 with the percentage of
38% out of 100%.
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CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATION
Summary
The study sought to investigate the Effects of Korean Dramas to
Students of Senior High in Pantabangan National High School in
their Academic Performance. The study sought to: determine what
20
are the effects to Students in watching Korean Dramas, what are
the benefits in watching Korean Dramas and to determine if their
is a significant number of SHS Students in Pantabangan National
High School that is watching Korean Dramas. The literature was in
line with the objectives relating to Effects of Korean Dramas to
Student's Academic Performance and the study sought to find out
how watching Korean Dramas affects the Student's Academic
Performance. Research respondents included 50 Students of Senior
High Students in Pantabangan National High School who are
randomly selected.
Conclusions
•The effects of watching Korean Dramas to Students of Senior High
is they spend more time in watching Korean Dramas but it cannot
affect their academic performance. They can balance their time
when it comes in watching Korean Dramas.
21
•The benefits of watching Korean Dramas in students of Senior
High is they can improve their English Vocabulary because of the
subtitle of Korean Dramas.It may also help them in terms of being
creativebase on the story line of the drama and also by getting a
moral value that they learned on the said topic.
•Thereisasignificant number of SHS students in Pantabangan
National High School that is watching Korean Dramas because
according to the result of our research Korean Dramas gives them
motivation to study hard and they can maintain their good grades.
Recommendation
Students should limit their time in watching Korean Dramas and
should always find time to study.
Parents should alwaysmonitor and guide their children so that
their grades will not affect by watching Korean Dramas.
22
Future researcherthey may used this study as basis and also the
review of related literature.
Teacher to inform them that watching korean drama cannot affect
the academic performance of their students. Then they also need
to inform their students that they need to maintain their passing
grades also to manage their time when it comes watching korean.
School do not prevent the students watching korean drama if they
can balance their time.
References
Andersen, C. (in press). Learning in “as if” worlds: Cognition in
drama in education. Theory Into Practice. Retrieved September 23,
2004, fromhttp://www.newark.osu.edu/candersen
Chan, B., & Xueli, W. (2011). Of prince charming and male
chauvinist pigs: Singaporean female viewers and the dream-world
23
of Korean television dramas. International Journal of Cultural
Studies, 291-305.
Espiritu, B. F. (2011). Transnational audience reception as a
theater of struggle: young Filipino women's reception of
Koreantelevision dramas. Asian Journal of Communication , 355-
372.
https://www.quora.com/What-are-the-negative-and-positive-effects-
of-Korean-drama-to-the-academic-performance-of-the-
students/answer/Shrina-K
http://independent.academia.edu/Annaanasarias
Kim, S., Long, P., & Robinson, M. (2009 ). Small Screen, Big
Tourism: The Role of Popular Korean Television Dramas in South
Korean Tourism . Tourism Geographies, 308-333.
Korean Culture and Information Service . (2011). K-Drama: A New
TV Genre with Global Appeal. Korea: Korean Culture and
Information Service.
Korean Culture and Information Service . (2011). K-POP: A New
Force in Pop Music. Seoul : Korean Culture and Information
Service .
Korean Culture and Information Service . (2011). The Korean Wave:
A New Pop Culture Phenomenon. Seoul : Korean Culture and
Information Service.
24
Lee, M. (2011, December 5). Korea In Our Daily Life: A Look at
Filipinos' Awareness and Behavior Towards Korean Culture . Paper
presented at the 2nd Philippines-Korea Partnership Forum . Makati
City, Metro Manila.
Tatar, S. (2002). Dramatic activities in language arts
classrooms: resource summary. (ERIC Clearinghouse on Reading,
English and Communication Digest #174).
Yang, F.-c. I. (2008 ). Engaging with Korean dramas: discourses
of gender, media, and class formation in Taiwan. Asian Journal of
Communication , 64-79.
APPENDIX A
“Effects of Korean Dramas to Students of Senior High in Pantabangan
National High School in their Academic Performance"
NAME (OPTIONAL:_______________________________ SEX: ___________
GRADE &SECTION:_____________________________
Write (✔) on your chosen answer.
QUESTIONS YES NO
1.Are you watching Korean Dramas?
2.Do you think that watching Korean Dramas can affect your school work?
3.Can Korean Dramas help your study?
25
4.Can you balance watching Korean Dramas and your study?
5.Do you think Korean Dramas can divide your time in school activities?
6.Do you think Korean Dramas can help you improve your English Vocabulary?
7.Are you wasting money for watching Korean Dramas?
8.How do you become interested in Korean Dramas?
□ Accidentally
□ Following Friend(s)
□ Filling in the space time
□ Others:__________
9.What do you like the most in Korean Dramas?
□ The storyline
□ The Cast & Characters
□ The genre
□ Others:__________
10.How many hours do you spend in watching Korean Dramas?
□ 1 hours
□ 2 hours
□ 3 hours
□ Others: __________
APPENDIX B
26
