LEARNING ACTIVITY SHEETS (LAS) AND THE ENGLISH ACHIEVEMENT OF

GRADE 8 STUDENTS

A THESIS

Presented to

The Faculty of Graduate Studies and Applied Research

LAGUNA STATE POLYTECHNIC UNIVERSITY

San Pablo City

In Partial Fulfillment

of the Requirements for the Degree

MASTER OF ARTS IN EDUCATION

Major in English

MA. ELENA B. LACSA

June 2021
 ii

Republic of the Philippines

LAGUNA STATE POLYTECHNIC UNIVERSITY

Province of Laguna

APPROVAL SHEET

This Thesis entitled

was prepared and submitted
by MA. ELENA B. LACSA in partial fulfillment of the requirements for the degree
MASTER OF ARTS IN EDUCATION, Major in ENGLISH is hereby recommended
for approval and acceptance.

CECILIA Q. VELASCO, EdD

Adviser

PANEL OF EXAMINERS

Approved and accepted by the Committee on Oral Examination with a

grade of ________.

MARIO R. BRIONES, EdD

Chairman

REYNA B. ANGELES, MA PAULINA Q. QUISIDO, PhD

Member Member

LUCILYN F. LUIS, MAED

Member
Accepted in partial fulfillment of the requirements for the degree Master of Arts
in Education at the Laguna State Polytechnic University, San Pablo City Campus.

EDILBERTO ANDAL, EdD

Associate Dean, GSAR
GREG R. REYES
Registrar II

Research Contribution No.______

Passed the Comprehensive Examination on February 2020
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ACKNOWLEDGEMENT

With boundless love and appreciation, I would like to extend my heartfelt

gratitude and appreciation to the people who helped me bring this study into reality. I
would like to extend my deep thankfulness to the following:

First and foremost to Almighty God who never fails to amaze me in bestowing
the wisdom, favor, and provision that I needed to bring this paper to completion.

To the staff that composes the entire Laguna State Polytechnic University for the
encouragement to finish my paper.

To the Dean of the Graduate Studies and Applied Research, DR. EDILBERTO
ANDAL for his favorable decision regarding the study;

To the Panelists, MRS. REYNA B. ANGELES, MA; MRS. LUCILYN F. LUIS, MAED;
and DR. PAULINA Q. QUISIDO for their constructive comments, suggestions, and
recommendations.

To the external validators, MRS. LORELYN N. SALTOC, MRS. JAMAICA R.

TAMPUCAO and MRS. ANALIZA C. RAYOS for their passionate participation and
input. The validation survey could not have been successfully conducted without
their assistance.

To the Adviser, DR. CECILIA Q. VELASCO whose expertise, consistent guidance,

ample time spent, and consistent pieces of advice helped me bring this study into
success;

To the public school's district supervisor of San Juan West, Mrs. Bernarda M.
Reyes, EdD. for her endorsement in allowing me to conduct this study in the district.

To the principal, Mrs. Andrea H. Malapitan for allowing me to conduct this study
in the school and for her encouragement, understanding, consideration, and heartfelt
support at all times for me to push through this graduate studies; and

To the selected Grade, 8 students of Buhaynasapa National High School for their
hospitality shown and time spent answering the questionnaires during the conduct of
this study.

To my family, friends, and churchmates who never got tired of showing support,
love, and comfort throughout the process.

The Researcher
 iv

DEDICATION

This study is wholeheartedly dedicated to my beloved parents and friends

who have been my source of inspiration and gave me strength when I thought of
giving up, who continually provide their moral, spiritual, emotional, and financial
support.

To my brothers, sisters, relatives, mentors, friends, co-teachers, and

churchmates who shared their words of advice, encouragement, and prayers to
finish this study.

Above all, I dedicate this study to ALMIGHTY GOD, thank you for the
guidance, strength, power of the mind, and skills and for giving me a healthy life to
bring this into completion. All these, I offer to You.
 v

ABSTRACT

The coronavirus (COVID-19) disease has caused the greatest disturbance in

the account of the educational system, affecting numerous numbers of students and
their families from all over the world. This led to a momentary closure of schools to
ensure everyone's safety. In the Philippines, this has resulted in new educational
practices, such as an adjustment from the conventional face-to-face classroom set
up to a distance learning delivery modality.

As the Department of Education aims to address all the arising problems as

Distance learning continues, it gave way for the utilization of Learning Activity
Sheets (LAS). Learning Activity Sheets are the teacher-made activities that may be
used as supplemental materials for the self-learning modules of the learners. These
are given to the students to have a better and deeper understanding of a certain
topic.

The main purpose of the study is to investigate the effect of using learning
activity sheets (LAS) in the English achievement of Grade 8 students.

The respondents in this study were the 32 Grade 8 students of Buhaynasapa

National High School SY 2020-2021 who were chosen through stratified random
sampling. The researcher delivered a lesson in a print-modular distance learning
setting using teacher-created learning activity sheets (LAS) and used a teacher-
created examination to assess the respondents' learning from the given LAS while
applying skills such as identifying fact and opinion, vocabulary, and data
interpretation. The t-test formula was used to determine the test of the difference
between the mean pretest and posttest performances of the respondents in their
English achievement before and after using the learning activity sheets (LAS).

Findings reveal that the results of the pretest and posttest of the experimental
group using learning activity sheets (LAS) were found to have a significant
difference. This suggests that the use of learning activity sheets in modular distance
learning has made the students acquire evident learning that results in a higher level
of proficiency in their English achievement in terms of fact and opinion, vocabulary,
and data interpretation.

Keyword: Learning Activity Sheets, English Achievement, Modular

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TABLE OF CONTENTS

Page

............... ..iv

..v

.vi

CHAPTER

I THE PROBLEM AND ITS BACKGROUND

.3

Theoretical

Conceptual Framework

. .7

Statement o . ...7

Research Hypothesi 8
 vii

Significance .8

Scope and ...9

Definitions ... 9

II REVIEW OF THE RELATED LITERATURE

Related Literature 12

III RESEARCH METHODOLOGY

Resea ...44

Respondents of the 44

..45

Resea .45

Validation o ....45

Statistical Tre ..48

IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

. .49

. 50
 viii

V SUMMARY OF FINDINGS CONCLUSION AND RECOMMENDATIONS

Summary of Findings . ..54

. ....57

.57

BIBLIOGRAPHY

A. Journal . .58

B. Published and ...59

C. Online .....63

D. Orders and Republic Acts ...64

APPENDICES

. 66

..67

Letter to ..

Instruments .71

CURRICULUM VITAE ..107

 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The coronavirus (COVID-19) pandemic has caused the greatest disruption in

educational practices in history, affecting billions of students across most countries

and continents. As a result, temporary closures of schools and other learning areas

are required to ensure everyone's safety. In the Philippines, this has resulted in new

educational practices, such as a shift from face-to-face delivery to distance learning.

The Department of Education (DepEd) pursued the opening of classes on

October 5th, 2020, as a quick response to the country's demanding and current

situation, with the implementation of the developed Basic Education Learning

Continuity Plan (BE-LCP), a package of education interventions that would address

the basic education dilemmas brought about by the Covid-19. DepEd is deeply

committed to ensuring the safety, health, and well-being of all learners, parents,

teachers, and Department personnel as it develops the BE-LCP. (Department of

Education Order No. 12 s. 2020).

The BE-LCP describes the plan for transitioning from face-to-face to distance

learning, and with the idea that education is too important to put off, DepEd devised

the various Learning Delivery Modalities (LDM) from which schools can choose

which will suit the needs and societal conditions of today's learners. In this case,

enrolment serves as a survey among students and parents, who are asked to select
 2

the alternative learning delivery modality that they believe is the most possible and

feasible for them.

According to the findings, of all the alternative learning modalities provided by

the DepEd for the upcoming school year, most students and parents prefer to use

According to Secretary Leonor Briones, enrolment for the SY 2020-2021

revealed that modular distance learning is highly preferred by the majority of Filipino

learners and their parents. This is possible because the traditional face-to-face

format of classes is still not permitted due to the current situation brought about by

the pandemic, and because other modes of learning delivery are still inapplicable in

some areas. According to the partial results of the Learner Enrollment and Survey

Forms (LESFs) distributed throughout the enrollment period, 7.2 million enrollees

want to use modular distance learning, TV and radio-based instruction, and other

modalities. In contrast, only 2 million students prefer to enroll online for the 2020-

2021 school year. Sec. Briones also stated that DepEd prioritizes self-learning

modules as the primary learning means that can be offered to all students, which

can then be combined with other learning delivery modalities that learners have

access to.

Buhaynasapa National High School obtained the same result as the other

schools have taken. In particular, 63% of grade 8 enrollees of the school have

chosen the said LDM which shows the need for the use of self-learning modules in
 3

the delivery of learning in the new normal.

Background of the Study

The Department of Education has always been very positive about the

opening of classes and has been very confident towards the learning modalities

specifically modular distance learning. However, challenges in implementing the

said LDM continually arise as the school year continues.

A teachers' federation, Alliance of Concerned Teachers (ACT), aired

numerous issues in the field concerning the foundation for modular learning in a

national news article published by Manila Bulletin. They emphasized the delay in

module delivery, which forced them to rely on personal devices such as printers

to keep up. They also emphasized the importance of raising funds in a short

period, as the schools' Maintenance and Other Operating Expenses (MOOE)

were almost non-existent. It is expected that students and parents will work

together in the modular distance learning program (Canonizado, 2020).

According to the monitoring, there are instances where learners are

unable to comprehend the content of the modules. These scenarios compel them

to seek the assistance and support of their parents. The problem here is that

there are parents who are not well-versed in the subject matter, leaving them

with fewer options for sharing with their children. This image is becoming a

challenge for parents and students to learn lessons in modular instruction.

 4

Furthermore, the modules include a variety of tasks that are difficult for

students to complete in a given situation. With more than ten subject areas to

cover and numerous learning tasks to complete, there is a strong possibility that

students will work more than eight (8) hours per day. Some students must also

stay late to submit their work on time. As a result, students' health is jeopardized

because they stay late every day. Similarly, learners may submit incomplete

weekly activities if they do not have enough time to complete all assigned tasks

for a given week.

According to several articles, some students and parents are not fully

capable of using this new method of learning the lesson. Worse, some people

believe that modular distance learning places an additional burden on their

families. The contents of the modules are frequently incongruent with the level of

learners and the knowledge of the parents, which leads to a larger problem.

Some students may choose to drop this school year and wait for face-to-face

learning, in which the traditional teaching and learning process takes place

between the teacher and the students.

irst-quarter assessment record

reflected that 53.33% of the Grade 8 students got the grade of 75-79 in the

English subject. It is the time when SLMs alone are used as the primary source

of learning in the schools utilizing Printed Modular Distance Learning as a

modality.

With all these have been said, the Department of Education to address all the
 5

arising problems as Distance learning continues, gave way to what it called Learning

Activity Sheets (LAS). Learning Activity Sheets are the teacher-made activities that

may be used as supplemental materials for the self-learning modules of the learners.

These are given to the students to have a better and deeper understanding of a

certain topic.

The researcher believes that modular distance learning is the most chosen

LDM and with the self-learning modules as the primary means of teaching to most of

the schools deserve a spot in the research society today.

Theoretical Framework

The study is founded on the following theories, which can be of great

assistance in analyzing the variables related to this study and thus relating them to

one another.

Discovery Learning, as proposed by Jerome Bruner (1966), is a system of

inquiry-based instruction. Discovery learning advocates for learners to discover facts

and relationships for themselves. Every student can discover new ideas in their

unique way. Students are compelled to engage in discovery learning when using

LAS because there is no classroom teacher to direct them on what to do or not do to

understand a particular topic.

The study is anchored in discovery learning because using learning activity

sheets in modular distance learning means that the students are to discover on their

own the things that are written in the activity sheets.

Furthermore, Edward Deci and Richard Ryan's (2000) Self-Determination

 6

Theory is an important theory of motivation that discusses extrinsic and intrinsic

motivation. People have natural psychological needs for competence, relatedness,

and autonomy. If these needs are met, people will work and grow to their full

potential, according to this theory. As a result, educators must strive to create

materials that will assist students in meeting not only their expectations but also the

standards set by the competencies they are expected to achieve.

Conceptual Framework

This paradigm depicts the entire study, in which the researcher focuses

primarily on the use of learning activity sheets and their impact on the English

achievement of grade 8 students.

Learning is the process of transforming information and experience

throughout one's life into knowledge, skills, behaviors, and attitudes. It is an active

process in which the learner generates meaning from sensory input. Meanwhile,

activity refers to the state of things happening or being done. Learning activities, as

the name suggests, are activities designed or deployed by the teacher to facilitate or

create the conditions for learning.

Learning Activity Sheet print or digital activities are intended to encourage

learning environments. Typically, an activity sheet is a piece of paper with questions

or activities written on it. Students can either submit their answers or take part in the

activity (DepEd, 2016). The learning activity sheet is made up of important

components that aid in the learning of the students. This LAS includes Exercises or

Activities that are based on the I-D-E-A instructional process. Introduction, Growth,
 7

Involvement, and Assimilation

The English achievement test, on the other hand, assessed Fact and Opinion,

Vocabulary, and Data Interpretation, all of which are part of the Grade 8 Third

Quarter Most Essential Competencies (MELCS).

LEARNING ACTIVITY SHEETS English Achievement

Introduction Fact and Opinion

Development Vocabulary
Engagement Data Interpretation
Assimilation

Figure 1. Research Paradigm

Statement of the Problem

The main purpose of the study is to investigate the effect of using learning

activity sheets (LAS) in the English achievement of Grade 8 students.

1. What is the mean pretest performance of the respondents in their English

achievement before using the learning activity sheets (LAS) in terms of:

1.1 fact and opinion;

1.2 vocabulary; and

1.3; data interpretation

2. What is the mean posttest performance of the respondents in their English

achievement after using the learning activity sheets (LAS) in terms of:

2.1 fact and opinion;

2.2 vocabulary; and

2.3 data interpretation

 8

3. Is there a significant difference between the mean pretest and posttest

performances of the respondents in their English achievement before and

after using the learning activity sheets (LAS) in terms of:

3.1 fact and opinion;

3.2 vocabulary; and

3.3 data interpretation

Research Hypothesis

There is no significant difference between the mean pretest and posttest

performances of the respondents in their English achievement before and after using

the learning activity sheets (LAS).

Significance of the Study

The result of this study would be significant to the following individuals and

groups of people:

Students. This study may guide students in the proper utilization of the

learning activity sheets provided to them.

Teachers. This study would also be a good source of ideas for the teachers

on how to improve the English learning experience among the learners in modular

distance learning.

School Administrators. This study may also be beneficial to the school

administrators in assisting the teachers in their endeavors to deliver quality

education through modular distance learning even amidst pandemics.

 9

Future Researcher. This study may serve as a reference for future

researchers and may also have bearings on the other research works that may be

conducted in the years ahead.

Scope and Limitation of the Study

This study focused on determining the test of the difference between the

mean pretest and posttest performances of the respondents in their English

achievement before and after using the learning activity sheets (LAS). This focused

-D-E-A

instructional process.

On the other hand, the students English achievement was based on

distinguishing fact and opinion, vocabulary, and data interpretation and was taken

from the score that they acquired from the test given to them about the last three

MELCS in the third quarter: MELC 14. Analyze literature as a mirror to a shared

heritage of people with diverse backgrounds; MELC 15. Use appropriate cohesive

devices in various types of speech; and MELC 16. Use parallel structure.

Definition of Terms

To ensure a better and easier understanding of the study, the following terms

were conceptually defined:

Learning activity sheet (LAS). This refers to the activities designed or

deployed by the teacher to bring about or create the conditions for learning. These

are the teacher-made activities given to students after answering the pre-test.
 10

Introduction. This refers to the part that allows teachers to maximize

learners' awareness of their knowledge as regards content and skills required for the

lesson. This is the first part of the LAS that answers the questions 'What I need to

know and 'What's new'.

Development. This is the section in which the teacher presents activities,

tasks, and content of value and interest to the students. This is the part of the LAS

that answers the questions 'What I know, 'What's in' and 'What is it.

Engagement. This is the section in which the teacher allows the learners to

engage in a variety of tasks and opportunities to build their knowledge, skills, and

abilities (KSAs) to meaningfully connect their learnings after completing the tasks in

the Development phase.

Assimilation. This refers to the process of absorbing and fully

comprehending information or ideas: This is the stage at which the teacher guides

the students through a process in which they will demonstrate ideas, interpretations,

mindsets, or values, and create pieces of information that will form part of their

knowledge in reflecting, relating, or applying it effectively in any situation or context.

In this study, this is the part where students can show what they have learned and

what they can show.

English achievement. This refers to the level of learning of students, which

was determined by their scores on the test that was administered to them.

Fact. This is something that is said to have happened or something that is

assumed to be true. (Ingram et al., 2019). In this study, this refers to a statement
 11

that does not use any opinion marking signals.

Opinion. This refers to a statement that contains the personal insights or

thoughts of an individual. In the study, these are the statements that use opinion

marking signals like I think , in my opinion etc.

Vocabulary. This refers to the set of words used in a specific language.

(Oxford Languages). In the study, it refers to the word given meaning through how

they were used in a sentence.

Data Interpretation. This is the process of reviewing data using predefined

processes to assign meaning to the data and arrive at a relevant conclusion. In this

study, this means analyzing graphs in the given LAS and examination.
 12

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the discussion of the related literature and studies

derived from different resources such as books, other published materials, thesis,

and the internet. This provides reliable sources of information for the reader to have

a clear understanding of the research study.

Modular Teaching Approach of Teaching

The National University of Modern Languages in Islamabad conducted a

study on the effectiveness of the modular approach to university teaching. The

purpose of this study was to evaluate the effectiveness of the modular approach to

teaching to assess student learning, success, and achievement and to determine

whether modular teaching is more efficient than traditional teaching. The results of

this experimental study supported the use of a modular approach to teaching. It is

also suggested that the modular approach be widely used at various levels of

education.

The Modular Teaching Approach was also found to be effective in teaching

Grade 10 Science in the Valencia 2020 study. The modular approach resulted in a

significant increase in the results of the respondents' pretest and posttest. This

implies that the approach yielded positive results and demonstrated a critical link in

increasing the learners' academic achievement. As a result, an improved learning

module was recommended as an instructional intervention to improve students'

performance in Science 10. Similarly, the Ambayon, 2020 study sought to validate a

mythology and folklore module and assess its effectiveness in teaching the subject
 13

of mythology and folklore. This was done in response to a lack of learning resources

in the teaching literature and to address the need for useful and efficient instructional

materials. The study, which employed a comparative-experimental research design,

revealed the effectiveness of the mythology and folklore module in improving college

students' performance in literature. As a result, it is recommended that the module

be used in the same contexts, specifically when learning mythology and folklore.

The learning environment is student-centered in the modular method, and the

teacher can play an effective role in providing information to the learner and guiding

each learner based on their needs (Aqazadeh, 2005).

The teacher is not the only source of learning in a modular approach to

instruction. While working on the modules, students will have the opportunity to

explore and discover new ideas. Furthermore, they will be aware of and discover

their learning style as well as study habits.

Because students learn different styles of learning and are divided into

smaller groups designed at the individual and group levels to support improving

ability, teaching styles have a significant impact on learning. As a result, the learners'

learning experiences are enhanced (Joyce et al, 1949, Translated by Mehr

Mohammadi, 2009).

Cannon (2001) claims, on the other hand, that learners' motivation when

enrolling in a program shapes their expectations for the course content and the

assistance they expect to receive once they are involved in the program.

Militadou and Savenye (2003) emphasize that learning management has a

positive effect on student motivation by increasing their expectancy of achievement

 14

through the belief that everything they do aim at learning will yield positive results.

On the other hand, according to the study of Baltazar (2014), it is very

effective to identify the good characteristics of a learning module for the learners to

use it well.

Similarly, Crisostomo 2015's evaluation of the learning module component

suggests that the module itself must be appropriately and logically sequenced,

specific, realistic, and manageable.

Maloney (2013) states in the study Self-Directed Online Learning Modules:

Students' Behaviours and Experiences that academic programs are under pressure

to produce efficiencies in education by incorporating online learning. Simply

transferring a text-based resource to an online environment does not guarantee an

effective online learning environment. Our academic team developed an online

learning activity in collaboration with clinical educators to reinforce allied health

students' knowledge of pharmacology. Anecdotal reports from students entering the

clinical environment, on the other hand, indicated a lack of engagement with the

online resources. These reports prompted the need for a method of formal analysis

of student engagement, as well as insights into student preferences and behaviors

when it comes to online learning. Our study determines a set of practical

recommendations for the design and implementation of online resources to optimize

their utilization and educational value by auditing online usage data and survey

analysis.

When compared to traditional methods, the modular approach provides a

more flexible learning environment, makes students more active, allows them to
 15

learn at their own pace by allowing them to choose among alternatives, and allows

for self-evaluation. The purpose of this study was to find out what students thought

about the effectiveness of modular teaching. It was discovered that by using English

teaching modules, students adopted a modular teaching approach, benefited from

learning packages, found the Learning Resources Center to be a useful place to

study English, and gained confidence. Modular teaching, according to the students,

should be used in other courses as well.

Gonzales (2015) also conducted a study to test the effectiveness of a

modular approach using a decision tree in teaching integration techniques in

Calculus. It sought an answer to the question: Is there a significant difference in the

mean scores of two groups of students on (1) integration by parts and (2) integration

by trigonometric transformation quizzes? The non-equivalent control group posttest-

only design of quasi-experimental research was used in this study. The experimental

group was taught using a modular approach, whereas the comparison group was

taught using traditional methods. According to the findings, both modular and

traditional instructions were equally effective in facilitating the learning of integration

by parts. Another finding revealed that using a modular approach with a decision

tree to teach integration by trigonometric transformation was more effective than

using the traditional method.

Go Silk et al. (2015) assessed students' mathematics readiness and

investigated whether the modular approach to teaching mathematical problem

solving focused on metacognitive skills is superior to traditional teaching. To assess

readiness, a TIMSS-based mathematics test was used, while a problem-solving test

 16

was used to assess problem-solving proficiency. Both groups demonstrated

intermediate math readiness. Furthermore, the experimental group demonstrated

significantly greater problem-solving ability than the control group. As a result, the

experimental group demonstrated superior metacognitive abilities.

Learning Activity Sheets

Today, one method for sustaining the modular teaching approach is to use

learning activity sheets (LAS) as supplemental learning resources for students.

Learning activity sheets (LAS) are print or digital activities designed to foster learning

environments. An activity sheet is typically a piece of paper with questions or

activities on which students can either write their answers or participate in the

activity (DepEd, 2016).

A learning activity sheet is made up of the following sections, and this study

focused on the exercise section, letter D, which employs the Introduction,

Development, Engagement, and Assimilation (IDEA) instructional process.

A. Background Information for Learners

B. Learning Competency with Code

C. Directions/Instructions

D. Exercises/ Activities

E. Guide Questions (if necessary)

F. Rubric for Scoring (if necessary)

G. Reflection

H. References
 17

I. Answer Key (Optional)

According to the Regional Order dated May 12, 2020 (Guidelines on the

Implementation of MELC Pivot 4A Budget of Work (BOW) in all learning areas for

key stages 1-3), the PIVOT 4A BOW lesson preparation and curriculum delivery

process follows four (4) main teaching-learning phases, with the teacher acting as a

facilitator of learning and using the I-D-E-A Structure for a 30-minute to one-hour

lesson depending on the grade level. The following are some of these phases: The

first phase is an introduction, the second phase is development, the third phase is

engagement, and the fourth phase is assimilation.

a. During the I Phase, the teacher uses appropriate strategies to present the

learning competency and the desired learning outcomes for the day, expounding on

the learners' prior experiences and core knowledge, the purpose of the lesson, core

content, and relevant samples. This allows teachers to raise students' awareness of

their knowledge of the session's content and skills.

b. During the D Phase, the teacher introduces activities, tasks, and content that are

valuable and interesting to the students. The majority of these activities and tasks

must revolve around concepts to develop and master the skills or competencies.

c. During the E Phase, the teacher engages the students in a variety of tasks and

opportunities to build their KSAVs to meaningfully connect their learnings. This also

necessitates teachers engaging and exposing all students to real-life situations that

will pique their interest in meeting expectations, producing a product, or performing a

task.

d. During the A Phase, the teacher guides the students through a process in which
 18

they demonstrate ideas, interpretations, mindsets, or values and create information

that will form part of their knowledge in reflecting, relating, or applying it effectively in

any situation or context. This also necessitates teachers encouraging students to

create conceptual structures, allowing them to integrate new and old knowledge.

The validation of student activity sheets was found to be good in a study titled The

Development of Students' Activities Sheet with a Scientific Approach in Elementary

School (Simbolon et al., 2018). It also demonstrates that student activity sheets are

used as learning materials in English classes at a high rate, with around 80% of

students using them. The results of a pre-test and post-test conducted by

researchers in two different classes show an improvement in learning achievement

in both students. As a result, it was determined that the students' activity sheets

developed by researchers using a scientific approach are worthy of being used as

teaching material to support the fourth grade of primary school.

Learning Competencies

According to Schunk and Parjares (2002), one thing a teacher can do to

improve student's learning outcomes is to set specific, short-term learning goals that

are challenging but attainable within the student's recognized abilities. They

emphasize the importance of timely performance feedback, particularly feedback

that highlights learners' progress toward achieving their learning objectives, in

strengthening self-efficacy and nurturing motivation.

As a result, for the learning process to be successful, learning modules should

include specific learning competencies that are both challenging and attainable.
 19

Qureshi (2001) emphasizes the importance of specific learning objectives when he

describes adult learners as individuals who know what is important to them and are

irritated when others demand their opinions on what is important.

According to Gagné, Wagner, Golas, and Keller (2005), the goal of

instructional design is to aid in learning rather than the teaching process. They also

Designing modules, according to Amy Burge (2019) in her article "How to

Design Effective Teaching Modules," is both a privilege and a responsibility.

Modules must be constructively aligned, which means that students are free to

actively construct their understanding and that all teaching and assessment are

aligned with the learning outcomes.

According to Pavlou (2020), organizing eLearning content into learning outcomes is

a useful way to demonstrate the purpose of training (LOs). Using verbs from Bloom's

Taxonomy, you can create focused learning objectives that guide the content

selection.

Content

According to Pavlou (2020), content that covers similar topics and meets

related LOs should be grouped in modules.

According to her article, an eLearning module should begin with simpler content and

gradually increase in difficulty until learners can practice their new skills or
 20

knowledge. Learners will be able to build their knowledge at a manageable pace,

making them feel confident and rewarded for their efforts.

She also explains that mistakes are distractions to the learning process and can lead

to a negative learning experience. As a result, good module content must be error-

free.

She also mentioned that learning content is only engaging when it is written in

the language of the audience it is aimed at. This implies that it must be

understandable and relatable to the learner. It is best to develop content that is

pitched at the appropriate level and employs terminology that the learners will

understand.

According to an article published by State University, the module and module

template will ultimately be based on the pedagogy that fits the content that a teacher

is teaching. The module may have a distinct look and feel depending on the nature

of the overall course design and pedagogy. The sequence of activities and modules

in a course designed as a simulation, for example, will look very different from a

module in a more lecture-driven course.

Activities

should be a location where teachers can go to see how hard their students are

Previously, the "empty vessel" or "additive" theory of education promoted the lecture

approach. Recent cognitive psychology research calls the additive process of new
 21

knowledge simply piling on top of existing knowledge into question. Learning, on the

other hand, is a dynamic and active process in which the learner constructs his or

her mind by constantly making and changing connections between what is new and

what is already known (Barkley, 2010). Piaget (1976) emphasized that rather than

passively receiving knowledge, children discover and construct it through activities.

By taking a more holistic approach to active learning, instructors can provide such

active learning experiences to students. That one enables the acquisition of

information and ideas, as well as learning experiences and reflection (Fink, 2003) or

significant learning outcomes. As much as possible, incorporate activities from each

of the three components of active learning (Information and Ideas, Experience, and

Reflective Dialogue) to provide students with direct rather than indirect learning

opportunities.

Assessment

In his article Teaching the Modular Way, Luciano Mariani distinguishes

between modules and units, and he does so even in terms of assessment. It has

been suggested that this is where one of the distinguishing features of modules vs.

units comes into play. If a teacher can test students on discrete items at the end of

each "unit" within a module, students should be able to demonstrate overall

competence, as defined in the module objectives, at the end of the module. This

also implies that unit tests are evaluated in the formative category, whereas module

tests are evaluated in the summative category. Even at the end of a module,

learners who have not met the module objectives should be able to "balance out"
 22

their weaknesses with appropriate remedial work. The researcher believes that this

distinction will aid comprehension of a module's assessment.

Above are the articles and studies that have something to do with the content

of Learning Activity sheets that can be utilized in improving the English Achievement

of grade 8 students.

English Achievement

The Oxford Dictionary defines achievement as "something done successfully,

usually through effort, courage, or skill." Thus, English achievement is determined by

the student's performance in the English subject. The goal of this study is to see if

there is a significant difference in students' English achievement before and after

using the Learning Activity sheets created by the teacher.

Fact and Opinion

This section discusses the differences between facts and opinions, as well as

why journalists must distinguish between them. There is guidance on how to report

facts and opinions, as well as how to deal with rumors, speculation, and lies.

Journalists are constantly confronted with the task of reporting facts and opinions.

They must be able to distinguish between them. This is necessary for both

newsgathering and writing. It has an impact on how you deal with whatever you are

told, as well as how you pass on the information to your readers or listeners.

Facts

A fact is something that is said to have happened or something that is

 23

assumed to be true. (Ingram et al., 2019). Before they can do anything with the

information, people must first determine whether or not it is true. They conclude and

form their own opinions based on facts. The villager must be aware of the various

materials that can be used for his toilet, as well as where it should be located.

He also needs to know how reliable the data is. A villager may accept advice

from a health expert on how to build a toilet, but he would reject similar advice from

a four-year-old child. The villager will be able to determine which information he can

rely on if you attribute the advice in your story about building toilets.

Proven facts

These are facts that have been established and accepted by all. They contain

phrases such as "The world is round" and "Barack Hussein Obama is the President

of the United States." You could double-check these facts, but you don't have to

because they are widely accepted as true. Of course, facts can and will change.

Barack Obama is undeniably the President at the time this paragraph is written, but

he will be succeeded by someone else one day. When he is, the fact will no longer

be true, but it is a proven, accepted fact for the time being.

One can confidently report proven facts to your readers or listeners. They are

true regardless of who said them, so you do not need to attribute them. The act of

stating who said something is known as attribution; for more information.

Probable facts

These are statements that appear reasonable to believe are true, but a
 24

person is unable to prove himself, either because he lacks access to the information

or because he lacks the time to search for proof (but not because he is too lazy to

check). Probable facts are statements made by people in a position to know the truth

and who have no obvious reason to lie. If the Finance Minister tells Parliament that

taxes raised $10 million last year, this is a likely fact.

These, however, are not the same as proven facts. Although they are most

likely correct, there is a chance that they are incorrect, either due to a mistake or

because someone lied. Because there is this skepticism, we must attribute probable

facts to those who provide them.

Probable lies

People occasionally make statements that appear to be false on the surface

but are true. The claim that "the Prime Minister secretly married a sixteen-year-old

fashion model" appears unlikely, but it could be true.

You should always double-check such statements before using them, and never use

them without first confirming them. You do not need to attribute them once you have

verified that they are correct. They have now facts. Of course, if you discover that

they are false, you must not use them.

Opinions

Opinions are not the same as facts. An opinion is a conclusion reached after

considering the facts. People form opinions based on what they believe to be facts.

This can include probable facts as well as probable lies, though few people will give
 25

an opinion based on a proven lie.

One person's probable fact may be perceived as a probable lie by another.

This is one of the reasons why people have different points of view. Although an

opinion can be any statement of what a person believes to be true (as opposed to a

proven fact), there are two main types of opinions for journalists.

Verifiable opinion

These are conclusions that can be validated (proven to be true) or debunked

(proven to be false). People who predict horse race results draw conclusions based

on their knowledge of horses and racing. They might predict that Golden Arrow will

win the upcoming race. It is their point of view. After the race, that opinion is proven

to be correct or incorrect, depending on whether Golden Arrow wins or loses.

Although people usually base their opinions on facts, there is always the

possibility that they will draw the incorrect conclusion. They could have formed an

opinion based on untrue facts (such as Golden Arrow's fitness); they could have

overlooked a relevant fact (the ground was muddy, and Golden Arrow runs best on

firm ground); or they could have reached the wrong conclusion due to a flaw in the

logic they used to think it through (Golden Arrow had a strong name, so was bound

to win).

Expert opinion

It is important to mention here a type of opinion known as expert opinion.

Experts can offer an opinion on a subject based on their extensive knowledge of the

facts. When a pathologist tells an inquest that she believes a person was murdered
 26

before being thrown in a river, she is expressing her professional opinion. She

examined the body and discovered that the lungs contained very little water. Unless

there is evidence to the contrary, this must be treated as an opinion and attributed to

the pathologist. The opinion may be confirmed if the killer confesses and describes

what happened.

The best expert opinion is one that excludes the expert's personal feelings

from their conclusions. They examine the facts as they are presented and draw a

conclusion solely based on those facts.

Even the opinion of a neutral expert, on the other hand, must be attributed so that

readers or listeners can judge the likelihood of truth or falsity of what they say.

Personal opinion

Personal opinions are the conclusions that people reach based on facts and

what they already believe. People's personal opinions can be given simply because

they are asked.

Value judgments are personal opinions that are based on beliefs or values

that a person already has. These are people's thoughts on what is good or bad, as

well as advice on what other people should do about something. A socialist, for

example, may believe that a new tax on the wealthy is a good thing; a wealthy

individual, on the other hand, may believe that it is a bad thing. To understand value

judgments, your readers or listeners must first understand who makes them and

why. Such viewpoints must be cited.

Even experts can make value judgments, which differ from an impartial

opinion based solely on known facts. An expert who expresses a personal opinion
 27

may be more knowledgeable than many other people on the subject, but their

opinion is still based on their own beliefs.

Why distinguish facts from opinions?

Why do people use information in such a variety of ways? The most important

thing they can do is learn about the world and its place in it. They will then be able to

make a decision. They can use the information on a fish in to decide whether or not

to purchase that brand. A villager who learns new hygiene facts can build a proper

toilet, protecting his health as well as the health of those around him.

Reporting on people's points of view is useful to readers or listeners. Hearing

another person's point of view on an issue may prompt them to think about it for

themselves. If they hear a variety of different points of view, they will be able to form

their own opinions based on this information.

They can also use other people's opinions as models for their own. If they

read about someone expressing an opinion with which they agree, they may adopt

that opinion. It is not the responsibility of the journalist to decide which opinions can

and cannot be used as models. Newsworthy opinions must be reported so that

readers or listeners can form their own opinions. As a result, people consider both

facts and opinions when making decisions. Both facts and opinions will benefit

readers and listeners, but they must be told which is which.

Opinions in Journalism

Newspapers frequently inform readers about a writer's personal opinion by

 28

the way it is presented in the paper. Most newspapers, for example, include an

editorial or leader column in which the author expresses his or her thoughts on the

day's major events. The location of that column in the newspaper is well known to

regular readers.

Readers anticipate hearing opinions in review and commentary columns as well.

These, once again, are typically found in a specific section of a paper, such as a

feature section. Daily newspapers, for example, maybe published on the same day

each week.

Letters to the editor, on the other hand, are almost always unvarnished

opinions, and most newspapers dedicate special pages or layouts to them. Some

radio and television stations run programs in which listeners can voice their opinions.

These are either structured feedback programs, in which listeners or viewers send in

letters commenting on what they have seen or heard, or talkback programs, in which

listeners call in and their opinions are broadcast live on air.

All of these are valuable opportunities for people to gain media access.

However, if you are in charge of a letter page or a talkback program, keep in mind

that you are legally responsible for the content you include. If it is defamatory, both

you and the writer of the letter may face legal action.

To summarize, people make decisions based on facts and opinions; you must

help them distinguish between the two. All opinions and facts that lack widely

accepted proof must be attributed.

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Opinion Marking Signals

Concerning the availability of information in the advent of technology, the

ability to distinguish fact and opinion becomes an important skill in higher-level

reading and listening comprehension tasks. Since both are often woven together to

make a point, extracting verifiable truths from an author's personally developed

ideas can be, sometimes, tricky. Fortunately, authors tend to use phrases or lines to

indicate the distinction between fact-based and opinion-based statements.

Distinguishing fact and opinion is a significant skill to become critical and

analytical in dealing with information and avoid being wrongfully influenced and

manipulated. Knowing when and how to distinguish one from the other gives you a

head start to becoming a good speaker or writer. Opinion-marking signals play

important roles in signifying that statements are opinion-based. Expressions like I

believe, in my opinion, and as I see it are examples of opinion-markers. Aside from

improving reading and listening comprehension, learning opinion-markers also

improves the way you express your thoughts. It is a relevant conversational skill that

a student should learn as a second language learner.

With all these studies and articles, it is evident that data interpretation and

pursuit of

high English achievement and performance. Thus, the researcher seeks to find

answers concerning a significant difference in the students' achievement regarding

these topics before and after using learning activity sheets.

According to Ghelani and Bhalodia (2019), sharing one's view or opinion on a

particular thing is a very common task in social networking sites nowadays. Anyone
 30

can express their level of satisfaction, feelings on any product by giving their opinion.

These opinions are very important for consumers and for manufacture too because

based on these opinions, one can decide whether products are useful or not. So

there may be a chance that spammers can write spam reviews to gain profit. It is

very necessary to identify this kind of spam review. This paper aims to represent a

literature survey on opinion mining and opinion spam.

In this paper, some introduction about opinion mining and opinion spam.

Component of opinion mining and types of classification are given. Many

classification techniques are available so types of spam review and types of

spammer are discussed. Supervised spam detection method and unsupervised

spam detection method are used to detect spam review feature are used to detect

spam review so review centric, reviewer centric and product-centric features are

discussed. Some basic information about opinion spam and spam detection is given

in this paper.

The researcher of the present study believes that making opinions is

undeniably part of every individual's way of living. With this belief, she seeks to find

the answer to whether the use of learning activity sheets (LAS) has a significant

relation in improving students' achievement in this particular topic.

Vocabulary

Some experts define vocabulary in a variety of ways. Vocabulary, according

to Vossoughi (2009:1), is one component of language that should be learned and

taught. Furthermore, word vocabulary is a tool that we use to think, express ideas
 31

and feelings, and learn about the world. It is said that people use vocabulary as the

fundamental knowledge of learning a language to communicate and interact with

one another in their daily lives. "Vocabulary is the component of language, and no

language exists without words," writes Napa (in Badingatussalamah, 2013:2).

Meanwhile, according to Hornby (in Wakidah, 2013:1), vocabulary is the total

number of words in a language. According to the definitions above, vocabulary is all

the words in a language that improve one's language skills. Because mastering a

language is impossible without vocabulary, and mastery of vocabulary is a

prerequisite for learning English.

The Importance of Vocabulary

Vocabulary is an important factor in language learning and development.

When students lack vocabulary, they find it difficult to learn. Meanwhile, vocabulary

development is an important aspect of language development; vocabulary is central

to teaching English because students cannot understand others or express their

ideas without a sufficient vocabulary. According to Alemi and Tayebi (2012:1),

vocabulary is the foundation component of language proficiency that serves as the

foundation for learners' performance in other skills such as speaking, reading,

listening, and writing. Furthermore, Stahl and Fairbanks in Bromley (2007:528) state

that students who have good vocabulary mastery will have better reading

comprehension and higher achievement test scores than students who lack

vocabulary.

Based on the statements above, it is clear that vocabulary is critical for

 32

mastering the four language skills of speaking, reading, listening, and writing, and

that vocabulary can also help people communicate with others.

The Different Types of Vocabulary

In teaching, there are two types of vocabulary. It contains both active and

passive vocabulary. The term "active vocabulary" refers to words that are frequently

used in dictionaries, conversations, and writing. Otherwise, we interpret passive

vocabulary to mean that they will be understood and remembered when we read.

Harmer can clearly explain the preceding explanations (1991: 109). There are two

types of vocabulary in the language test. To clarify, the researcher describes both of

them as follows:

a. Vocabulary that is active.

The stock of words that a person uses in his or her speech or writing is

referred to as active vocabulary. The student expresses himself or herself orally or in

writing.

b. Vocabulary in the passive voice

Passive vocabulary refers to words that students recognize and understand

when they appear in context or when they require someone to say something to help

them recall the word meanings. Passive vocabulary is typically found in listening or

reading materials for students. They will discover the meaning of a word when they

read the words in a text and will be able to identify the meaning of an unknown word

in the text.
 33

Vocabulary Learning Aspects

There are some aspects of vocabulary learning that students can learn. In this

study, the focus of vocabulary learning is on vocabulary meaning. According to Lado

in Mardianawati (2010:11), the following vocabulary aspects can be used by

learners:

a. Intention. Teachers should teach their students that a word can have multiple

meanings when used in different contexts when conveying meaning to them.

b. Correct spelling. Spelling is crucial in learning vocabulary. Because reading

necessitates the use of spelling. Spelling is defined as a letter's connector sound. As

a result, the teacher must ensure that students pronounce and spell English

correctly.

c. Correct pronunciation. Pronunciation refers to how words or letters are said.

Because there is no relationship between word spelling and pronunciation,

pronunciation is difficult to learn. Some words have only one pronunciation, while

others have two or more than two pronunciations.

d. Word Groups. Nouns, verbs, adverbs, adjectives, and prepositions are examples

of word classes. Word classes, for example, are important features in semantic

analysis. a noun (father, car, John, hospital, Paris), Adverb (soon, then, there,

recently, happily), Adjective (big, happy, talented, tidy, pretty), Preposition (be, sing,
 34

drive, grow, think), Verb (be, sing, drive, grow, think), Adverb (soon, then, there,

recently, happily), Preposition (be, sing, drive, grow, think), Preposition (be, sing,

drive, grow (at, in, of, over, with).

e. The use of words. The way a word, phrase, or concept is used in a language is

referred to as word use. Word use may also involve grammar and thus be the

subject of in-depth examination.

Vocabulary Instruction.

The four skills of listening, reading, speaking, and writing should all include

vocabulary instruction. It is possible to say that vocabulary is the primary source of

language use. As a result, vocabulary should be taught first. Coxhead, A.J (1998)

provides six considerations for teachers when teaching vocabulary to make it more

effective. These are their names:

1. Choosing appropriate words

Teachers should select words that will be beneficial to their students' learning.

Useful words are words that students will encounter frequently or will need to use

frequently in their studies.

2. Allowing the students to do the work

Teachers typically do all of the work for their students by providing definitions,

sentences, and other materials. While it is necessary to assist students with difficult

definitions, it is probably more meaningful for students to do the work themselves.

 35

One approach is to assign students the task of learning the words on their own in

preparation for class. That way, they can bring any questions or problems they have

with the words to the class, and the teacher can address them.

Concentrating on various aspects of a word

Teachers should be able to assist students in learning the stress of a word

(accent), collocations and word family members, grammatical patterns and word

parts, and so on. By learning more about these different aspects of a word, learners

can expand their knowledge of it and possibly remember it better. And, if teachers

remember principle number two, students can be encouraged (or forced!) to

discover these various aspects for themselves.

Providing opportunities for meaningful learning

It is not sufficient to simply tell students the meanings of words or to have

them study words out of context. They require opportunities to see or hear target

words in context, as well as opportunities to use target words in meaningful writing

and speaking tasks. A simple way to approach this is to challenge students to find

these words in reading or listening passages and use them in specific writing and

speaking tasks. A vocabulary teacher's primary responsibility is to provide these

opportunities.

Establishing a regular testing schedule

Students should be tested regularly when learning new words. Testing can be
 36

used to provide feedback to students on their success or failure to learn and use the

target words, as well as to motivate them to study vocabulary. At the very least,

regular testing allows students to retrieve newly learned words from their memories

and apply them in meaningful ways. A good vocabulary test will include a mix of

vocabulary comprehension (receptive) and vocabulary use (productive) tasks.

Becoming patient with their students

Students frequently forget the words they have learned. This is a necessary

part of the learning process. Teachers, on the other hand, are frequently frustrated

by this. Teachers must be patient with their students and provide numerous

opportunities for them to see, use, and revise new vocabulary in a positive learning

environment. A patient teacher can reduce anxiety in the classroom, which can have

a positive effect on vocabulary learning. These are not only the principles for

teaching vocabulary.

However, they provide teachers with a good starting point for decisions about

vocabulary teaching

Game of Vocabulary and Guessing

What is a Guessing Game?

One of the games in teaching technique is the guessing game, and this game

in which students must guess information such as a word, a phrase, a title, or the

location of an object According to Merriam Webster (1986), a guessing game is one

in which participants compete individually or as a team to identify something that is

obscurely indicated (as in riddles or charades). According to the definition, a

 37

Guessing Game is a game in which a person or participant knows something and

competes individually or in a team to identify or discover it. They can freely express

their ideas because they participate in activities with their friends.

The Benefits of the Guessing Game

Morris (1976:2) describes the following benefits of teaching vocabulary

through guessing games:

1. The guessing game encourages physical development and growth.

2. The guessing game encourages socialization.

3. The guessing game is both motivating and difficult.

4. The guessing game encourages students to enjoy learning new words.

5. The guessing game fosters emotional understanding between students.

6. The guessing games allow for language practice in a variety of areas, including

speaking, writing, reading, and listening.

c. Using a Guessing Game to Teach Vocabulary

Teaching vocabulary is the activity of guiding students through the learning

process to acquire vocabulary. A guessing game is a game in which students must

guess some type of information, such as a word. In this study, the researcher

provides some material-related hints.

Data Interpretation (Visual-Verbal Relationship)

The implementation of processes for reviewing data to reach an informed

conclusion is referred to as data interpretation. Data interpretation gives meaning to

the information that has been analyzed and determines its significance and
 38

implications.

The significance of data interpretation is obvious, which is why it must be

done correctly. Data is very likely to come from multiple sources and to enter the

analysis process in a haphazard order. Data analysis is notoriously subjective. That

is, the nature and goal of interpretation will differ from business to business, and will

most likely be related to the type of data being analyzed. While there are several

different types of processes that are implemented depending on the nature of the

individual data, the two broadest and most common categor

However, before any serious data interpretation investigation can begin, it

should be understood that visual representations of data findings are meaningless

unless a sound decision regarding scales of measurement is made. Before

beginning any serious data analysis, the scale of measurement for the data must be

determined, as this will have a long-term impact on data interpretation ROI.

How Should Data Be Interpreted?

When interpreting data, an analyst must try to distinguish between correlation,

causation, and coincidences, as well as many other biases but he must also

consider all of the factors that may have contributed to a result. There are numerous

data interpretation methods available.

Data interpretation is intended to assist people in making sense of numerical

data that has been collected, analyzed, and presented. Having a baseline method

(or methods) for interpreting data will provide structure and consistency to your
 39

analyst teams. Indeed, if different departments take different approaches to interpret

the same data while pursuing the same goals, some misaligned goals may result.

Diverse approaches will result in duplicated efforts, inconsistencies in solutions,

wasted energy, and, inevitably, time and money. In this section, we will look at the

two main methods of data interpretation: a qualitative and quantitative analysis.

Interpretation of Qualitative Data

One word sums up qualitative data analysis: categorical. Data is described

using descriptive context rather than numerical values or patterns in qualitative

analysis (i.e., text). Typically, narrative data is collected through a variety of person-

to-person techniques.

The interpretation stage clearly distinguishes between qualitative and

quantitative analysis. Because qualitative data is so open to interpretation, it must be

"coded" to facilitate data grouping and labeling into identifiable themes. Because

person-to-person data collection techniques frequently lead to disagreements about

proper analysis, qualitative data analysis is frequently summarized by three basic

principles: notice things, collect things, and think about things.

Interpretation of Quantitative Data

If one word could sum up quantitative data interpretation (and it really can't), it

would be "numerical." There are few certainties when it comes to data analysis, but

you can be certain that if your research involves no numbers, it is not quantitative

research. A set of processes for analyzing numerical data is referred to as

 40

quantitative analysis. Statistical modeling, such as standard deviation, mean, and

median, are frequently used.

The goal of data collection and interpretation is to obtain useful and usable

information so that you can make the best decisions possible. Data collection and

interpretation provide limitless benefits for a wide range of institutions and

individuals, from businesses to newlyweds looking for their first home.

Regardless of the method or qualitative/quantitative status, data analysis and

interpretation may include the following characteristics: data identification and

explanation, data comparison, identification of data outliers, and future predictions.

Data Interpretation Issues

-repeated mantra of those who fear

data advancements in the digital age. While that is not true, it is safe to say that

certain data interpretation problems or "pitfalls" exist and can occur when analyzing

data, particularly at the speed of thought. Let us identify three of the most common

data misinterpretation risks and discuss how to avoid them:

1) Correlation mistaken for causation: Our first data misinterpretation refers to data

analysts' proclivity to conflate the cause of a phenomenon with correlation. It is the

assumption that because two actions happened at the same time, one caused the

other. This is incorrect because actions can occur concurrently in the absence of a

cause-and-effect relationship.

Assuming that increased revenue is the result of increased social media

followers in the digital age... there may be a definitive correlation between the two,
 41

especially with today's multi-channel purchasing experiences. However, this does

not imply that an increase in followers is the direct cause of an increase in revenue.

There could be a common cause as well as indirect causality.

2) Confirmation bias: Our second data interpretation issue occurs when you have a

theory or hypothesis in mind but are only interested in finding data patterns that

support it while rejecting those that do not.

As an example from the digital age, suppose your boss asks you to evaluate

the success of a recent multi-platform social media marketing campaign. While

analyzing the potential data variables from the campaign (which you ran and believe

performed well), you notice that the share rate for Facebook posts was excellent, but

not for Twitter Tweets. Using only the Facebook posts to prove your hypothesis that

the campaign was a success would be a textbook example of confirmation bias.

Because this pitfall is frequently based on subjective desires, one solution

would be to analyze data with a team of objective individuals. If this is not possible,

another option is to resist the urge to conclude all of the data has been explored.

Always try to disprove a hypothesis rather than prove it.

3) Irrelevant data: In the digital age, the third and final data misinterpretation pitfall is

especially important. Because large amounts of data are no longer stored centrally

and are being analyzed at the speed of thought, analysts will invariably focus on

data that is irrelevant to the problem they are attempting to solve.

 42

In the digital age, for example, when attempting to assess the success of an

email lead generation campaign, you notice that the number of homepage views

directly resulting from the campaign increased, but not the number of monthly

newsletter subscribers. You judge the campaign's success based on the number of

homepage views, even though it generated no leads.

Remedy: Before conducting a data review, frame any data analysis variables

and KPIs proactively and clearly. There is no need to review the number of

homepage visits if the metric you are using to measure the success of a lead

generation campaign is newsletter subscribers. Focus on the data variable that

answers your question or solves your problem rather than on irrelevant data.

Data Interpretation: Using Dashboards to Bridge the Gap

As previously stated, quantitative and qualitative methods of data analysis are

distinct types of data analyses. In terms of data investigation, testing, and decision-

making, both provide varying degrees of return on investment (ROI). Because of

these distinctions, it is critical to comprehend how dashboards can be used to bridge

the quantitative and qualitative information gap. What role do digital data dashboard

solutions play in bridging the data divide? Here are a few examples:

1) Data linking and blending With today's rate of innovation, having bulk data

centralized is no longer feasible (or desirable). As businesses continue to globalize

and borders dissolve, it will become increasingly important for businesses to be able

to run diverse data analyses without regard to location. Data dashboards

 43

decentralize data without sacrificing the required speed of thought while blending

quantitative and qualitative data. Whether you want to measure customer trends or

organizational performance, you can now do both without making a single choice.

2) Data on the move. Mobile data is related to the concept of "connected and

blended data." Employees are spending less time at their desks while producing

more in today's digital world. This is made possible by the fact that mobile analytical

tool solutions are no longer stand-alone. Mobile analysis applications now integrate

seamlessly with everyday business tools. As a result, both quantitative and

qualitative data are now available on-demand, where, when, and how they are

needed.

3) Make use of visualization. Through the science of visualization, data dashboards

are bridging the data gap between qualitative and quantitative methods of data

interpretation. Dashboard solutions are pre-configured to create simple data

demonstrations right out of the box. Modern online data visualization tools offer a

wide range of color and filter patterns, encourage user interaction, and are designed

to help improve future trend predictability. All of these visual characteristics make it

simple to switch between data methods all you need to do is find the right types of

data visualization to tell you.

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Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter deals with the research design, respondents of the study, the

research instrument, the data gathering procedure, and statistical treatment.

Research Design

The researcher employed a one-group pretest-posttest experimental design

to identify and analyze the relationship between the learning activity sheet and grade

8 students' English achievement.

This is a type of research design utilized by researchers to identify the impact

of an intervention or treatment on a certain circumstance (Allen, 2017). This study

used the feature of using a single group of participants. This feature indicates that all

participants are part of a single condition, which means they all receive the same

treatments and assessments.

This design was utilized in this study because all of the respondents the same

materials and assessments during the implementation.

Respondents of the Study

The respondents in this study were 32 Buhaynasapa National High School

SY 2020-2021 Grade 8 students who were chosen through stratified random

sampling. Because the students came from different sections and were able to

participate in the Google meeting for the pre-test and post-test, this sampling

method was used. Due to the Covid-19 pandemic, face-to-face classes are not

permitted, and student-respondents were contacted via an online platform.

 45

Research Instrument

The researcher delivered a lesson in a print-modular distance learning setting

using teacher-created learning activity sheets (LAS). These activity sheets comprise

the instructional process of Introduction-Development-Engagement-Assimilation

(IDEA). These LAS are primarily concerned with the three final MELCs listed in the

curriculum guide: MELC 14: Examine literature as a reflection of a shared heritage;

MELC 15: Use appropriate cohesive devices in various types of speech; and MELC

16: Use parallel structures.

Three English teachers and a subject specialist validated the LAS one at a

time. Each LAS was thoroughly examined to ensure its suitability as a study

instrument. The researcher immediately implemented all of the corrections given by

the external validators and the subject specialists.

The researcher, on the other hand, used a teacher-created examination to

assess the respondents' learning from the given LAS while applying skills such as

identifying facts and opinions, vocabulary, and data interpretation. This is composed

of three parts: the test for fact and opinion, vocabulary, and data interpretation

having 10 items per each category having the same topic reflected in the 3 LASes

made by the teacher-researcher.

Research Procedure

The data gathering procedure in this study is quite different from what is

normally done when face-to-face classes are allowed. Because of the restrictions

due to Covid 19 pandemic, the researcher ensured that no face-to-face interaction

 46

would be made throughout the process.

The researcher enlisted first the help of experts to validate the content of the

test, the correctness of the language used, and the appropriateness of the items.

Corrections were made, and all of the recommendations were carried out by the

researcher.

Following the completion of the edited version of the test, it was pilot-tested to

ensure its reliability and validity. The test was edited again after the researcher

received the results, with some questions retained, revised, and rejected. The

researcher produced a valid and ready-to-use research instrument by following this

procedure.

For an easier means of communication with the respondents, the researcher

used Messenger as the online platform where she can easily reach out to them and

she made a group chat solely for the respondents. She also made a Google

classroom where she can generate meeting links for them.

The first call to the respondents is the meeting for the pre-test. The

examination was flashed through the shared screen while participants are answering

on the other side of the screen. The respondents were given specific and clear

instructions before they start. The teacher-researcher is the one flashing the test and

the respondents just notified her once they are done with each part. After taking the

exam, the teacher ensured that the students passed the picture of their answer

sheets via Messenger.

Those who were not able to join the Google meet for the Pretest were sent a

copy of the examination provided that they would have a video of themselves taking
 47

the exam. They were also asked to send their answer sheet immediately after taking

the test.

After the conduct of the Pretest, the teacher-researcher sent the first LAS that

the respondents would study. After a certain period, they were able to pass their

outputs and the teacher-researcher was able to check them. The same process was

done with the remaining two LASes.

Meanwhile, the researcher modified the examination for the posttest. This is

done to make sure that no familiarity issue will be present as the respondents

answer the posttest after being subjected to the use of the learning activity sheets.

When the student-respondents are through with all the LASes and the

teacher-researcher can give feedback that was the time that they became ready for

the post-test. The teacher-researcher then called for a Google meeting again and

conducted the post-test. Again, clear and specific instructions were given, and the

student-respondents were assisted in taking the test online. The students who were

not able to join the Google meeting were again sent a copy of the exam and they

were asked to send back their answer sheet right away.

The answer sheets were then checked, and the scores were tallied and

evaluated. Then, all the results were correlated with one another to find out the

impact of using learning activity sheets on the English achievement of the students.

As part of the ethical standards, the researcher sent a letter of request of

implementation to the Principal of Buhaynasapa National High School and the Public

Schools District Supervisor. Upon knowing the purpose of the study, the principal

signed the letter immediately. On one hand, the researcher presented the letter and
 48

the purpose of the study to the PSDS and it was signed the next day. It was only

upon approval, that the study was conducted.

Statistical Treatment

For better analyses and discussions, the study used statistical measures to

solve the sub-problems of the study.

The descriptive statistics used in this study were mean standard deviation

(SD) frequency, and percentages.

Further, the t-test (Paired sample t-test) formula was used to determine the

test of the difference between the mean pretest and posttest performances of the

respondents in their English achievement before and after using the learning activity

sheets (LAS).
 49

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter reveals the findings of the study with corresponding

interpretations. The data were analyzed and interpreted to give way for the drawing

of conclusions and recommendations from the study.

Part I. Profiling of the Respondents

Age Range of the Respondents

12 to 13, 9,
28%
14 to 15, 23,
72%

12 to 13 14 to 15

Figure 2. Distribution of the Respondents in terms of Age

Figure 2. shows that the majority of the respondents belong to the 14 to 15

age bracket or 72% of the total population of 32 respondents. Twelve to thirteen age

bracket on the other hand got the least number of respondents included in the

present study.

This indicates that a great number of respondents in the present study came

from the 14-15 years age range.

 50

Gender of the Respondents

Male
16%

Female
84%

Male Female

Figure 3. Distribution of the Respondents in terms of Gender

Figure 2 presents the percentage of male and female respondents in the

study. Female covers 84% of the total population while male covers only 16%.

Females outnumbered the male in the study.

-test and Posttest Scores before and after Using

Learning Activity Sheets (LAS)

Table 1.
-test Scores before Using Learning Activity Sheets (LAS)
English Achievement Minimum Maximum Mean SD Verbal Interpretation
Fact & Opinion 2 9 5.56 2.257 Approaching Proficiency
Vocabulary 0 10 4.41 2.734 Approaching Proficiency
Data Interpretation 1 8 3.81 1.991 Developing
Overall 5 25 13.78 5.505 Advanced
Legend: 0-1.99 (Beginning); 2.0-3.99 (Developing); 4.0 - 5.99 (Approaching Proficiency);
6.0-7.99 (Proficient); 8.0-10.0 (Advanced)

Table 1 presents the mean pretest performance of the respondents in their

English achievement before using the learning activity sheets (LAS). As shown

above, most of the respondents belong to approaching proficiency level in terms of

fact and opinion and Vocabulary, the developing level in terms of data interpretation.
 51

This reveals that the students have established essential skills and knowledge in

terms of these factors such as identifying opinion marking signals, interpreting

graphs and other data, and understanding the meaning of a word used in a sentence

or paragraph. However, teacher intervention and the utilization of resource materials

are still necessary to develop students' performance further. An overall mean of

13.78 and a standard deviation of 1.91 reveals the advanced level of the

respondents in their English achievement before the utilization of learning activity

sheets (LAS).

Table 2.

English Achievement Minimum Maximum Mean SD Verbal Interpretation

Fact & Opinion 3 10 6.84 2.567 Proficient
Vocabulary 2 10 6.03 2.102 Proficient
Data Interpretation 2 9 4.75 2.314 Approaching Proficiency
Overall 10 29 17.63 5.034 Advanced
Legend: 0-1.99 (Beginning); 2.0-3.99 (Developing); 4.0 - 5.99 (Approaching Proficiency); 6.0-7.99
(Proficient); 8.0-10.0 (Advanced)

Table 2 presents the results of the respondents' posttest scores in their

English achievement after using the learning activity sheets (LAS). Based on the

results, there is a big improvement in the posttest after being subjected to the use of

this material. In terms of fact and opinion and vocabulary, the respondents belong to

a proficient level of achievement which signifies that the students have developed

the essential knowledge and skills and deeper understanding and can use them

freely through authentic performance tasks given by the teacher.

It also suggests that learning activity sheets help students in

categorizing whether a statement contains a fact or opinion and in identifying the

 52

meaning of a word used in a sentence. In terms of data interpretation, however, the

students are at the approaching level of proficiency. This means that the students at

this level acquired the essential knowledge and understanding in terms of this factor.

An overall mean of 17.63 and a standard deviation of 5.034 indicates that the

learning activity sheets (LAS) helped improve the students' English Achievement in

terms of fact and opinion, vocabulary, and data interpretation.

Part III. Test of Significant Difference between the Pretest and Posttest Scores
of the Respon
Activity Sheets

Table 3.
Paired Sample Test of Significant Difference between the Pretest and Posttest Scors
the Learning
Activity Sheets

Paired Differences
95% Confidence
Std. Std. Sig. (2-
Interval of the t Df
Mean Devia Error tailed)
Difference
tion Mean
Lower Upper
Pair 1 Fact & Opinion
-1.281 2.842 .502 -2.306 -.256 -2.550 31 .016
Fact & Opinion
Pair 2 Vocabulary
-1.625 2.744 .485 -2.614 -.636 -3.349 31 .002
Vocabulary
Pair 3 Data Interpretation
-.938 2.031 .359 -1.670 -.205 -2.611 31 .014
Data Interpretation
Pair 4 English Achievement
-3.844 4.880 .863 -5.603 -2.084 -4.456 31 .000
English Achievement
Legend: If p-value (Sig.) < 0.05, then it is statistically significant. If p-value (Sig.) > 0.05, then it is NOT
statistically significant.

The results of the pretest and posttest of the experimental group using

learning activity sheets (LAS) were found to have a significant difference. A mean

difference of -1.281 from 5.56 in the pretest and 6.84 in the posttest shows a great
 53

improvement in the student's English achievement in terms of fact and opinion

indicating a proficient level. This indicates that students have learned the proper use

of opinion marking signals and the proper way of identifying whether a statement

contains fact or opinion. A p-value of 0.016 indicates a significant difference at a

0.05 level of significance.

In the same manner, the vocabulary test has improved a lot. The mean

difference of -1.625 from 4.41 in the pretest and 6.03 in the posttest indicates a

significant difference in their performance in vocabulary. A p-value of 0.002 shows a

significant difference at a 0.05 level of significance.

This also implies that the students deeply learned to know the meaning of the

words used in a sentence or paragraph. They learned to detect the meaning and the

opposite of a given word. As to data interpretation, the mean difference of -0.938

from 3.81 in the pre-test and 4.75 in the post-test was found to be significant with a

p-value of 0.014 at a 0.05 level of significance. It shows that students gained the

knowledge of interpreting and analyzing data including graphs and tables.

Overall, the use of learning activity sheets in modular distance learning has

made the students acquire evident learning that results in a higher level of

proficiency in their English achievement. Thus, learning activity sheets (LAS) are

print or digital activities intended to create conducive conditions for learning. (DepEd,

2016).
 54

Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter reveals the summary, significant findings with the corresponding

conclusions and recommendations.

Summary of Findings

This study aimed to determine the effect of learning activity sheets in the

English Achievement of Grade 8 Students. The following results are hereby

presented.

Part I. Profiling of the Respondents

This profile showed that the majority of the respondents of the present study

belonged to the 14 to 15 age bracket and that the female respondents outnumbered

the male in the study.

Part II. -test and Posttest Scores before and after Using
Learning Activity Sheets (LAS)

The result of the pre-test scores revealed that most of the respondents belong

to approaching proficiency level in terms of fact and opinion and Vocabulary, the

developing level in terms of data interpretation. This revealed that the students have

established essential skills and knowledge in terms of these factors such as

identifying opinion marking signals, interpreting graphs and other data, and

understanding the meaning of a word used in a sentence or paragraph. However,

teacher intervention and the utilization of resource materials are still necessary to
 55

develop students' performance further.

As to the mean posttest, the result showed that there is a big improvement in

the posttest after being subjected to the use of learning activity sheets. In terms of

fact and opinion and vocabulary, the respondents belonged to a proficient level of

achievement which signifies that the students have developed the essential

knowledge and skills and deeper understanding and can use them freely through

authentic performance tasks given by the teacher. It also suggested that learning

activity sheets help students in categorizing whether a statement contains a fact or

opinion and in identifying the meaning of a word used in a sentence. In terms of data

interpretation, however, the students were at the approaching level of proficiency.

This means that the students at this level acquired the essential knowledge and

understanding in terms of this factor. It was indicated that the learning activity sheets

(LAS) helped improve the students' English Achievement in terms of fact and

opinion, vocabulary, and data interpretation.

Part III. Test of Significant Difference between the Pretest and Posttest Scores

Learning Activity Sheets

The results of the pretest and posttest of the experimental group using

learning activity sheets (LAS) were found to have a significant difference. This

suggested that students have learned the proper use of opinion marking signals and

the proper way of identifying whether a statement contains fact or opinion.

 56

In the same manner, the vocabulary test improved a lot and it was implied

that the students deeply learned to know the meaning of the words used in a

sentence or paragraph. They learned to detect the meaning and the opposite of a

given word. As to data interpretation, it showed that students gained the knowledge

of interpreting and analyzing data including graphs and tables.

Overall, the use of learning activity sheets in modular distance learning has

made the students acquire evident learning that results in a higher level of

proficiency in their English achievement.

Results also indicated that the use of learning activity sheets with the IDEA

instructional process in the modular distance learning is effective in improving the

English Achievement level of the students based on the results of their pretest and

posttest after being subjected to the use of this material.

Likewise, the results of the study, crafting and creating well-prepared and

comprehensive Learning Activity sheets with IDEA instructional process may be

considered one of the top priorities in teaching especially in modular distance

learning. Through research and study, teachers may find or create effective resource

materials that would help their students understand the given lessons. Learning

activity sheets undeniably play a major and important role in the learning of the

students nowadays due to the restrictions brought by the Covid 19 pandemic.

 57

Conclusions

Based on the results presented, this conclusion is drawn.

1. There is a significant difference between the pretest and posttest of

the respondents in their English achievement in terms of fact and opinion;

vocabulary; and data interpretation after using the learning activity sheets (LAS).

Thus, the null hypothesis is rejected.

Recommendations

Based on the summary of findings and conclusion previously discussed and

presented, the following recommendations are hereby suggested.

1. Students may keep on dealing with learning activity sheets with

diligence and perseverance to come up with a high level of achievement in every

given lesson not only in English but in all subject areas.

2. Teachers may create and use learning activity sheets with the IDEA

instructional process in teaching English. They may provide engaging activities in

the MDL through this LAS.

3. Teachers may use learning activity sheets in dealing with students

at risk (STAR) and in providing them proper intervention to cope up in the lesson.

4. Future researchers may replicate the study and explore more of the

utilization of learning activity sheets in improving English performance among

students.
 58

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 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The coronavirus (COVID-19) pandemic has caused the greatest disruption in

educational practices in history, affecting billions of students across most countries

and continents. As a result, temporary closures of schools and other learning areas

are required to ensure everyone's safety. In the Philippines, this has resulted in new

educational practices, such as a shift from face-to-face delivery to distance learning.

The Department of Education (DepEd) pursued the opening of classes on

October 5th, 2020, as a quick response to the country's demanding and current

situation, with the implementation of the developed Basic Education Learning

Continuity Plan (BE-LCP), a package of education interventions that would address

the basic education dilemmas brought about by the Covid-19. DepEd is deeply

committed to ensuring the safety, health, and well-being of all learners, parents,

teachers, and Department personnel as it develops the BE-LCP. (Department of

Education Order No. 12 s. 2020).

The BE-LCP describes the plan for transitioning from face-to-face to distance

learning, and with the idea that education is too important to put off, DepEd devised

the various Learning Delivery Modalities (LDM) from which schools can choose which

will suit the needs and societal conditions of today's learners. In this case, enrolment

serves as a survey among students and parents, who are asked to select the
 2

alternative learning delivery modality that they believe is the most possible and

feasible for them.

According to the findings, of all the alternative learning modalities provided by

the DepEd for the upcoming school year, most students and parents prefer to use the

“modular” distance learning option.

According to Secretary Leonor Briones, enrolment for the SY 2020-2021

revealed that modular distance learning is highly preferred by the majority of Filipino

learners and their parents. This is possibly because the traditional face-to-face format

of classes is still not permitted due to the current situation brought about by the

pandemic, and because other modes of learning delivery are obviously still

inapplicable in some areas. According to the partial results of the Learner Enrollment

and Survey Forms (LESFs) distributed throughout the enrollment period, 7.2 million

enrollees want to use modular distance learning, TV and radio-based instruction, and

other modalities. In contrast, only 2 million students prefer to enroll online for the 2020-

2021 school year. Sec. Briones also stated that DepEd prioritizes self-learning

modules as the primary learning means that can be offered to all students, which can

then be combined with other learning delivery modalities that learners have access to.

Buhaynasapa National High School obtained the same result as the other

schools has taken. In particular, 63% of grade 8 enrollees of the school has chosen

the said LDM which evidently shows the need of the use of self-learning modules in

the delivery of learning in the new normal.

 3

Background of the Study

The Department of Education has always been very positive about the

opening of classes and has been very confident towards the learning modalities

specifically modular distance learning. However, challenges in implementing the

said LDM continually arise as the school year continues.

A teachers' federation, Alliance of Concerned Teachers (ACT), aired

numerous issues in the field concerning the foundation for modular learning in a

national news article published by Manila Bulletin. They emphasized the d elay in

module delivery, which forced them to rely on personal devices such as printers

to keep up. They also emphasized the importance of raising funds in a short period

of time, as the schools' Maintenance and Other Operating Expenses (MOOE) were

almost non-existent. It is expected that students and parents will work together in

the modular distance learning program (Canonizado, 2020).

According to the monitoring, there are instances where learners are unable

to comprehend the content of the modules. These scenarios compel them to seek

the assistance and support of their parents. The problem here is that there are

parents who are not well-versed in the subject matter, leaving them with fewer

options for sharing with their children. This image is clearly becoming a challenge

for parents and students to learn lessons in modular instruction.

Furthermore, the modules include a variety of tasks that are difficult for
 4

students to complete in a given situation. With more than ten subject areas to

cover and numerous learning tasks to complete, there is a strong possibility that

students will work more than eight (8) hours per day. Some students must also

stay late in order to submit their work on time. As a result, students' health is

jeopardized because they stay late every day. Similarly, learners may submit

incomplete weekly activities if they do not have enough time to complete all

assigned tasks for a given week.

According to several articles, some students and parents are not fully

capable of using this new method of learning the lesson. Worse, some people

believe that modular distance learning places an additional burden on their family.

The contents of the modules are frequently incongruent with the level of learners

and the knowledge of the parents, which leads to a larger problem. Some students

may choose to drop this school year and wait for face-to-face learning, in which

the traditional teaching and learning process takes place between the teacher and

the students.

Buhaynasapa National High School’s first quarter assessment record

reflected that 53.33% of the Grade 8 students got the grade of 75-79 in the English

subject. It is the time when SLMs alone are used as the primary source of learning

in the schools utilizing Printed Modular Distance Learning as modality.

With all these have been said, the Department of Education with the aim to

address all the arising problems as the Distance learning continues, gave way to what

it called Learning Activity Sheets (LAS). Learning Activity Sheets are the teacher-
 5

made activities that may be used as supplemental materials for self-learning modules

of the learners. These are given to the students to have a better and deeper

understanding of a certain topic.

The researcher believes that modular distance learning being the mostly

chosen LDM and with the self-learning modules as primary means of teaching to most

of the schools deserve a spot in the research society today.

Theoretical Framework

The study is founded on the following theories, which can be of great assistance

in analyzing the variables related to this study and thus relating them to one another.

Discovery Learning, as proposed by Jerome Bruner (1966), is a system of

inquiry-based instruction. Discovery learning advocates for learners to discover facts

and relationships for themselves. Every student has the ability to discover new ideas

in their own unique way. Students are compelled to engage in discovery learning when

using LAS because there is no classroom teacher to direct them on what to do or not

do in order to understand a particular topic.

The study is evidently anchored in discovery learning because using learning

activity sheets in the modular distance learning means that the students are to

discover on their own the things that are written in the activity sheets.

Furthermore, Edward Deci and Richard Ryan's (2000) Self-Determination

Theory is an important theory of motivation that discusses extrinsic and intrinsic

motivation. People have natural psychological needs for competence, relatedness,

and autonomy. If these needs are met, people will work and grow to their full potential,
 6

according to this theory. As a result, educators must strive to create materials that will

assist students in meeting not only their own expectations, but also the standards set

by the competencies they are expected to achieve.

Conceptual Framework

This paradigm depicts the entire study, in which the researcher focuses

primarily on the use of learning activity sheets and their impact on the English

achievement of grade 8 students.

Learning is the process of transforming information and experience over the

course of one's life into knowledge, skills, behaviors, and attitudes. It is an active

process in which the learner generates meaning from sensory input. Meanwhile,

activity refers to the state of things happening or being done. Learning activities, as

the name suggests, are activities designed or deployed by the teacher to facilitate or

create the conditions for learning.

Learning Activity Sheet print or digital activities are intended to encourage

learning environments. Typically, an activity sheet is a piece of paper with questions

or activities written on it. Students can either submit their answers or take part in the

activity (DepEd, 2016). The learning activity sheet is made up of important

components that aid in the learning of the students. This LAS includes Exercises or

Activities that are based on the I-D-E-A instructional process. Introduction, Growth,

Involvement, and Assimilation

The English achievement test, on the other hand, assessed Fact and Opinion,

Vocabulary, and Data Interpretation, all of which are part of the Grade 8 Third Quarter
 7

Most Essential Competencies (MELCS).

LEARNING ACTIVITY SHEETS English Achievement

 Introduction  Fact and Opinion

 Development  Vocabulary
 Engagement  Data Interpretation
 Assimilation

Figure 1. Research Paradigm

Statement of the Problem

The main purpose of the study is to investigate the effect of using learning

activity sheets (LAS) in the English achievement of Grade 8 students.

1. What is the mean pretest performance of the respondents in their English

achievement before using the learning activity sheets (LAS) in terms of:

1.1 fact and opinion;

1.2 vocabulary; and

1.3; data interpretation

2. What is the mean posttest performance of the respondents in their English

achievement after using the learning activity sheets (LAS) in terms of:

2.1 fact and opinion;

2.2 vocabulary; and

2.3 data interpretation

 8

3. Is there a significant difference between the mean pretest and posttest

performances of the respondents in their English achievement before and

after using the learning activity sheets (LAS) in terms of:

3.1 fact and opinion;

3.2 vocabulary; and

3.3 data interpretation

Research Hypothesis

There is no significant difference between the mean pretest and posttest

performances of the respondents in their English achievement before and after using

the learning activity sheets (LAS).

Significance of the Study

The result of this study would be significant to the following individuals and

group of people:

Students. This study may guide students in the proper utilization of the learning

activity sheets provided to them.

Teachers. This study would also be a good source of idea for the teachers on

how to improve English learning experience among the learners in the modular

distance learning.

School Administrators. This study may also be beneficial to the school

administrators in assisting the teachers in their endeavors to deliver quality education

through modular distance learning even amidst pandemic.

Future Researcher. This study may serve as a reference for future

 9

researchers and may also have bearings on the other research works that may be

conducted in the years ahead.

Scope and Limitation of the Study

This study focused on determining the test of difference between the mean

pretest and posttest performances of the respondents in their English achievement

before and after using the learning activity sheets (LAS). This focused only on the

“activity” part of the learning activity sheet which uses the I-D-E-A instructional

process.

On the other hand, the students’ English achievement was based on

distinguishing fact and opinion, vocabulary and data interpretation and was taken from

the score that they acquired from the test given to them about the last three MELCS

in the third quarter: MELC 14. Analyze literature as a mirror to a shared heritage of

people with diverse backgrounds; MELC 15. Use appropriate cohesive devices in

various types of speech; and MELC 16. Use parallel structure.

Definition of Terms

To ensure a better and easier understanding of the study, the following terms

were conceptually defined:

Learning activity sheet (LAS). This refers to the activities designed or

deployed by the teacher to bring about or create the conditions for learning. These are

the teacher-made activities given to students after answering the pre-test.

Introduction. This refers to the part allows teachers to maximize learners

 10

awareness of their own knowledge as regards content and skills required for the

lesson. This is the first part of the LAS that answers the questions ‘What I need to

know’ and ‘What’s new’.

Development. This is the section in which the teacher presents activities,

tasks, and content of value and interest to the students. This is the part of the LAS

that answers the questions ‘What I know’, ‘What’s in’ and ‘What is it’.

Engagement. This is the section in which the teacher allows the learners to

engage in a variety of tasks and opportunities to build their knowledge, skills, and

abilities (KSAs) in order to meaningfully connect their learnings after completing the

tasks in the Development phase. This is the part of LAS that answers the question

‘What’s more’.

Assimilation. This refers to the process of absorbing and fully comprehending

information or ideas: This is the stage at which the teacher guides the students through

a process in which they will demonstrate ideas, interpretations, mindsets, or values,

and create pieces of information that will form part of their knowledge in reflecting,

relating, or applying it effectively in any situation or context. In this study, this is the

part where students can show what they have learned and what they can show.

English achievement. This refers to the level of learning of students, which

was determined by their scores on the test that was administered to them.

Fact. This is something that is said to have happened or something that is

assumed to be true. (Ingram et al., 2019). In this study, this refers to a statement does

not use any opinion marking signals.

Opinion. This refers to a statement that contain personal insights or thoughts

 11

of an individual. In the study, these are the statements that use opinion marking

signals like ‘I think’, ‘in my opinion’, etc.

Vocabulary. This refers to the set of words used in a specific language. (Oxford

Languages). In the study, it refers to the word given meaning through how they were

used in a sentence.

Data Interpretation. This is the process of reviewing data using predefined

processes in order to assign meaning to the data and arrive at a relevant conclusion.

In this study, this means analyzing graphs in the given LAS and examination.
 12

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the discussion of the related literatures and studies

derived from different resources such as books, other published materials, thesis, and

the internet. This provides reliable sources of information for the reader to have a clear

understanding of the research study.

Modular Teaching Approach of Teaching

The National University of Modern Languages in Islamabad conducted a study

on the effectiveness of the modular approach to university teaching. The purpose of

this study was to evaluate the effectiveness of the modular approach to teaching in

order to assess student learning, success, and achievement and to determine whether

modular teaching is more efficient than traditional teaching. The results of this

experimental study supported the use of a modular approach to teaching. It is also

suggested that the modular approach be widely used at various levels of education.

The Modular Teaching Approach was also found to be effective in teaching

Grade 10 Science in the Valencia 2020 study. The modular approach resulted in a

significant increase in the results of the respondents' pretest and posttest. This implies

that the approach yielded positive results and demonstrated a critical link in increasing

the learners' academic achievement. As a result, an improved learning module was

recommended as an instructional intervention to improve students' performance in

Science 10. Similarly, the Ambayon, 2020 study sought to validate a mythology and

folklore module and assess its effectiveness in teaching the subject of mythology and

folklore. This was done in response to a lack of learning resources in the teaching
 13

literature and to address the need for useful and efficient instructional materials. The

study, which employed a comparative-experimental research design, revealed the

effectiveness of the mythology and folklore module in improving college students'

performance in literature. As a result, it is recommended that the module be used in

the same contexts, specifically when learning mythology and folklore.

The learning environment is student-centered in the modular method, and the

teacher can play an effective role in providing information to the learner and guiding

each learner based on their needs (Aqazadeh, 2005).

The teacher is not the only source of learning in a modular approach to

instruction. While working on the modules, students will have the opportunity to

explore and discover new ideas. Furthermore, they will be aware of and discover their

own learning style as well as study habits.

Because students learn different styles of learning and are divided into smaller

groups designed at the individual and group levels to support improving ability,

teaching styles have a significant impact on learning. As a result, the learners' learning

experiences are enhanced (Joyce et al, 1949, Translated by Mehr Mohammadi,

2009).

Cannon (2001) claims, on the other hand, that learners' motivation when

enrolling in a program shapes their expectations for the course content and the

assistance they expect to receive once they are involved in the program.

Militadou and Savenye (2003) emphasize that learning management has a

positive effect on student motivation by increasing their expectancy of achievement

through the belief that everything they do aimed at learning will yield positive results.
 14

On the other hand, according to the study of Baltazar (2014), it is very effective

to identify the good characteristics of a learning module in order for the learners to use

it well.

Similarly, Crisostomo 2015's evaluation of the learning module component

suggests that the module itself must be appropriately and logically sequenced,

specific, realistic, and manageable.

Maloney (2013) states in the study Self-Directed Online Learning Modules:

Students' Behaviours and Experiences that academic programs are under pressure

to produce efficiencies in education by incorporating online learning. Simply

transferring a text-based resource to an online environment does not guarantee an

effective online learning environment. Our academic team developed an online

learning activity in collaboration with clinical educators to reinforce allied health

students' knowledge of pharmacology. Anecdotal reports from students entering the

clinical environment, on the other hand, indicated a lack of engagement with the online

resources. These reports prompted the need for a method of formal analysis of student

engagement, as well as insights into student preferences and behaviors when it

comes to online learning. Our study determines a set of practical recommendations

for the design and implementation of online resources in order to optimize their

utilization and educational value by auditing online usage data and survey analysis.

When compared to traditional methods, the modular approach provides a more

flexible learning environment, makes students more active, allows them to learn at

their own pace by allowing them to choose among alternatives, and allows for self-

evaluation. The purpose of this study was to find out what students thought about the
 15

effectiveness of modular teaching. It was discovered that by using English teaching

modules, students adopted a modular teaching approach, benefited from learning

packages, found the Learning Resources Center to be a useful place to study English,

and gained confidence. Modular teaching, according to the students, should be used

in other courses as well.

Gonzales (2015) also conducted a study to test the effectiveness of a modular

approach using a decision tree in teaching integration techniques in Calculus. It

sought an answer to the question: Is there a significant difference in the mean scores

of two groups of students on (1) integration by parts and (2) integration by

trigonometric transformation quizzes? The non-equivalent control group posttest-only

design of quasi-experimental research was used in this study. The experimental group

was taught using a modular approach, whereas the comparison group was taught

using traditional methods. According to the findings, both modular and traditional

instructions were equally effective in facilitating the learning of integration by parts.

Another finding revealed that using a modular approach with a decision tree to teach

integration by trigonometric transformation was more effective than using the

traditional method.

Go Silk et al. (2015) assessed students' mathematics readiness and

investigated whether the modular approach to teaching mathematical problem solving

focused on metacognitive skills is superior to traditional teaching. To assess

readiness, a TIMSS-based mathematics test was used, while a problem-solving test

was used to assess problem-solving proficiency. Both groups demonstrated

intermediate math readiness. Furthermore, the experimental group demonstrated

 16

significantly greater problem-solving ability than the control group. As a result, the

experimental group demonstrated superior metacognitive abilities.

Learning Activity Sheets

Today, one method for sustaining the modular teaching approach is to use

learning activity sheets (LAS) as supplemental learning resources for students.

Learning activity sheets (LAS) are print or digital activities designed to foster learning

environments. An activity sheet is typically a piece of paper with questions or activities

on which students can either write their answers or participate in the activity (DepEd,

2016).

A learning activity sheet is made up of the following sections, and this study

focused on the exercise section, letter D, which employs the Introduction,

Development, Engagement, and Assimilation (IDEA) instructional process.

A. Background Information for Learners

B. Learning Competency with Code

C. Directions/Instructions

D. Exercises/ Activities

E. Guide Questions (if necessary)

F. Rubric for Scoring (if necessary)

G. Reflection

H. References

I. Answer Key (Optional)

According to the Regional Order dated May 12, 2020 (Guidelines on the
 17

Implementation of MELC Pivot 4A Budget of Work (BOW) in all learning areas for key

stages 1-3), the PIVOT 4A BOW lesson preparation and curriculum delivery process

follows four (4) main teaching-learning phases, with the teacher acting as a facilitator

of learning and using the I-D-E-A Structure for a 30-minute to one-hour lesson

depending on the grade level. The following are some of these phases: The first phase

is introduction, the second phase is development, the third phase is engagement, and

the fourth phase is assimilation.

a. During the I Phase, the teacher uses appropriate strategies to present the learning

competency and the desired learning outcomes for the day, expounding on the

learners' prior experiences and core knowledge, the purpose of the lesson, core

content, and relevant samples. This allows teachers to raise students' awareness of

their own knowledge of the session's content and skills.

b. During the D Phase, the teacher introduces activities, tasks, and content that are

valuable and interesting to the students. The majority of these activities and tasks

must revolve around concepts in order to develop and master the skills or

competencies.

c. During the E Phase, the teacher engages the students in a variety of tasks and

opportunities to build their KSAVs in order to meaningfully connect their learnings.

This also necessitates teachers engaging and exposing all students to real-life

situations that will pique their interest in meeting expectations, producing a product or

performing a task.

d. During the A Phase, the teacher guides the students through a process in which

they demonstrate ideas, interpretations, mindsets, or values and create information

 18

that will form part of their knowledge in reflecting, relating, or applying it effectively in

any situation or context. This also necessitates teachers encouraging students to

create conceptual structures, allowing them to integrate new and old knowledge. The

validation of student activity sheets was found to be good in a study titled The

Development of Students' Activities Sheet with a Scientific Approach in Elementary

School (Simbolon et al., 2018). It also demonstrates that student activity sheets are

used as learning materials in English classes at a high rate, with around 80% of

students using them. The results of a pre-test and post-test conducted by researchers

in two different classes show an improvement in learning achievement in both

students. As a result, it was determined that the students' activity sheets developed

by researchers using a scientific approach are worthy of being used as teaching

material to support the fourth grade of primary school.

Learning Competencies

According to Schunk and Parjares (2002), one thing a teacher can do to

improve students' learning outcomes is to set specific, short-term learning goals that

are challenging but attainable within the student's recognized abilities. They

emphasize the importance of timely performance feedback, particularly feedback that

highlights learners' progress toward achieving their learning objectives, in

strengthening self-efficacy and nurturing motivation.

As a result, for the learning process to be successful, learning modules should include

specific learning competencies that are both challenging and attainable.

Qureshi (2001) emphasizes the importance of specific learning objectives when he

 19

describes adult learners as individuals who know what is important to them and are

irritated when others demand their opinions on what is important.

According to Gagné, Wagner, Golas, and Keller (2005), the goal of instructional

design is to aid in learning rather than the teaching process. They also agree that

instructional design should be aimed at “intentional learning” rather than “incidental

learning” (p. 2).

Designing modules, according to Amy Burge (2019) in her article "How to

Design Effective Teaching Modules," is both a privilege and a responsibility. Modules

must be constructively aligned, which means that students are free to actively

construct their own understanding and that all teaching and assessment are aligned

with the learning outcomes.

According to Pavlou (2020), organizing eLearning content into learning outcomes is a

useful way to demonstrate the purpose of training (LOs). Using verbs from Bloom's

Taxonomy, you can create focused learning objectives that guide content selection.

Content

According to Pavlou (2020), content that covers similar topics and meets

related LOs should be grouped together in modules.

According to her article, an eLearning module should begin with simpler content and

gradually increase in difficulty until learners are able to practice their new skills or

knowledge. Learners will be able to build their knowledge at a manageable pace,

making them feel confident and rewarded for their efforts.

 20

She also explains that mistakes are distractions to the learning process and can lead

to a negative learning experience. As a result, good module content must be error-

free.

She also mentioned that learning content is only engaging when it is written in

the language of the audience it is aimed at. This implies that it must be understandable

and relatable to the learner. It is best to develop content that is pitched at the

appropriate level and employs terminology that the learners will understand.

According to an article published by State University, the module and module

template will ultimately be based on the pedagogy that fits the content that a teacher

is teaching. The module may have a distinct look and feel depending on the nature of

the overall course design and pedagogy. The sequence of activities and modules in a

course designed as a simulation, for example, will look very different from a module

in a more lecture-driven course.

Activities

“School should not be a place where students go to watch teachers work. It

should be a location where teachers can go to see how hard their students are

working!” According to Tim Fredstrom of the Iowa State University School of Music.

Previously, the “empty vessel” or “additive” theory of education promoted the lecture

approach. Recent cognitive psychology research calls the additive process of new

knowledge simply piling on top of existing knowledge into question. Learning, on the

other hand, is a dynamic and active process in which the learner literally constructs

his or her own mind by constantly making and changing connections between what is
 21

new and what is already known (Barkley, 2010). Piaget (1976) emphasized that rather

than passively receiving knowledge, children discover and construct it through

activities. By taking a more holistic approach to active learning, instructors can provide

such active learning experiences to students. That is, one that enables the acquisition

of information and ideas, as well as learning experiences and reflection (Fink, 2003)

or significant learning outcomes. As much as possible, incorporate activities from each

of the three components of active learning (Information and Ideas, Experience, and

Reflective Dialogue) to provide students with direct rather than indirect learning

opportunities.

Assessment

In his article Teaching the Modular Way, Luciano Mariani distinguishes

between modules and units, and he does so even in terms of assessment. It has been

suggested that this is where one of the distinguishing features of modules vs. units

comes into play. If a teacher can test students on discrete items at the end of each

"unit" within a module, students should be able to demonstrate overall competence,

as defined in the module objectives, at the end of the module. This also implies that

unit tests are evaluated in the formative category, whereas module tests are evaluated

in the summative category. It goes without saying that, even at the end of a module,

learners who have not met the module objectives should be able to "balance out" their

weaknesses with appropriate remedial work. The researcher believes that this

distinction will aid comprehension of a module's assessment.

Above are the articles and studies that have something to do with the content
 22

of a Learning Activity sheets that can be utilized in improving the English Achievement

of grade 8 students.

English Achievement

The Oxford Dictionary defines achievement as "something done successfully,

usually through effort, courage, or skill." Thus, English achievement is determined by

the students' performance in the English subject. The goal of this study is to see if

there is a significant difference in students' English achievement before and after using

the Learning Activity sheets created by the teacher.

Fact and Opinion

This section discusses the differences between facts and opinions, as well as

why journalists must distinguish between them. There is guidance on how to report

facts and opinions, as well as how to deal with rumors, speculation, and lies.

Journalists are constantly confronted with the task of reporting facts and opinions.

They must be able to distinguish between them. This is necessary for both news

gathering and writing. It has an impact on how you deal with whatever you are told, as

well as how you pass on the information to your readers or listeners.

Facts

A fact is something that is said to have happened or something that is assumed

to be true. (Ingram et al., 2019). Before they can do anything with information, people

must first determine whether or not it is true. They draw conclusions and form their

own opinions based on facts. The villager must be aware of the various materials that
 23

can be used for his toilet, as well as where it should be located.

He also needs to know how reliable the data is. A villager may accept advice

from a health expert on how to build a toilet, but he would reject similar advice from a

four-year-old child. The villager will be able to determine which information he can rely

on if you attribute the advice in your story about building toilets.

Proven facts

These are facts that have been established and accepted by all. They contain

phrases such as "The world is round" and "Barack Hussein Obama is the President

of the United States." You could double-check these facts, but you don't have to

because they are widely accepted as true. Of course, facts can and will change.

Barack Obama is undeniably the President at the time this paragraph is written, but

he will be succeeded by someone else one day. When he is, the fact will no longer be

true, but it is a proven, accepted fact for the time being.

One can confidently report proven facts to your readers or listeners. They are

true regardless of who said them, so you do not need to attribute them. The act of

stating who said something is known as attribution; for more information.

Probable facts

These are statements that appear reasonable to believe are true, but a person

is unable to prove himself, either because he lacks access to the information or

because he lacks the time to search for proof (but not because he is too lazy to check).

Probable facts are statements made by people in a position to know the truth and who
 24

have no obvious reason to lie. If the Finance Minister tells Parliament that taxes raised

$10 million last year, this is a likely fact.

These, however, are not the same as proven facts. Although they are most

likely correct, there is a chance that they are incorrect, either due to a mistake or

because someone lied. Because there is this skepticism, we must attribute probable

facts to those who provide them.

Probable lies

People occasionally make statements that appear to be false on the surface,

but are actually true. The claim that "the Prime Minister secretly married a sixteen-

year-old fashion model" appears unlikely, but it could be true.

You should always double-check such statements before using them, and never use

them without first confirming them. You do not need to attribute them once you have

verified that they are correct. They are now established facts. Of course, if you

discover that they are false, you must not use them.

Opinions

Opinions are not the same as facts. An opinion is a conclusion reached after

considering the facts. People form opinions based on what they believe to be facts.

This can include probable facts as well as probable lies, though few people will give

an opinion based on a proven lie.

One person's probable fact may be perceived as a probable lie by another. This

is one of the reasons why people have different points of view. Although an opinion
 25

can be any statement of what a person believes to be true (as opposed to a proven

fact), there are two main types of opinions for journalists.

Verifiable opinion

These are conclusions that can be validated (proven to be true) or debunked

(proven to be false). People who predict horse race results draw conclusions based

on their knowledge of horses and racing. They might predict that Golden Arrow will

win the upcoming race. It is their point of view. After the race, that opinion is proven

to be correct or incorrect, depending on whether Golden Arrow wins or loses.

Although people usually base their opinions on facts, there is always the

possibility that they will draw the incorrect conclusion. They could have formed an

opinion based on untrue facts (such as Golden Arrow's fitness); they could have

overlooked a relevant fact (the ground was muddy, and Golden Arrow runs best on

firm ground); or they could have reached the wrong conclusion due to a flaw in the

logic they used to think it through (Golden Arrow had a strong name, so was bound to

win).

Expert opinion

It is important to mention here a type of opinion known as expert opinion.

Experts can offer an opinion on a subject based on their extensive knowledge of the

facts. When a pathologist tells an inquest that she believes a person was murdered

before being thrown in a river, she is expressing her professional opinion. She

examined the body and discovered that the lungs contained very little water. Unless

there is evidence to the contrary, this must be treated as an opinion and attributed to
 26

the pathologist. The opinion may be confirmed if the killer confesses and describes

what happened.

The best expert opinion is one that excludes the expert's personal feelings from

their conclusions. They examine the facts as they are presented and draw a

conclusion solely based on those facts.

Even the opinion of a neutral expert, on the other hand, must be attributed so that

readers or listeners can judge the likelihood of truth or falsity of what they say.

Personal opinion

Personal opinions are the conclusions that people reach based on facts and

what they already believe. People's personal opinions can be given simply because

they are asked.

Value judgments are personal opinions that are based on beliefs or values that

a person already has. These are people's thoughts on what is good or bad, as well as

advice on what other people should do about something. A socialist, for example, may

believe that a new tax on the wealthy is a good thing; a wealthy individual, on the other

hand, may believe that it is a bad thing. To understand value judgments, your readers

or listeners must first understand who makes them and why. Such viewpoints must be

cited.

Even experts can make value judgments, which differs from an impartial

opinion based solely on known facts. An expert who expresses a personal opinion

may be more knowledgeable than many other people on the subject, but their opinion

is still based on their own beliefs.

 27

Why distinguish facts from opinions?

Why do people use information in such a variety of ways? The most important

thing they can do is learn about the world and their place in it. They will then be able

to make a decision. They can use the information on a fish tin to decide whether or

not to purchase that brand. A villager who learns new hygiene facts can build a proper

toilet, protecting his own health as well as the health of those around him.

Reporting on people's points of view is useful to readers or listeners. Hearing

another person's point of view on an issue may prompt them to think about it for

themselves. If they hear a variety of different points of view, they will be able to form

their own opinions based on this information.

They can also use other people's opinions as models for their own. If they read

about someone expressing an opinion with which they agree, they may adopt that

opinion. It is not the responsibility of the journalist to decide which opinions can and

cannot be used as models. Newsworthy opinions must be reported so that readers or

listeners can form their own opinions. As a result, people consider both facts and

opinions when making decisions. Both facts and opinions will benefit readers and

listeners, but they must be told which is which.

Opinions in Journalism

Newspapers frequently inform readers about a writer's personal opinion by the

way it is presented in the paper. Most newspapers, for example, include an editorial

or leader column in which the author expresses his or her thoughts on the day's major

events. The location of that column in the newspaper is well known to regular readers.
 28

Readers anticipate hearing opinions in review and commentary columns as well.

These, once again, are typically found in a specific section of a paper, such as the

feature section. Daily newspapers, for example, may be published on the same day

each week.

Letters to the editor, on the other hand, are almost always unvarnished

opinions, and most newspapers dedicate special pages or layouts to them. Some

radio and television stations run programs in which listeners can voice their opinions.

These are either structured feedback programs, in which listeners or viewers send in

letters commenting on what they have seen or heard, or talkback programs, in which

listeners call in and their opinions are broadcast live on air.

All of these are valuable opportunities for people to gain media access.

However, if you are in charge of a letter page or a talkback program, keep in mind that

you are legally responsible for the content you include. If it is defamatory, both you

and the writer of the letter may face legal action.

To summarize, people make decisions based on facts and opinions; you must

help them distinguish between the two. All opinions and facts that lack widely accepted

proof must be attributed.

Opinion Marking Signals

With reference to the availability of information in the advent of technology, the

ability to distinguish fact and opinion becomes an important skill in higher level reading

and listening comprehension tasks. Since both are often woven together to make a

point, extracting verifiable truths from an author’s personally developed ideas can be,
 29

sometimes, tricky. Fortunately, authors tend to use phrases or lines to indicate the

distinction between fact-based and opinion-based statements.

Distinguishing fact and opinion is a significant skill in order to become critical

and analytical in dealing with information and avoid being wrongfully influenced and

manipulated. Knowing when and how to distinguish one from the other gives you a

head start to becoming a good speaker or writer. Opinion-marking signals play

important roles in signifying that statements are opinion-based. Expressions like I

believe, in my opinion and as I see it are examples of opinion-markers. Aside from

improving reading and listening comprehension, learning opinion-markers also

improves the way you express your own thoughts. It is a relevant conversational skill

that a student should learn as a second language learner.

With all these studies and articles, it is evident that data interpretation and

opinion marking signals are an essential part of a learner’s journey in the pursuit of

high English achievement and performance. Thus, the researcher seeks to find

answers concerning a significant difference on the students’ achievement regarding

these topics before and after using learning activity sheets.

According to Ghelani and Bhalodia (2019), sharing ones view or opinion on

particular thing is very common task in the social networking sites nowadays. Anyone

can express their level of satisfaction, feelings on any product by giving their opinion.

These opinions are very important for consumer and for manufacture too because

based on these opinions any, one can decide whether products are useful or not. So

there may be chance that spammer can write spam review to gain profit. It is very

necessary to identify this kind of spam review. This paper aims to represent a literature
 30

survey on opinion mining and opinion spam.

In this paper, some introduction about opinion mining and opinion spam.

Component of opinion mining and types of classification are given. There are many

classification techniques that are available so types of spam review and types of

spammer are discussed. Supervised spam detection method and unsupervised spam

detection method are used to detect spam review feature are used to detect spam

review so review centric, reviewer centric and product centric features are discussed.

Basically, some basic information about opinion spam and spam detection are given

in this paper.

The researcher of the present study believes that making opinions is

undeniably part of every individual’s way of living. With this belief she seeks to find

answer whether the use of learning activity sheets (LAS) has a signification relation in

improving students achievement in this particular topic.

Vocabulary

Some experts define vocabulary in a variety of ways. Vocabulary, according to

Vossoughi (2009:1), is one component of language that should be learned and taught.

Furthermore, word vocabulary is a tool that we use to think, express ideas and

feelings, and learn about the world. It is said that people use vocabulary as the

fundamental knowledge of learning a language in order to communicate and interact

with one another in their daily lives. “Vocabulary is the component of language, and

no language exists without words,” writes Napa (in Badingatussalamah, 2013:2).

Meanwhile, according to Hornby (in Wakidah, 2013:1), vocabulary is the total number
 31

of words in a language. According to the definitions above, vocabulary is all the words

in a language that improve one's language skills. Because mastering a language is

impossible without vocabulary, and mastery of vocabulary is a prerequisite for learning

English.

The Importance of Vocabulary

Vocabulary is an important factor in language learning and development. When

students lack vocabulary, they find it difficult to learn. Meanwhile, vocabulary

development is an important aspect of language development; vocabulary is central

to teaching English because students cannot understand others or express their own

ideas without a sufficient vocabulary. According to Alemi and Tayebi (2012:1),

vocabulary is the foundation component of language proficiency that serves as the

foundation for learners' performance in other skills such as speaking, reading,

listening, and writing. Furthermore, Stahl and Fairbanks in Bromley (2007:528) state

that students who have good vocabulary mastery will have better reading

comprehension and higher achievement test scores than students who lack

vocabulary.

Based on the statements above, it is clear that vocabulary is critical for

mastering the four language skills of speaking, reading, listening, and writing, and that

vocabulary can also help people communicate with others.

The Different Types of Vocabulary

In teaching, there are two types of vocabulary. It contains both active and
 32

passive vocabulary. The term "active vocabulary" refers to words that are frequently

used in dictionaries, conversations, and writing. Otherwise, we interpret passive

vocabulary to mean that they will be understood and remembered when we read.

Harmer can clearly explain the preceding explanations (1991: 109). There are two

types of vocabularies in the language test. To clarify, the researcher describes both

of them as follows:

a. Vocabulary that is active.

The stock of words that a person actually uses in his or her own speech or

writing is referred to as active vocabulary. The student expresses himself or herself

orally or in writing.

b. Vocabulary in the passive voice

Passive vocabulary refers to words that students recognize and understand

when they appear in context or when they require someone to say something to help

them recall the word meanings. Passive vocabulary is typically found in listening or

reading materials for students. They will discover the meaning of a word when they

read the words in a text and will be able to identify the meaning of an unknown word

on the text.

Vocabulary Learning Aspects

There are some aspects of vocabulary learning that students can learn. In this

study, the focus of vocabulary learning is on vocabulary meaning. According to Lado

in Mardianawati (2010:11), the following vocabulary aspects can be used by learners:

a. Intention. Teachers should teach their students that a word can have multiple
 33

meanings when used in different contexts when conveying meaning to them.

b. Correct spelling. Spelling is crucial in learning vocabulary. Because reading

necessitates the use of spelling. Spelling is defined as a letter's connector sound. As

a result, the teacher must ensure that students pronounce and spell English correctly.

c. Correct pronunciation. Pronunciation refers to how words or letters are said.

Because there is no relationship between word spelling and pronunciation,

pronunciation is difficult to learn. Some words have only one pronunciation, while

others have two or more than two pronunciations.

d. Word Groups. Nouns, verbs, adverbs, adjectives, and prepositions are examples

of word classes. Word classes, for example, are important features in semantic

analysis. a noun (father, car, John, hospital, Paris), Adverb (soon, then, there,

recently, happily), Adjective (big, happy, talented, tidy, pretty), Preposition (be, sing,

drive, grow, think), Verb (be, sing, drive, grow, think), Adverb (soon, then, there,

recently, happily), Preposition (be, sing, drive, grow, think), Preposition (be, sing,

drive, grow (at, in, of, over, with).

e. The use of words. The way a word, phrase, or concept is used in a language is

referred to as word use. Word use may also involve grammar and thus be the subject

of in-depth examination.
 34

Vocabulary Instruction.

The four skills of listening, reading, speaking, and writing should all include

vocabulary instruction. It is possible to say that vocabulary is the primary source of

language use. As a result, vocabulary should be taught first. Coxhead, A.J (1998)

provides six considerations for teachers when teaching vocabulary to make it more

effective. These are their names:

1. Choosing appropriate words

Teachers should select words that will be beneficial to their students' learning.

Useful words are words that students will encounter frequently or will need to use

frequently in their studies.

2. Allowing the students to do the work

Teachers typically do all of the work for their students by providing definitions,

sentences, and other materials. While it is necessary to assist students with difficult

definitions, it is probably more meaningful for students to do the work themselves. One

approach is to assign students the task of learning the words on their own in

preparation for class. That way, they can bring any questions or problems they have

with the words to class, and the teacher can address them.

Concentrating on various aspects of a word

Teachers should be able to assist students in learning the stress of a word

(accent), collocations and word family members, grammatical patterns and word parts,

and so on. By learning more about these different aspects of a word, learners can
 35

expand their knowledge of it and possibly remember it better. And, if teachers

remember principle number two, students can be encouraged (or forced!) to discover

these various aspects for themselves.

Providing opportunities for meaningful learning

It is not sufficient to simply tell students the meanings of words or to have them

study words out of context. They require opportunities to see or hear target words in

context, as well as opportunities to use target words in meaningful writing and

speaking tasks. A simple way to approach this is to challenge students to find these

words in reading or listening passages and use them in specific writing and speaking

tasks. A vocabulary teacher's primary responsibility is to provide these opportunities.

Establishing a regular testing schedule

Students should be tested on a regular basis when learning new words. Testing

can be used to provide feedback to students on their success or failure to learn and

use the target words, as well as to motivate them to study vocabulary. At the very

least, regular testing allows students to retrieve newly learned words from their

memories and apply them in meaningful ways. A good vocabulary test will include a

mix of vocabulary comprehension (receptive) and vocabulary use (productive) tasks.

Becoming patient with their students

Students frequently forget the words they have learned. This is a necessary

part of the learning process. Teachers, on the other hand, are frequently frustrated by
 36

this. Teachers must be patient with their students and provide numerous opportunities

for them to see, use, and revise new vocabulary in a positive learning environment. A

patient teacher can reduce anxiety in the classroom, which can have a positive effect

on vocabulary learning. These are not only the principles for teaching vocabulary.

However, they provide teachers with a good starting point for decisions about

vocabulary teaching

Game of Vocabulary and Guessing

What is a Guessing Game?

One of the games in teaching technique is the guessing game, and this game

in which students must guess information such as a word, a phrase, a title, or the

location of an object According to Merriam Webster (1986), a guessing game is one

in which participants compete individually or as a team to identify something that is

obscurely indicated (as in riddles or charades). According to the definition, a Guessing

Game is a game in which a person or participant knows something and competes

individually or in a team to identify or discover it. They are able to freely express their

ideas because they participate in activities with their friends.

The Benefits of the Guessing Game

Morris (1976:2) describes the following benefits of teaching vocabulary through

guessing games:

1. The guessing game encourages physical development and growth.

2. The guessing game encourages socialization.

3. The guessing game is both motivating and difficult.

4. The guessing game encourages students to enjoy learning new words.

 37

5. The guessing game fosters emotional understanding between students.

6. The guessing games allow for language practice in a variety of areas, including

speaking, writing, reading, and listening.

c. Using a Guessing Game to Teach Vocabulary

Teaching vocabulary is the activity of guiding students through the learning

process to acquire vocabulary. A guessing game is a game in which students must

guess some type of information, such as a word. In this study, the researcher provides

some material-related hints.

Data Interpretation (Visual-Verbal Relationship)

The implementation of processes for reviewing data in order to reach an

informed conclusion is referred to as data interpretation. Data interpretation gives

meaning to the information that has been analyzed and determines its significance

and implications.

The significance of data interpretation is obvious, which is why it must be done

correctly. Data is very likely to come from multiple sources and to enter the analysis

process in a haphazard order. Data analysis is notoriously subjective. That is, the

nature and goal of interpretation will differ from business to business, and will most

likely be related to the type of data being analyzed. While there are several different

types of processes that are implemented depending on the nature of the individual

data, the two broadest and most common categories are “quantitative analysis” and

“qualitative analysis.”

However, before any serious data interpretation investigation can begin, it

 38

should be understood that visual representations of data findings are meaningless

unless a sound decision regarding scales of measurement is made. Before beginning

any serious data analysis, the scale of measurement for the data must be determined,

as this will have a long-term impact on data interpretation ROI.

How Should Data Be Interpreted?

When interpreting data, an analyst must try to distinguish between correlation,

causation, and coincidences, as well as many other biases – but he must also consider

all of the factors that may have contributed to a result. There are numerous data

interpretation methods available.

Data interpretation is intended to assist people in making sense of numerical

data that has been collected, analyzed, and presented. Having a baseline method (or

methods) for interpreting data will provide structure and consistency to your analyst

teams. Indeed, if different departments take different approaches to interpreting the

same data while pursuing the same goals, some misaligned goals may result. Diverse

approaches will result in duplicated efforts, inconsistencies in solutions, wasted

energy, and, inevitably, time and money. In this section, we will look at the two main

methods of data interpretation: qualitative and quantitative analysis.

Interpretation of Qualitative Data

One word sums up qualitative data analysis: categorical. Data is described

using descriptive context rather than numerical values or patterns in qualitative

analysis (i.e., text). Typically, narrative data is collected through a variety of person-
 39

to-person techniques.

The interpretation stage clearly distinguishes between qualitative and

quantitative analysis. Because qualitative data is so open to interpretation, it must be

"coded" in order to facilitate data grouping and labeling into identifiable themes.

Because person-to-person data collection techniques frequently lead to

disagreements about proper analysis, qualitative data analysis is frequently

summarized by three basic principles: notice things, collect things, and think about

things.

Interpretation of Quantitative Data

If one word could sum up quantitative data interpretation (and it really can't), it

would be "numerical." There are few certainties when it comes to data analysis, but

you can be certain that if your research involves no numbers, it is not quantitative

research. A set of processes for analyzing numerical data is referred to as quantitative

analysis. Statistical modeling, such as standard deviation, mean, and median, are

frequently used.

The goal of data collection and interpretation is to obtain useful and usable

information so that you can make the best decisions possible. Data collection and

interpretation provides limitless benefits for a wide range of institutions and individuals,

from businesses to newlyweds looking for their first home.

Regardless of method or qualitative/quantitative status, data analysis and

interpretation may include the following characteristics: data identification and

explanation, data comparison, identification of data outliers, and future predictions.

 40

Data Interpretation Issues

“Big data equals big trouble,” is the oft-repeated mantra of those who fear data

advancements in the digital age. While that is not true, it is safe to say that certain

data interpretation problems or "pitfalls" exist and can occur when analyzing data,

particularly at the speed of thought. Let us identify three of the most common data

misinterpretation risks and discuss how to avoid them:

1) Correlation mistaken for causation: Our first data misinterpretation refers to data

analysts' proclivity to conflate the cause of a phenomenon with correlation. It is the

assumption that because two actions happened at the same time, one caused the

other. This is incorrect because actions can occur concurrently in the absence of a

cause and effect relationship.

Assuming that increased revenue is the result of increased social media

followers in the digital age... there may be a definitive correlation between the two,

especially with today's multi-channel purchasing experiences. However, this does not

imply that an increase in followers is the direct cause of an increase in revenue. There

could be a common cause as well as indirect causality.

2) Confirmation bias: Our second data interpretation issue occurs when you have a

theory or hypothesis in mind but are only interested in finding data patterns that

support it while rejecting those that do not.

As an example from the digital age, suppose your boss asks you to evaluate

the success of a recent multi-platform social media marketing campaign. While

 41

analyzing the potential data variables from the campaign (which you ran and believe

performed well), you notice that the share rate for Facebook posts was excellent, but

not for Twitter Tweets. Using only the Facebook posts to prove your hypothesis that

the campaign was a success would be a textbook example of confirmation bias.

Because this pitfall is frequently based on subjective desires, one solution

would be to analyze data with a team of objective individuals. If this is not possible,

another option is to resist the urge to draw conclusions before all of the data has been

explored. Always try to disprove a hypothesis rather than prove it.

3) Irrelevant data: In the digital age, the third and final data misinterpretation pitfall is

especially important. Because large amounts of data are no longer stored centrally

and are being analyzed at the speed of thought, analysts will invariably focus on data

that is irrelevant to the problem they are attempting to solve.

In the digital age, for example, when attempting to assess the success of an

email lead generation campaign, you notice that the number of homepage views

directly resulting from the campaign increased, but not the number of monthly

newsletter subscribers. You judge the campaign's success based on the number of

homepage views, despite the fact that it generated no leads.

Remedy: Prior to conducting a data review, frame any data analysis variables

and KPIs proactively and clearly. There is no need to review the number of homepage

visits if the metric you are using to measure the success of a lead generation campaign
 42

is newsletter subscribers. Focus on the data variable that answers your question or

solves your problem rather than on irrelevant data.

Data Interpretation: Using Dashboards to Bridge the Gap

As previously stated, quantitative and qualitative methods of data analysis are

distinct types of data analyses. In terms of data investigation, testing, and decision-

making, both provide varying degrees of return on investment (ROI). Because of these

distinctions, it is critical to comprehend how dashboards can be used to bridge the

quantitative and qualitative information gap. What role do digital data dashboard

solutions play in bridging the data divide? Here are a few examples:

1) Data linking and blending With today's rate of innovation, having bulk data

centralized is no longer feasible (or desirable). As businesses continue to globalize

and borders dissolve, it will become increasingly important for businesses to be able

to run diverse data analyses without regard to location. Data dashboards decentralize

data without sacrificing the required speed of thought while blending quantitative and

qualitative data. Whether you want to measure customer trends or organizational

performance, you can now do both without making a single choice.

2) Data on the move. Mobile data is related to the concept of "connected and blended

data." Employees are spending less time at their desks while producing more in

today's digital world. This is made possible by the fact that mobile analytical tool

solutions are no longer stand-alone. Mobile analysis applications now integrate

seamlessly with everyday business tools. As a result, both quantitative and qualitative

data are now available on demand, where, when, and how they are needed.
 43

3) Make use of visualization. Through the science of visualization, data dashboards

are bridging the data gap between qualitative and quantitative methods of data

interpretation. Dashboard solutions are pre-configured to create simple data

demonstrations right out of the box. Modern online data visualization tools offer a wide

range of color and filter patterns, encourage user interaction, and are designed to help

improve future trend predictability. All of these visual characteristics make it simple to

switch between data methods – all you need to do is find the right types of data

visualization to tell you.

 44

Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter deals with the research design, respondents of the study, the

research instrument, the data gathering procedure and statistical treatment.

Research Design

The researcher employed a one-group pretest-posttest experimental design to

identify and analyze the relationship between the learning activity sheet and grade 8

students' English achievement.

This is a type of research design utilized by researchers to identify the impact

of an intervention or treatment on a certain circumstance (Allen, 2017). This study

used its feature of using a single group of participants. This feature indicates that all

participants are part of a single condition, which means they all receive the same

treatments and assessments.

This design was utilized in this study because all of the respondents the same

materials and assessments during the implementation.

Respondents of the Study

The respondents in this study were 32 Buhaynasapa National High School SY

2020-2021 Grade 8 students who were chosen through stratified random sampling.

Because the students came from different sections and were able to participate in the

Google meeting for the pre-test and post-test, this sampling method was used. Due

to the Covid-19 pandemic, face-to-face classes are not permitted, and student-

respondents were contacted via an online platform.

 45

Research Instrument

The researcher delivered a lesson in a print-modular distance learning setting

using teacher-created learning activity sheets (LAS). These activity sheets comprise

the instructional process of Introduction-Development-Engagement-Assimilation

(IDEA). These LAS are primarily concerned with the three final MELCs listed in the

curriculum guide: MELC 14: Examine literature as a reflection of a shared heritage;

MELC 15: Use appropriate cohesive devices in various types of speech; and MELC

16: Use parallel structures.

Three English teachers and a subject specialist validated the LAS one at a time.

Each LAS was thoroughly examined to ensure its suitability as a study instrument.

The researcher immediately implemented all of the corrections given by the external

validators and the subject specialists.

The researcher, on the other hand, used a teacher-created examination to

assess the respondents' learning from the given LAS while applying skills such as

identifying fact and opinion, vocabulary, and data interpretation. This is composed of

three parts: the test for fact and opinion, vocabulary and data interpretation having 10

items per each category having the same topic reflected in the 3 LASes made by the

teacher-researcher.

Research Procedure

The data gathering procedure in this study is quite different from what is

normally done when face to face classes are allowed. Because of the restrictions due

to Covid 19 pandemic, the researcher ensured that no face-to-face interaction would

 46

be made all throughout the process.

The researcher enlisted first the help of experts to validate the content of the

test, the correctness of the language used, and the appropriateness of the items.

Corrections were made, and all of the recommendations were carried out by the

researcher.

Following the completion of the edited version of the test, it was pilot-tested to

ensure its reliability and validity. The test was edited again after the researcher

received the results, with some questions retained, revised, and rejected. The

researcher produced a valid and ready-to-use research instrument by following this

procedure.

For an easier means of communication with the respondents, the researcher

used the Messenger as the online platform where she can easily reach out to them

and she made a group chat solely for the respondents. She also made a Google

classroom where she can generate meeting links for them.

The first call to the respondents is the meeting for the pre-test. The examination

was flashed through shared screen while participants are answering on the other side

of the screen. The respondents were given specific and clear instructions before they

start. The teacher-researcher is the one flashing the test and the respondents just

notified her once they are done with each part. After taking the exam, the teacher

ensured that the students passed the picture of their answer sheets via Messenger.

Those who were not able to join the Google meet for the Pretest, were sent the

copy of the examination provided that they would have a video of themselves taking

the exam. They were also asked to send their answer sheet immediately after taking
 47

the test.

After the conduct of the Pretest, the teacher-researcher sent the first LAS that

the respondents would study. After a certain period, they were able to pass their

outputs and the teacher-researcher was able to check them. The same process was

done with the remaining two LASes.

Meanwhile, the researcher modified the examination for the purpose of

posttest. This is done to make sure that no familiarity issue will be present as the

respondents answer the posttest after being subjected to the use of the learning

activity sheets.

When the student-respondents are through with all the LASes and the teacher-

researcher is able to give feedbacks that was the time that they became ready for the

post test. The teacher-researcher then called for a Google meeting again and

conducted the post test. Again, clear and specific instructions were given, and the

student-respondents were assisted in taking the test online. The students who were

not able to join the Google meeting were again sent a copy of the exam and they were

asked to send back their answer sheet right away.

The answer sheets were then checked, and the scores were tallied and

evaluated. Then, all the results were correlated from one another to find out the impact

of using learning activity sheets in the English achievement of the students.

As part of the ethical standards, the researcher sent a letter of request of

implementation to the Principal of Buhaynasapa National High School and to the

Public Schools District Supervisor. Upon knowing the purpose of the study, the

principal signed the letter immediately. On one hand, the researcher presented the
 48

letter and the purpose of the study to the PSDS and it was signed the next day. It was

only upon the approval, that the study was conducted.

Statistical Treatment

For better analyses and discussions, the study used statistical measures to

solve the sub-problems of the study.

The descriptive statistics used in this study were mean, standard deviation (SD)

frequency and percentages.

Further, the t-test (Paired sample t-test) formula was used to determine the test

of difference between the mean pretest and posttest performances of the respondents

in their English achievement before and after using the learning activity sheets (LAS).
 49

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter reveals the findings of the study with corresponding

interpretations. The data were analyzed and interpreted to give way for the drawing of

conclusions and recommendations from the study.

Part I. Profiling of the Respondents

Age Range of the Respondents

12 to 13, 9,
28%
14 to 15, 23,
72%

12 to 13 14 to 15

Figure 2. Distribution of the Respondents in terms of Age

Figure 2. shows that majority of the respondents belong to 14 to 15 age bracket

or 72% of the total population of 32 respondents. Twelve to thirteen age bracket on

the other hand got the least number of respondents included in the present study.

This indicates that a great number of respondents in the present study came

from 14-15 years age range.

 50

Gender of the Respondents

Male
16%

Female
84%

Male Female

Figure 3. Distribution of the Respondents in terms of Gender

Figure 2 presents the percentage of male and female respondents in the study.

Female covers 84% of the total population while male covers only 16%. It is very

evident that female outnumbered the male in the study.

Part II. Respondents’ Pre-test and Posttest Scores before and after Using
Learning Activity Sheets (LAS)

Table 1.
Respondents’ Pre-test Scores before Using Learning Activity Sheets (LAS)

English Achievement Minimum Maximum Mean SD Verbal Interpretation

Fact & Opinion 2 9 5.56 2.257 Approaching Proficiency
Vocabulary 0 10 4.41 2.734 Approaching Proficiency
Data Interpretation 1 8 3.81 1.991 Developing
Overall 5 25 13.78 5.505 Advanced
Legend: 0-1.99 (Beginning); 2.0-3.99 (Developing); 4.0 - 5.99 (Approaching Proficiency);
6.0-7.99 (Proficient); 8.0-10.0 (Advanced)

Table 1 presents the mean pretest performance of the respondents in their

English achievement before using the learning activity sheets (LAS). As shown above,

most of the respondents belong to approaching proficiency level in terms of fact and

opinion and Vocabulary, the developing level in terms of data interpretation. This
 51

reveals that the students have established essential skills and knowledge in terms of

these factors such as identifying opinion marking signals, interpreting graphs and

other data and understanding the meaning of a word used in a sentence or paragraph.

However, teacher intervention and the utilization of resource materials are still

necessary to develop students’ performance further. An overall mean of 13.78 and a

standard deviation of 1.91 reveals the advanced level of the respondents in their

English achievement before the utilization of learning activity sheets (LAS).

Table 2.
Respondents’ Posttest Scores after Using Learning Activity Sheets (LAS)
English Achievement Minimum Maximum Mean SD Verbal Interpretation
Fact & Opinion 3 10 6.84 2.567 Proficient
Vocabulary 2 10 6.03 2.102 Proficient
Data Interpretation 2 9 4.75 2.314 Approaching Proficiency
Overall 10 29 17.63 5.034 Advanced
Legend: 0-1.99 (Beginning); 2.0-3.99 (Developing); 4.0 - 5.99 (Approaching Proficiency); 6.0-7.99
(Proficient); 8.0-10.0 (Advanced)

Table 2 presents the results of the respondents’ posttest scores in their English

achievement after using the learning activity sheets (LAS). Based on the results, there

is a big improvement in the posttest after being subjected to the use of this material.

In terms of fact and opinion and vocabulary, the respondents belong to proficient level

of achievement which signifies that the students have developed the essential

knowledge and skills and deeper understanding and can use them freely through

authentic performance tasks given by the teacher.

It also suggests that learning activity sheets help students in categorizing

whether a statement contains a fact or opinion and in identifying the meaning of a

word used in a sentence. In terms of data interpretation, however, the students are in
 52

the approaching level of proficiency. This means that the students at this level

acquired the essential knowledge and understanding in terms of this factor. An overall

mean of 17.63 and a standard deviation of 5.034 indicates that the learning activity

sheets (LAS) helped improved the students’ English Achievement in terms of fact and

opinion, vocabulary and data interpretation.

Part III. Test of Significant Difference between the Pretest and Posttest Scores
of the Respondent’s English Achievement before and after Using the Learning
Activity Sheets

Table 3.
Paired Sample Test of Significant Difference between the Pretest and Posttest Scores
of the Respondent’s English Achievement before and after Using the Learning Activity
Sheets

Paired Differences
95% Confidence
Std. Std. Sig. (2-
Interval of the t Df
Mean Devia Error tailed)
Difference
tion Mean
Lower Upper
Pair 1 Fact & Opinion
-1.281 2.842 .502 -2.306 -.256 -2.550 31 .016
Fact & Opinion
Pair 2 Vocabulary
-1.625 2.744 .485 -2.614 -.636 -3.349 31 .002
Vocabulary
Pair 3 Data Interpretation
-.938 2.031 .359 -1.670 -.205 -2.611 31 .014
Data Interpretation
Pair 4 English Achievement
-3.844 4.880 .863 -5.603 -2.084 -4.456 31 .000
English Achievement
Legend: If p-value (Sig.) < 0.05, then it is statistically significant. If p-value (Sig.) > 0.05, then it is NOT statistically
significant.

The results of the pretest and posttest of the experimental group using learning

activity sheets (LAS) found to have significant difference. A mean difference of -1.281

from 5.56 in the pretest and 6.84 in the posttest shows a great improvement in the

student’s English achievement in terms of fact and opinion indicating a proficient level.

This indicates that students have learned the proper use of opinion marking signals
 53

and the proper way of identifying whether a statement contains fact or opinion. A p-

value of 0.016 indicates significant difference at 0.05 level of significance.

In the same manner, the vocabulary test has improved a lot. The mean

difference of -1.625 from 4.41 in the pretest and 6.03 in the posttest indicates

significant difference in their performance in vocabulary. A p-value of 0.002 shows

significant difference at 0.05 level of significance.

This also implies that the students deeply learned to know the meaning of the

words used in a sentence or paragraph. They learned to detect the meaning and the

opposite of a given word. As to data interpretation, the mean difference of -0.938 from

3.81 in the pre-test and 4.75 in the post test found to be significant with a p-value of

0.014 at 0.05 level of significance. It shows that students gained the knowledge of

interpreting and analyzing data including graphs and tables.

Overall, the use learning activity sheets in the modular distance learning has

made the students acquire evident learning that results to a higher level of proficiency

in their English achievement. Thus, learning activity sheets (LAS) are print or digital

activities intended to create conducive conditions for learning. (DepEd, 2016).

 54

Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter reveals the summary, significant findings with the corresponding

conclusions and recommendations.

Summary of Findings

This study aimed to determine the effect of learning activity sheets in the

English Achievement of Grade 8 Students. The following results are hereby

presented.

Part I. Profiling of the Respondents

This profile showed that majority of the respondents of the present study

belonged to 14 to 15 age bracket and that the female respondents outnumbered the

male in the study.

Part II. Respondents’ Pre-test and Posttest Scores before and after Using
Learning Activity Sheets (LAS)

The result of the pre-test scores revealed that most of the respondents belong

to approaching proficiency level in terms of fact and opinion and Vocabulary, the

developing level in terms of data interpretation. This revealed that the students have

established essential skills and knowledge in terms of these factors such as identifying

opinion marking signals, interpreting graphs and other data and understanding the

meaning of a word used in a sentence or paragraph. However, teacher intervention

and the utilization of resource materials are still necessary to develop students’

performance further.
 55

As to the mean posttest, result showed that there is a big improvement in the

posttest after being subjected to the use of learning activity sheets. In terms of fact

and opinion and vocabulary, the respondents belonged to proficient level of

achievement which signifies that the students have developed the essential

knowledge and skills and deeper understanding and can use them freely through

authentic performance tasks given by the teacher. It also suggested that learning

activity sheets help students in categorizing whether a statement contains a fact or

opinion and in identifying the meaning of a word used in a sentence. In terms of data

interpretation, however, the students were in the approaching level of proficiency. This

means that the students at this level acquired the essential knowledge and

understanding in terms of this factor. It was indicated that the learning activity sheets

(LAS) helped improved the students’ English Achievement in terms of fact and

opinion, vocabulary and data interpretation.

Part III. Test of Significant Difference between the Pretest and Posttest Scores
of the Respondent’s English Achievement before and after Using the Learning
Activity Sheets

The results of the pretest and posttest of the experimental group using learning

activity sheets (LAS) found to have significant difference. This suggested that students

have learned the proper use of opinion marking signals and the proper way of

identifying whether a statement contains fact or opinion.

In the same manner, the vocabulary test improved a lot and it was implied that

the students deeply learned to know the meaning of the words used in a sentence or

paragraph. They learned to detect the meaning and the opposite of a given word. As
 56

to data interpretation, it showed that students gained the knowledge of interpreting

and analyzing data including graphs and tables.

Overall, the use learning activity sheets in the modular distance learning has

made the students acquire evident learning that results to a higher level of proficiency

in their English achievement.

Results also indicated that the use of learning activity sheets with IDEA

instructional process in the modular distance learning is effective in improving the

English Achievement level of the students based on the results of their pretest and

posttest after being subjected to the use of this material.

Likewise, the results of the study, crafting and creating well-prepared and

comprehensive Learning Activity sheets with IDEA instructional process may be

considered one of the top priorities in teaching especially in the modular distance

learning. Through research and study, teachers may find or create effective resource

materials that would help their students understand the given lessons. Learning

activity sheets undeniably play a major and an important role in the learning of the

students nowadays due to the restrictions brought by the Covid 19 pandemic.

Conclusions

Based on the results presented, this conclusion is drawn.

1. There is a significant difference between the pretest and posttest of

the respondents in their English achievement in terms of fact and opinion; vocabulary;

and data interpretation after using the learning activity sheets (LAS). Thus, the null

hypothesis is rejected.
 57

Recommendations

Based on the summary of findings and conclusion previously discussed and

presented, the following recommendations are hereby suggested.

1. Students may keep on dealing with learning activity sheets with

diligence and perseverance to come up with high level of achievement in every

given lesson not only in English but in all subject areas.

2. Teachers may create and use learning activity sheets with the IDEA

instructional process in teaching English. They may provide engaging activities in

the MDL through this LAS.

3. Teachers may use learning activity sheets in dealing with students at

risk (STAR) and in providing them proper intervention to cope up in the lesson.

4. Future researchers may replicate the study and explore more of the

utilization of learning activity sheets in improving English performance among

students.
 58

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65
 66

Appendices

Republic of the Philippines

LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City Campus
Graduate Studies

BERNARDA M. REYES, Ed.D.

District Supervisor
San Juan West District
SDO Batangas

Sir:

Good day!

I, the undersigned is a Master of Arts in Education student major in English of Laguna State
Polytechnic University- San Pablo City Campus and I am presently conducting a study entitled
“LEARNING ACTIVITY SHEETS (LAS) AND THE ENGLISH ACHIEVEMENT OF
GRADE 8 STUDENTS”.

In line with this, I am humbly asking a permission from your good office to allow me to solicit
approval in distributing questionnaires to the respondents who are the selected grade 8 students
of Buhayanasapa National High School, San Juan West District.

All the information that will be gathered will be treated with strict confidentiality and indeed
it will significantly contribute to the success and accomplishment of this study.

Thank you very much and God bless.

Very truly yours,

MA. ELENA B. LACSA

Researcher

Noted by:

CECILIA Q. VELASCO, Ed.D

Thesis Adviser

Approved by:

BERNARDA M. REYES, Ed.D.

 67

Republic of the Philippines

LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City Campus
Graduate Studies

ANDREA H. MALAPITAN
Principal IV
Buhaynasapa National High School
San Juan, Batangas

Sir/Madam:

Good day!

I, the undersigned is a Master of Arts in Education student major in English of Laguna State
Polytechnic University- San Pablo City Campus and I presently conducting a study entitled,
“LEARNING ACTIVITY SHEETS (LAS)AND THE ENGLISH ACHIEVEMENT OF
GRADE 8 STUDENTS” as one of the requirements in our course for the Master of Arts in
Education, Major in English.

In line with this, I am humbly asking a permission from your good office to allow me to
solicit approval in distributing questionnaires to the respondents who are the selected Grade 8
students of Buhaynasapa National High School.

All the information that will be gathered will be treated with strict confidentiality and indeed
it will significantly contribute to the success and accomplishment of this study.

Thank you very much and God bless.

Very truly yours,

MA. ELENA B. LACSA

Researcher

Noted by:

CECILIA Q. VELASCO, Ed.D

Thesis Adviser
 68

Republic of the Philippines

LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City Campus
Graduate Studies

February 15, 2021

LORELYN N. SALTOC, MAT

Master Teacher II
Sta. Catalina National High School
SDO Quezon

Madam:

Good day!

I, the undersigned is a Major of Arts in Education student major in Educational Management

of Laguna State Polytechnic University- San Pablo City Campus and I am presently conducting
a study entitled, “LEARNING ACTIVITY SHEETS (LAS)AND THE ENGLISH
ACHIEVEMENT OF GRADE 8 STUDENTS” as one of the requirements in our course for
the Master of Arts in Education, Major in English.

In line with this, I am sincerely asking for your expertise and assistance to validate the
attached questionnaires. Your comments and suggestions will surely be a big help.

Thank you very much and God bless.

Very truly yours,

MA. ELENA B. LACSA

Researcher

Noted by:

CECILIA Q. VELASCO, Ed.D

Thesis Adviser

Validated and Checked by:

LORELYN N. SALTOC, MAT

Master Teacher II
 69

Republic of the Philippines

LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City Campus
Graduate Studies

February 15, 2021

ANALIZA C. RAYOS
Head Teacher I
Buhaynasapa National High School
San Juan West District
SDO Batangas

Madam:

Good day!

I, the undersigned is a Major of Arts in Education student major in Educational Management

of Laguna State Polytechnic University- San Pablo City Campus and I am presently conducting
a study entitled, “LEARNING ACTIVITY SHEETS (LAS)AND THE ENGLISH
ACHIEVEMENT OF GRADE 8 STUDENTS” as one of the requirements in our course for
the Master of Arts in Education, Major in English.

In line with this, I am sincerely asking for your expertise and assistance to validate the
attached questionnaires. Your comments and suggestions will surely be a big help.

Thank you very much and God bless.

Very truly yours,

MA. ELENA B. LACSA

Researcher

Noted by:
CECILIA Q. VELASCO, Ed.D
Thesis Adviser

Validated and Checked by:

ANALIZA C. RAYOS
Head Teacher I
 70

Republic of the Philippines

LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City Campus
Graduate Studies

February 15, 2021

JAMAICA R. TAMPUCAO
Teacher I
Buhaynasapa National High School
San Juan West District
SDO Batangas

Madam:

Good day!

I, the undersigned is a Major of Arts in Education student major in Educational Management

of Laguna State Polytechnic University- San Pablo City Campus and I am presently conducting
a study entitled, “LEARNING ACTIVITY SHEETS (LAS)AND THE ENGLISH
ACHIEVEMENT OF GRADE 8 STUDENTS” as one of the requirements in our course for
the Master of Arts in Education, Major in English.

In line with this, I am sincerely asking for your expertise and assistance to validate the
attached questionnaires. Your comments and suggestions will surely be a big help.

Thank you very much and God bless.

Very truly yours,

MA. ELENA B. LACSA

Researcher

Noted by:

CECILIA Q. VELASCO, Ed.D

Thesis Adviser

Validated and Checked by:

JAMAICA R. TAMPUCAO
Teacher I
 71

Dear Respondent,
This questionnaire was designed to assess the English Achievement of Grade 8
students in terms of Fact or Opinion, Vocabulary and Data Interpretation for the last three
MELCS in the Third Quarter.
In line with this, the researcher is seeking your time and effort in taking this 30-item
test to gather the necessary information for this study. Thank you very much!

LEARNING ACTIVITY SHEETS (LAS) AND THE ENGLISH ACHIEVEMENT OF GRADE 8

STUDENTS
I. Demographic Profile
Direction: Please provide the needed information. Kindly indicate your answer by
checking (✓) the appropriate blank space.
Name (optional): __________________ Sex: ___1 (Male) ___ 2 (Female)
Age: ___ 1 (12-13 years old) ___ 2 (14-15 years old)

II. ENGLISH ACHIEVEMENT OF GRADE 8 STUDENTS

General Instruction: Read each item carefully. Write the letter of your answer on the space
provided before the number.
A. FACT OR OPINION
Tell whether the following statements on different topics are Fact or Opinion.
Write A for Fact and B for Opinion on the space before the number.
______1. Theme is the controlling idea or value in a piece of fiction.
______2. I think, conflict is the sequence of events in a story or play.
______3. In the story “Makato and the Cowrie Shell”, Makato’s parents died when he was
very young.
______4. As I see it, Makato is a very adventurous boy.
______5. Cohesive words and phrases are used to link sentences and paragraphs.
______6. I think, cohesive devices help you carry over a thought from one sentence to
another.
______7. Parallel structure is the use of same pattern of words to show that two or more
ideas have the same level of importance.
______8. Parallelism in relation to words often relates to items in a list or series, which will
be joined by conjunctions.
______9. I guess, parallel structure is used to balance the sentences.
 72

______10. I believe that to achieve parallelism with words, you should always try to balance
adjectives with adjectives, nouns with nouns, verbs with verbs, and adverbs with
adverbs.

B. VOCABULARY
Write the letter of your answers on the space provided before the number.

______11. He did every kind of work— carrying heavy things, clearing away the forest, or
feeding pigs. He never idled.
The word ‘idled’ means:
A. not working B. not eating C. not laughing D. not
resting
______12. As he worked in the elephants‘ sheds, a tall young man in a splendid costume,
came in. The word ‘splendid’ means:
A. beautiful B. ordinary
C. simple D. unimpressive
______13. Makato heard that the land is fertile and the people are kind.
The word ‘fertile’ means:
A. barren C. empty
B. drained D. fruitful
______14. Makato was an orphan, for his parents died when he was very young.
The word ‘orphan’ means:
A. a child whose parents are abroad
B. a child whose parents are barren
C. a child whose parents are dead
D. a child whose parents are sad

For items 15-16, choose the most appropriate cohesive device for the sentences.
______15. She tested positive in the Covid-19. _____ she did not lose her hope.
A. and B. However C. or D. so
______16. Aside from taking her medicines, she also hold on to her faith _____ she
recovered from the fatal illness.
A. and B. but C. or D. so
 73

For items no. 17-18, tell whether the given sentences are parallel or not. Write the
letter of your answers on the space provided before the number.
______17. My best friend took me dancing and to a show.
A. parallel C. both
B. not parallel D. neither
______18. I would rather pay for my education than receive financial assistance.
A. parallel C. both
B. not parallel D. neither
______19. Choose the correct word or phrase that gives the sentence correct parallel
structure.
Justin was excited about inviting friends over, eating a good meal, and
__________.
A. watched a movie C. to watch a movie
B. movie D. watching a movie
______20. I have always enjoyed reading books more than ________________.
A. listened to music C. to listen to music
B. music D. listening to music

C. DATA INTERPRETATION
For items 21-22, refer to the diagram below.

Climax

Rising Falling
Action Action

Introduction Denouement

______21. This diagram shows that Introduction is _____________.

 74

A. the beginning of the story

B. the building of suspense in the story
C. the peak and turning point in the story
D. the end of the story
______22. This diagram shows that Denouement is _____________.
A. the beginning of the story
B. the building of suspense in the story.
C. the peak and turning point in the story.
D. the end of the story
For items 23-24, refer to the diagram below.

He did every kind of work—carrying heavy

things, clearing away the forest, or feeding pigs.
hardworking He never idled.

What are you thinking about so deeply, my boy?

asked his employer. ―I would like to go on a
adventurous journey for adventure, said Makato, pointing to
the northeast. ―I heard that the land is fertile
and the people are kind. I wish I could see the
land for myself.

intelligent
I will dip my finger into the pile of seeds. Then, I
will take the seeds that stick to it. That must be
right for one cowrie shell. ―Well, why not? said
the amused woman at his suggestions.

______23. What do you think is the character trait shown by Makato when he wanted to go
on a journey to the northeast?
A. It was shown that Makato is adventurous.
B. It was shown that Makato is hardworking.
C. It was shown that Makato is intelligent.
D. All of the above.
______24. Do you agree with Makato in dipping his finger into pile of lettuce seeds to have
them for one cowrie shell?
A. Yes, because he can grow more out of those.
B. Yes, because he can keep the seeds as remembrance.
C. No, because that number of seeds will not suffice.
D. No, he should have asked for more.
 75

For items 25-26, choose the appropriate cohesive device for the given sentence.

______25. Which is the most appropriate cohesive device for this sentence as an
interpretation of the data below?
Mami Dhapz’ store had the greatest sale on Friday. ________, she got the least sale
on Wednesday.
A. As a result B. although C. However D. Likewise

Daily earnings of Mami Dhapz’ store for five days

______26. Mami Dhapz did a lot of promotion strategies on Friday ________ she got the
highest sale that day.
A. although B. however C. likewise D. so

For items 27-28, identify parallel structures.

______27. Mami Dhapz may consider selling, promoting and to advertise her products to
get more sales in a week. Which made the sentence NOT parallel?
A. consider B. selling C. promoting D. to advertise
______28. Mami Dhapz asked her sales lady to write her report quickly, accurately,
and clear. Which made the sentence NOT parallel?
A. write B. quickly C. accurately D. clear

For numbers 29-30, refer to the bar graph below.

 76

Number of Visitors in Analyn’s Sunflower Farm for 3 months

29. Create a sentence using the cohesive device ‘on the other hand’ showing the least and
the greatest numbers of visitors in Analyn’s Sunflower Farm for the past 3 months. Write
your answer on the space provided.
_________________________________________________________________________
_________________________________________________________________________

30. Correct the underlined faulty parallelism in the sentence. Write your revision on the
space provided.
Analyn’s report on her Sunflower Farm is neat, accurate and perfectly.

_________________________________________________________________________
_________________________________________________________________________

Thank you so much for participating in this exam. May God bless you!
 77

LEARNING ACTIVITY SHEET

ENGLISH 8
“Makato and the Cowrie Shell”
Thai Folktale
Quarter 3, Week 4 and 5

Name of Learner: _______________________________________________________

Grade Level: _______________________________________________________
Section: _______________________________________________________
Date: _______________________________________________________

A. Background Information for Learners

Reading literature is like looking at a painting or a mural. It is seeing beyond
one’s eyes. In paintings, we find meanings as interpreted by the artist. The artist has
a way of interpreting his subject. This is the role of literature. It is to make the reader
interpret and imagine what he is reading and to identify himself with it. By a skillful use
of language, the writer places realism and uniqueness in his stories, poems or essays,
as if making the reader feel as if he has experienced it in his life.
The selection which you are about to read is a Thai folktale. Its theme is
centered on the Buddhist principle of suppressing one’s earthly desire to achieve
enlightenment.

B. Learning Competency with Code

MELC 14:
Analyze literature as a mirror to a shared heritage of people with diverse
backgrounds
Enabling Competencies:
 Identify the notable literary genres contributed by Southeast Asian writers
 Identify the distinguishing features of notable poems, short stories, dramas,
and novels contributed by Southeast Asian writers
 Identify similarities and differences of the featured selections
 Explain how a selection is influenced by culture, history, environment

C. Directions/ Instructions
Before starting this activity sheet, I want you to set aside other tasks that will
disturb you while enjoying the lessons. Read the simple instructions below to
successfully enjoy the objectives of this kit. Have fun!
 78

1. Follow carefully all the instructions indicated in every page of this kit.
2. Write on your notebook the concepts about the lessons. Remember that
writing enhances learning which is important in developing our mind.
3. If you have any questions, contact or see your teacher through messenger
or text.
4. Perform all the provided activities.
5. Enjoy studying!

D. Exercises / Activities
D.1 INTRODUCTION
a. What I need to Know
After going through with this lesson, you are expected to:
1. identify and distinguish the elements of the story,
2. enhance knowledge about the Thai folktale, Makato and the Cowrie shell,
3. widen vocabulary offered in the story,
4. appreciate the lesson and culture reflected by the story,and
5. perform actively and accurately the various tasks given.

b. What’s New?
Activity 1: Treasure Hunting!
All of us have dreams in life and
of course we want to become successful
in the end. That’s why we are doing our
best to achieve what we want. No matter
how hard the challenges are, we make
ways to courageously face them
because in the end, we believe that we
will achieve the fruit of our labor - our
success. Thus, this success will bring us
happiness as long as we know to
ourselves that it came from an honest
and legal way, that we were not able to
hurt and to affect other people.
With that, May you help this man
find his way to get the pot of gold.
1. Assume that the gold on the
illustration is your dream. What will you
feel if you have attained your goal in life?
2. Do you think it will be easy for
you to reach your dreams?

D. 2 DEVELOPMENT
a. What I Know?
 79

Activity 2: You Complete Me!

Now let us see how the Asian countries influenced one another as we read the
short story of “Makato and the Cowrie Shell”, a Thai Folktale. Before reading it, let us
review first the elements of a short story and answer the vocabulary enhancement.

Direction: Unscramble the jumbled letters using the given definition.

1. g t t i n S e _____ refers to place, time, weather condition, social condition,

and even mood or atmosphere.
2. P o l t _____ is the sequence of events in a story or play.
3. f l i c t C o n _____ is the problem in the story.
4. r a c t e r C h a _____ is the person in a work of fiction and the
characteristics of a person.
5. t o i n P of w i e V _____ is the angle from which the story is told.
6. m e T h e _____ is the controlling idea or value in a piece of fiction.

b. What’s In
Activity 3: Finding my Match!
Directions: Now that you were able to recall the elements of the story, let us now
try to match these words with their meaning. Write the letter of your
answer
Column A Column B
____1. Orphan a. successful
____2. idled b. the chance and the way it affects your life
____3. mahout c. a child whose parents are dead
____4. Prosperous d. a person who cares for a working elephant
____5. fortune e. not working

c. What is It
Activity 4: Story Time!
Directions: Now that you are already familiar with these vocabularies, let us read
the story and have a deeper understanding of it by answering the
questions that follow.

Makato and the Cowrie Shell (A Thai Folktale) by Supanee Khanchanathiti

Once upon a time, there was a boy whose name was Makato. He was an orphan, for
his father and mother died when he was very young. He had no brothers, sisters, cousins or
friends to take care of him, so he had to make a living for himself. He did every kind of work—
carrying heavy things, clearing away the forest, or feeding pigs. He never idled. Although he
was paid only small wages, he was satisfied. He knew that if he would not work, he would
starve. Wherever he went, his employers praised him for being sensible, hardworking,
goodtempered and cheerful. One fine evening after he had finished chopping up a big pile of
wood, he sat down to rest and thought of all he would like to do in the future. He wanted to try
his luck in far–off strange lands, for he longed for exciting adventures. ―What are you thinking
 80

about so deeply, my boy? asked his employer. ―I would like to go on a journey for adventure,
said Makato, pointing to the northeast. ―I heard that the land is fertile and the people are
kind. I wish I could see the land for myself. His eyes sparked with excitement. ―The land you
wish to go to is called Sukhothai, said his employer. ―They say Pra Ruang of Sukhothai is a
very kind–hearted king. You might be lucky if you could go there. Sometime later, Makato
decided to try his fortune. He left his village and set out in the wide world. He walked along
cheerfully, enjoying new insights and talking to the people he met on the way. After a month‘s
journey, he reached a village on the boundary of the Kingdom of Sukhothai. ―Please, can I
have some water to drink? Makato asked an old woman with a big water pot on her head.
―I‘m so thirsty. ―Where did you come from? Why are you here alone? You look as if you‘ve
come a long way, said the old woman, pouring cold water from her pot into a small cup and
handling it to Makato. ―Thank you so much, said the boy. ―Who are your father and mother?
Haven‘t you any family? the old woman asked again. ―I come from the City of Mon over
there, replied Makato. ―Good heavens! Have you really come from Môn? How is it that you
are travelling alone, such a young boy as you are? ―I wanted to see Pra Ruang of Sukhothai,
replied Makato. They say he is a very kind-hearted king. ―You are a very determined boy!
said the woman.‖Come along with me .Who knows? You might see Pra Ruang someday.
Makato was glad to go with her. If he could work with this kind of woman, he would have a
place to sleep, some food to eat and perhaps someday, he might be lucky enough to see the
king. The old woman was one of the Pra Ruang Mahouts, which meant that she helped the
mahout find the food for the elephant and clean out the elephants‘ sheds. He worked hard
and well, and the mahout and his wife grew fond of him. One day, the sky was clear and the
weather so fine, it seemed to Makato that it must be a lucky day. As he worked in the
elephants‘ sheds, a tall young man in a splendid costume, followed by attendants, came in. It
was Pra Ruang himself. Makato bowed low at once with his hands clasped together before
him. His heart beat fast. ―Where did the boy come from? the king asked the mahout, who
was attending him. ―How old is he? the king asked further. ―12 years old, your Majesty,
replied the mahout. ―A good-looking and hardworking boy, said the king. ―Take good care
of him. As the king walked away, Makato saw a little cowrie shell Grade 8 Learner’s Materials
pp.144-146 Illustration Credit: Canva Learning Task 4: Answer the following questions: 1.
Describe Makato. What character traits does he possess? lying on the ground. He ran to pick
up and held it to the king, but the king said with a smile, ―You may keep it ―How wonderful!
Makato thought, ―the king has given me a cowrie shell. At the time, the people of Sukhothai
used cowrie shells as money. Although one cowrie had little value, Makato wanted to make
as much use of it as possible, for it was the king‘s gift. For a long time, he could not think of a
way to use it so that it would earn money for him. One day, he passed by a stall in the market
where the seeds of many different plants were sold. He looked along the stall and caught sight
of a basket full of lettuce seed. Lettuces! He could grow small plants like that. He asked the
joyful woman at the stall, ―Can I buy some lettuce seed? ―Oh yes, my boy. How much do
you want? said the old woman. ―I have one cowrie shell! said Makato. ―One cowrie shell!
said the woman, laughing. That won‘t buy anything. I can‘t even measure that much.‖ ―Look!‖
said Makato eagerly. ―I will dip my finger into the pile of seeds. Then, I will take the seeds
that stick to it. That must be right for one cowrie shell. ―Well, why not?‖ said the amused
woman at his suggestions. ―All right boy. Help yourself. Makato paid the woman his one
 81

cowrie shell .Then, he dipped his finger into the pile of seeds. When he pulled his wet finger
out, it was covered with seeds. He carefully scraped them of his finger into the palm of his
hand and went away, happily clutching the seeds. Now that he had seeds, Makato broke the
soil and sowed them at once. He watered the seed bed every day and soon, the young plants
appeared. Day by day, he cleared more ground and planted more lettuce seedlings until the
kitchen garden was covered with them. He was very proud of himself because he had done
so well. ―I wish I could give the king some lettuces, he thought. One day, the king passed by
the elephants‘ sheds again. Makato waited for an opportunity, then knelt down and proudly
presented his biggest lettuces to the king. ―Where did you get this? the king asked, surprised.
―I grew them from the cowrie shell you gave me, Your Majesty, answered Makato, beaming
with a smile. ―How could you do that? asked the puzzled king. Makato told the king the whole
story. The king was impressed with his intelligence and industry, so much so that later on, he
gave Makato a job in the palace. As the years passed, Makato grew tall and handsome. He
mastered every grace and served the king well. He was so loyal that the king trusted him
absolutely. He was promoted to higher positions until he was given a title of Kun Wang, which
meant that he was the most important person in the king‘s court. He was also happily married
to the beautiful young daughter of the king. After that, the king made him the ruler of the Mon.
So it was that Makato, who had once been a poor orphan, became the king of that prosperous
kingdom.

Answer the following questions:

1. Describe Makato. What character traits does he possess?
2. Through inferring what the character says, does and thinks, one can recognize
the traits of a literary character. Cite lines, actions and thoughts which show
Makato‘s traits.
3. What were those changes in Makato‘s life after meeting the king? Enumerate.
4. Which of Makato‘s traits are similar to yours?
5. How would you nurture and enhance your positive traits? In what ways?
6. What lessons in life does the author want to convey to you?

D.3 ENGAGEMENT
a. What’s more?
Activity 5: Performance overload!
Directions: Choose one to perform from the following activities.

Dramatists – Present a scene that highlights the theme of the story, “Makato and the
Cowrie Shell”
Dancers – Present a Thai dance showcasing its culture.
Singers – Sing a song or perform a rap related to the selection. Provide your own lyrics
depicting Thai and Filipino cultures and beliefs.
Artists – Draw a scene in the story that shows Makato’s similar trait to ours.
Explain your drawing in a 3-sentence paragraph.
 82

D.4 ASSIMILATION
a. What I have Learned
Activity 6: Fun Check!
Directions: Based from the story, enumerate some similarities of Thais to Filipinos in
terms of culture, beliefs, respect and love for family as depicted in the selection.
SIMILARITIES OF THAIS TO FILIPINOS






b. Assessment / What I can show

Activity 7: Reality Check!
A. Directions: Write True if the statement is correct and False if not.
_________1. Plot shows the sequence of events in the story.
_________2. Theme is the idea where a piece of fiction revolves.
_________3. Makato and the Cowrie shell is Korean Folktale.
_________4. Makato wanted to travel to the Northeast to see the daughter of Pra
Ruang.
_________5. It was Pra Ruang who gave Makato a cowrie shell.

B. Directions: Arrange the following events in the story. Write 1-5 with number 1 as
the first to happen.
______6. Once there was an orphan whose name was Makato. He heard about the
kind-hearted king of Sukothai, Pra Ruang and decided to try his fortune
looking for him.
______7. Makato finally saw Pra Ruang and the king gave him a Cowrie shell.
______8. Makato gave the king some lettuce and he was amazed by the intelligence
and the kindness of Makato. He let Makato marry her young daughter and
he made him the ruler of Mon.

______9. Makato bought lettuces seeds out of the cowrie shell and he grew them
abundantly.
______10. Makato lived with one of the king’s mahouts and helped her in taking care
of the elephants.

E. Rubric for Scoring

Performance will be graded according to the following rubric/criteria:
Criteria Points
Content and Ideas 15
Presentation 15
Neatness and Orderliness of Output 10
 83

Originality 10
Total 50

F. Reflection
Learners will write on their notebooks or journals their insights about the lesson.

I understand that _______________________________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

I realized that __________________________________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

G. References for Learners

Learning Module for English - Grade 8 p. 313-314
Learner’s Packets (PIVOT 4A)

H. Answer Key
Reality Check
1. True 6. 1
2. True 7. 3
3. False 8. 5
4. False 9. 4
5. True 10. 2
 84

LEARNING ACTIVITY SHEET

ENGLISH 8
Cohesive Devices
Quarter 3, Week 6

Name of Learner: _______________________________________________________

Grade Level: _______________________________________________________
Section: _______________________________________________________
Date: _______________________________________________________

I. Background Information for Learners

Coherence in writing means achieving a consistent relationship among parts.
Cohesive devices show the logical relationships between the various parts of an essay as well
as between sentences and paragraphs.
Learning Competency with Code
Use appropriate cohesive devices in various types of speech (MELC 15)
Enabling Competencies: Share ideas using opinion-marking signals
Use emphasis markers for persuasive purposes
J. Directions/ Instructions
Before starting this activity sheet, I want you to set aside other tasks that will
disturb you while enjoying the lessons. Read the simple instructions below to
successfully enjoy the objectives of this kit. Have fun!

1. Follow carefully all the instructions indicated in every page of this kit.
2. Write on your notebook the concepts about the lessons. Remember that
writing enhances learning which is important in developing our mind.
3. If you have any questions, contact or see your teacher through messenger
or text.
4. Perform all the provided activities.
5. Enjoy studying!

K. Exercises / Activities
D.1 INTRODUCTION
c. What I need to Know
After going through with this lesson, you are expected to:
6. define cohesive device
7. distinguish which cohesive device is appropriate to use in a sentence
8. use appropriate cohesive device in a sentence, and
9. use appropriate cohesive device in data interpretation.

d. What’s New?
Activity 1: Find my match!
Directions: In here, match the cohesive device according to their function above.
Write the letter of your answer.
A. To signal relation in time
B. To signal similarity
 85

C. To signal Difference
_____1. However _____4. Afterward
_____2. Presently _____5. Whereas
_____3. Likewise

D.2 DEVELOPMENT
b. What I Know?
Activity 2: Notice me!

Notice the highlighted words in the passage below and examine how they are used.
They are called cohesive devices.

Coronavirus disease (COVID-19) is an infectious disease caused by a newly discovered

corona virus. Most people infected with the COVID-19 virus will experience mild to moderate
respiratory illness. However, they may recover without requiring special treatment. On the other
hand, older people, and those with underlying medical problems like cardiovascular disease,
diabetes, chronic respiratory disease, and cancer are more likely to develop serious illness.

The best way to prevent and slow down transmission is to be well informed about the
COVID-19 virus, the disease it causes and how it spreads. Protect yourself and others from
infection by washing your hands or using an alcohol-based rub frequently and not touching your
face.

The COVID-19 virus spreads primarily through droplets of saliva or discharge from the
nose when an infected person coughs or sneezes, so it’s important that you also practice
respiratory etiquette (for example, by coughing into a flexed elbow).
 86

What are they?

Cohesive devices are like bridges between parts of your paper. They are the
cues that help the reader to interpret ideas in the way thatyou, as a writer,
COHESIVE DEVICES want them to understand.

What do they do?

Cohesive devices help you carry over a thought from one sentence to another,
from one idea to another, or from one paragraph to another with words or
phrases. Cohesive devices link your sentences and paragraphs together
smoothly so that there are no abrupt jumps or breaks between ideas.

Why do you use them?

Cohesive words and phrases are used to link sentences and paragraphs, to
show which direction your thought patterns are going to help the reader
accurately follow your train of thought. They signal the relationships among
the various parts of your subject.

Types of Cohesive Devices

There are several types of cohesive devices and each category leads your reader to

make certain connections or assumptions about the areas you are connecting.
Some lead your reader forward and imply the “building” of an idea or thought while
others make your reader compare ideas or draw conclusions from the preceding
thoughts.

To signal relation in time:

before, meanwhile, later, soon, at last, earlier, thereafter, afterward, by that time,
from then on, first, next, now, presently

To signal similarity:

likewise, similarly, once again, once more

To signal Difference:

but, yet, however, although, whereas, though, even so, nonetheless, still, on the
other

Notice the highlighted words in the passage below.

D.3 ENGAGEMENT
a. What’s more?
Activity 3: Truth or Dare!
 87

Directions: Here, you have to tell whether the statements are true or not. Write T for
True and D for not.
_______1. Cohesive words and phrases are used to link sentences and paragraphs.
_______2. Cohesive devices help you carry over a thought from one sentence to
another.
_______3. Cohesive device ‘although’ is used to signal similarity.
_______4. Cohesive device ‘presently is used to signal relation in time.
_______5. Cohesive device ‘but is used to signal difference.

D.4 ASSIMILATION
a. What I have Learned?
Activity 4: The Bottom Line
Directions: Complete the statement on what the cohesive device is.
Cohesive devices are used to
___________________________________________________________________
___________________________________________________________________.

c. Assessment / What I can show

Activity 5: Fill me in!
For items: 1-3. Choose the appropriate Cohesive device to use in the following
sentence.
______1. She lost her parents due to the accident. ________ she did not lose her
hope.
A. and B. However C. or D. so
______2. Aside from working hard, she also hold on to her faith ________ she
recovered situation.
A. and B. but C. or D. so
______3. She studied her lesson very well. ________, she got high grades.
A. As a result B. although C. However D. Likewise

For numbers 4-5, refer to the pie graph below.

4-5. Create a sentence using the cohesive device ‘on the other hand’ showing the most and
least favorite activities in the pie graph.
_________________________________________________________________________
________________________________________________________________________
 88

E. Reflection
Learners will write on their notebooks or journals their insights about the lesson.

I understand that _______________________________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

I realized that __________________________________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

F. References for Learners

Learning Module for English - Grade 8 p. 136-143
World Health Organization https://www.who.int/health-topics/coronavirus#tab=tab_1

G. Answer Key
Activity 1. Find my Match!
1. C
2. A
3. B
4. A
5. C

Activity 3: Truth or Dare!

1. T
2. T
3. F
4. T
5. T

b. Assessment / What I can show

Activity 5: Fill me in!
1. B
2. D
3. A
4.
5. answers may vary
 89

LEARNING ACTIVITY SHEET

ENGLISH 8
Parallel Structures
Quarter 3, Week 7 and 8

Name of Learner: _______________________________________________________

Grade Level: _______________________________________________________
Section: _______________________________________________________
Date: _______________________________________________________

L. Background Information for Learners

In grammar, parallel structure, also known as parallelism or parallel
construction, is a balance within one or more sentences of similar phrases or clauses
that have the same grammatical structure. The application of parallelism improves
writing style and readability and is thought to make sentences easier to process.

M. Learning Competency with Code

MELC 15:
Use parallel structures
Enabling Competencies:
 Review subject and verb agreement
N. Directions/ Instructions
Before starting this activity sheet, I want you to set aside other tasks that will
disturb you while enjoying the lessons. Read the simple instructions below to
successfully enjoy the objectives of this kit. Have fun!

1. Follow carefully all the instructions indicated in every page of this kit.
2. Write on your notebook the concepts about the lessons. Remember that
writing enhances learning which is important in developing our mind.
3. If you have any questions, contact or see your teacher through messenger
or text.
4. Perform all the provided activities.
5. Enjoy studying!

O. Exercises / Activities
D.1 INTRODUCTION
e. What I need to Know
After going through with this lesson, you are expected to:
1. define parallel structure
 90

2. discuss the rules of parallel structure

3. use parallel structure in making a sentence.
4. show appreciation of the lesson by engaging themselves in the activities
about parallel structure

f. What’s New?
Activity 1: Use all of me!
Notice the following pictures and try to use them in completing the sentence
below. The first one is done for you.

A. singing dancing acting

B. to sing to dance to act

Sentence:
A. Mona loves singing, dancing and acting.
B. Mona loves _____________, _____________ and _____________.

D. 2 DEVELOPMENT
c. What I Know?
Activity 2: Analyze Me!
Great! Now, that you are able to complete the sentences above, let us
analyze how they were formed. The sentences above are having what we call
parallel structure.
Parallel structure is a balance within one or more sentences of similar
phrases or clauses that have the same grammatical structure.

Mona loves singing, dancing and acting.

This sentence has a parallel structure because it uses all the -ing form
of the word sing, dance and act.

Now, let’s try to analyze what made the sentence below non-parallel.
Mona loves singing, dancing and to act.
This sentence has a non-parallel structure because it did not use the same
forms of the words all throughout the sentence.
 91

c. What is It
Activity 3: Rule me!
Now that you are already familiar with these vocabularies, let us read the story and
have a deeper understanding of it by answering the questions that follow.

Rules of Parallelism
1. Parallelism is used to balance nouns with nouns, prepositional phrases with prepositional
phrases, participles with participles, infinitives with infinitives, clauses with clauses.

2. Parallelism is used with elements joined by coordinating conjunctions.

× My mother likes cooking and to read.
 My mother likes cooking and reading.

3. Parallelism is used with elements in lists or in a series.

× This task can be done individually, in pairs, or can be done in groups of four.
 This task can be done individually, in pairs, or in groups of four.

4. Parallelism is used with elements being compared.

× She is mad about watching TV more than to read a book.
 She is mad about watching TV more than reading a book.

5. Parallelism is used with elements joined by a linking verb or a form of be

× To learn is understanding the world.
 To learn is to understand the world.

6. Parallelism is used with elements joined by linking words.

× The teacher not only wants his students to keep quiet but also to do the task.
 The teacher wants his students not only to keep quiet but also to do the task.

D.3 ENGAGEMENT
a. What’s more?
Activity 4: Use these pictures forming sentences applying parallelism. Write
your answers on the blank.

1.
Adjective and noun
___________________________________________________________________
 92

2.
Infinitives
___________________________________________________________________

Based from the activities given to you, you may now give the definition of parallelism and its
importance in giving information.

Definition of Parallelism
The balance between two or more similar words, phrases or clauses is called parallelism in
grammar. Parallelism is also called parallel structure or parallel construction. Parallel
construction prevents awkwardness, promotes clarity and improves writing style and
readability.
In grammar, parallelism, also known as parallel structure or parallel construction, is a
balance within one or more sentences of similar phrases or clauses that have the same
grammatical structure. The application of parallelism improves writing style and readability
and is thought to make sentences easier to process.

D.4 ASSIMILATION
a. What I have Learned
Activity 5: Make it Parallel!
Direction: Rewrite the sentences that lack parallel structure. If the sentence is
already parallel, label it C.
____1. This diet emphasizes fresh vegetables, whole- grain bread, and meat
that is broiled.
____2. The children need to put away their toys, and they should brush their
teeth before they go to bed.
____3. This course is designed to teach you to write a good essay and avoiding
grammatical errors.
____4. She wore a diamond ring, a pearl necklace, and a bracelet made of
jade.
____5. Covid 19 taught me to have faith, courage and perseverance.

d. Assessment / What I can show

Activity 6: Direction:
A. Which of the following paired sentences are parallel? Put a check mark
on the line.
 93

1. ____She likes to listen to music and to read the latest novels.

____She likes listening to music and reading the latest novels.

2. ____He spent his time studying Spanish, working at the convenience store, and
jogging every afternoon.
____He spent his time studying Spanish. working at the convenience store, and
he jogged every afternoon.
3. ____The dog was excited: running, barking, and he chased after the boys.
____The dog was excited: running, barking, and chasing after the boys.
4.____The apartment was filled with old newspapers, broken bottles, and the
ashtrays were overflowing.
____The apartment was filled with old newspapers, broken bottles, and
overflowing ashtrays.
5. ____ The project she made is correct, accurate and perfect.
____ The project she made is correct, accurate and perfectly.

P. Reflection
Learners will write on their notebooks or journals their insights about the lesson.

I understand that _______________________________________________

_____________________________________________________________
_____________________________________________________________`
_____________________________________________________________
_____________________________________________________________

I realized that __________________________________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Q. References for Learners

DEPED-4A-02-RM-20-306 UPDATED
Learning exemplar 2018

R. Answer Key
Activity 1
B. Mona loves to sing, to dance and to act.

Activity 4
 94

Answers may vary

Activity 5
Answers may vary

e. Assessment / What I can show

Activity 6

1. ____She likes to listen to music and reading the latest novels.

____She likes listening to music and reading the latest novels.

2. ____He spent his time studying Spanish, working at the convenience store, and
jogging every afternoon.
____He spent his time studying Spanish. working at the convenience store, and
he jogged every afternoon.
3. ____The dog was excited: running, barking, and he chased after the boys.
____The dog was excited: running, barking, and chasing after the boys.
4.____The apartment was filled with old newspapers, broken bottles, and the
ashtrays were overflowing.
____The apartment was filled with old newspapers, broken bottles, and
overflowing ashtrays.
5. ____ The project she made is correct, accurate and perfect.
____ The project she made is correct, accurate and perfectly.
95
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98
99
100
101
102
103
104
105
106
 107
CURRICULUM VITAE

MA. ELENA B. LACSA

Tipaz, Sulok, San Juan Batangas

OBJECTIVES
To acquire more experiences, skills and wisdom
that I can use to fulfill my very purpose in life
which is to touch the heart of many and to lead
them in pursuing learning and living.
TEACHING EXPERIENCES

Buhaynasapa National High School

June 6, 2017 – present
 Teacher I / Teacher Clerk
CONTACTS
Manuel S. Enverga University Foundation –
0906 654 6626 Candelaria Inc.
16-fs-eng-297@lspu.edu.ph June 2014 – May 2017

QUALIFICATION  Junior High School Teacher

(English teacher of Grade 7, 8, 9 and
Licensure Examination for Teachers 10)
Rating: 80.80  Grade 8 adviser
Attempt/s: 1  Junior adviser of the Blaze (Official
School Publication)
EDUCATION
AFFILIATIONS IN COLLEGIATE
Laguna State Polytechnic University ORGANIZATION
Masters of Arts in Education
Major in English English Department
Candidate for Graduation Secretary
2013-2014
Manuel S. Enverga University
Foundation Candelaria, Inc. CHARACTER REFERENCES
2010-2014
Bachelor of Secondary Education Andrea H. Malapitan
Major in English Principal III
Cum Laude Buhaynasapa NHS
09171691269
Tipas National High School
2006 – 2010 Mary Jane S. Carandang
Tipaz San Juan, Batangas Principal
7th Honors MSEUF-CI
0906 374 2908
Sta. Catalina Central School
2000 – 2006 Ferdinand S. Paunil
Sta. Catalina, Candelaria, Quezon English Department Head 2013-2014
1st Honorable Mention MSEUF-CI
0929-862-5472
 71

Appendix B

LEARNING ACTIVITY SHEETS (LAS) AND THE ENGLISH ACHIEVEMENT OF GRADE 8

STUDENTS

Dear Respondent,
This questionnaire was designed to assess the English Achievement of Grade 8
students in terms of Fact or Opinion, Vocabulary and Data Interpretation for the last three
MELCS in the Third Quarter.
In line with this, the researcher is seeking your time and effort in taking this 30-item
test to gather the necessary information for this study. Thank you very much!
--------------------------------------------------------------------------------------------------------------------------
I. Demographic Profile
Direction: Please provide the needed information. Kindly indicate your answer by
checking ( ) the appropriate blank space.
Name (optional): __________________ Sex: ___1 (Male) ___ 2 (Female)
Age: ___ 1 (12-13 years old) ___ 2 (14-15 years old)

II. ENGLISH ACHIEVEMENT OF GRADE 8 STUDENTS

General Instruction: Read each item carefully. Write the letter of your answer on the space
provided before the number.
A. FACT OR OPINION
Tell whether the following statements on different topics are Fact or Opinion.
Write A for Fact and B for Opinion on the space before the number.
______1. Theme is the controlling idea or value in a piece of fiction.
______2. I think, conflict is the sequence of events in a story or play.

very young.
______4. As I see it, Makato is a very adventurous boy.
______5. Cohesive words and phrases are used to link sentences and paragraphs.
______6. I think, cohesive devices help you carry over a thought from one sentence to
another.
______7. Parallel structure is the use of same pattern of words to show that two or more
ideas have the same level of importance.
______8. Parallelism in relation to words often relates to items in a list or series, which will
be joined by conjunctions.
______9. I guess, parallel structure is used to balance the sentences.
 72

______10. I believe that to achieve parallelism with words, you should always try to balance
adjectives with adjectives, nouns with nouns, verbs with verbs, and adverbs with
adverbs.

B. VOCABULARY
Write the letter of your answers on the space provided before the number.

______11. He did every kind of work carrying heavy things, clearing away the forest, or
feeding pigs. He never idled.

A. not working B. not eating C. not laughing D. not

resting
____

A. beautiful B. ordinary
C. simple D. unimpressive
______13. Makato heard that the land is fertile and the people are kind.
The
A. barren C. empty
B. drained D. fruitful
______14. Makato was an orphan, for his parents died when he was very young.

A. a child whose parents are abroad

B. a child whose parents are barren
C. a child whose parents are dead
D. a child whose parents are sad

For items 15-16, choose the most appropriate cohesive device for the sentences.
______15. She tested positive in the Covid-19. _____ she did not lose her hope.
A. and B. However C. or D. so
______16. Aside from taking her medicines, she also hold on to her faith _____ she
recovered from the fatal illness.
A. and B. but C. or D. so
 73

For items no. 17-18, tell whether the given sentences are parallel or not. Write the
letter of your answers on the space provided before the number.
______17. My best friend took me dancing and to a show.
A. parallel C. both
B. not parallel D. neither
______18. I would rather pay for my education than receive financial assistance.
A. parallel C. both
B. not parallel D. neither
______19. Choose the correct word or phrase that gives the sentence correct parallel
structure.
Justin was excited about inviting friends over, eating a good meal, and
__________.
A. watched a movie C. to watch a movie
B. movie D. watching a movie
______20. I have always enjoyed reading books more than ________________.
A. listened to music C. to listen to music
B. music D. listening to music

C. DATA INTERPRETATION
For items 21-22, refer to the diagram below.

Climax

Rising Falling
Action Action

Introduction Denouement
 74

______21. This diagram shows that Introduction is _____________.

A. the beginning of the story
B. the building of suspense in the story
C. the peak and turning point in the story
D. the end of the story
______22. This diagram shows that Denouement is _____________.
A. the beginning of the story
B. the building of suspense in the story.
C. the peak and turning point in the story.
D. the end of the story
For items 23-24, refer to the diagram below.

He did every kind of work carrying heavy

things, clearing away the forest, or feeding pigs.
hardworking He never idled.

What are you thinking about so deeply, my

boy? asked his employe
adventurous a journey for adventure, said Makato, pointing

fertile and the people are kind. I wish I could

see the land for myself.

intelligent
I will dip my finger into the pile of seeds. Then,
I will take the seeds that stick to it. That must

said the amused woman at his suggestions.

______23. What do you think is the character trait shown by Makato when he wanted to go
on a journey to the northeast?
A. It was shown that Makato is adventurous.
B. It was shown that Makato is hardworking.
C. It was shown that Makato is intelligent.
D. All of the above.
______24. Do you agree with Makato in dipping his finger into pile of lettuce seeds to have
them for one cowrie shell?
A. Yes, because he can grow more out of those.
B. Yes, because he can keep the seeds as remembrance.
C. No, because that number of seeds will not suffice.
D. No, he should have asked for more.
 75

For items 25-26, choose the appropriate cohesive device for the given sentence.

______25. Which is the most appropriate cohesive device for this sentence as an
interpretation of the data below?

on Wednesday.
A. As a result B. although C. However D. Likewise

______26. Mami Dhapz did a lot of promotion strategies on Friday ________ she got the
highest sale that day.
A. although B. however C. likewise D. so

For items 27-28, identify parallel structures.

______27. Mami Dhapz may consider selling, promoting and to advertise her products to
get more sales in a week. Which made the sentence NOT parallel?
A. consider B. selling C. promoting D. to advertise
______28. Mami Dhapz asked her sales lady to write her report quickly, accurately,
and clear. Which made the sentence NOT parallel?
A. write B. quickly C. accurately D. clear

For numbers 29-30, refer to the bar graph below.

 76

29. Create a sentence using the cohesive device showing the least and

your answer on the space provided.

_________________________________________________________________________
_________________________________________________________________________

30. Correct the underlined faulty parallelism in the sentence. Write your revision on the
space provided.
t, accurate and perfectly.

_________________________________________________________________________
_________________________________________________________________________

Thank you so much for participating in this exam. May God bless you!
 77

Appendix C

LEARNING ACTIVITY SHEET

ENGLISH 8

Thai Folktale
Quarter 3, Week 4 and 5

Name of Learner: _______________________________________________________

Grade Level: _______________________________________________________
Section: _______________________________________________________
Date: _______________________________________________________

A. Background Information for Learners

Reading literature is like looking at a painting or a mural. It is seeing beyond

a way of interpreting his subject. This is the role of literature. It is to make the reader
interpret and imagine what he is reading and to identify himself with it. By a skillful
use of language, the writer places realism and uniqueness in his stories, poems or
essays, as if making the reader feel as if he has experienced it in his life.
The selection which you are about to read is a Thai folktale. Its theme is

enlightenment.

B. Learning Competency with Code

MELC 14:
Analyze literature as a mirror to a shared heritage of people with diverse
backgrounds
Enabling Competencies:
Identify the notable literary genres contributed by Southeast Asian writers
Identify the distinguishing features of notable poems, short stories, dramas,
and novels contributed by Southeast Asian writers
Identify similarities and differences of the featured selections
Explain how a selection is influenced by culture, history, environment

C. Directions/ Instructions
Before starting this activity sheet, I want you to set aside other tasks that will
disturb you while enjoying the lessons. Read the simple instructions below to
successfully enjoy the objectives of this kit. Have fun!
 78

1. Follow carefully all the instructions indicated in every page of this kit.
2. Write on your notebook the concepts about the lessons. Remember that
writing enhances learning which is important in developing our mind.
3. If you have any questions, contact or see your teacher through
messenger or text.
4. Perform all the provided activities.
5. Enjoy studying!

D. Exercises / Activities
D.1 INTRODUCTION
a. What I need to Know
After going through with this lesson, you are expected to:
1. identify and distinguish the elements of the story,
2. enhance knowledge about the Thai folktale, Makato and the Cowrie shell,
3. widen vocabulary offered in the story,
4. appreciate the lesson and culture reflected by the story,and
5. perform actively and accurately the various tasks given.

b.
Activity 1: Treasure Hunting!
All of us have dreams in life and
of course we want to become
successful in
are doing our best to achieve what we
want. No matter how hard the
challenges are, we make ways to
courageously face them because in the
end, we believe that we will achieve the
fruit of our labor - our success. Thus,
this success will bring us happiness as
long as we know to ourselves that it
came from an honest and legal way,
that we were not able to hurt and to
affect other people.
With that, May you help this
man find his way to get the pot of gold.
1. Assume that the gold on the
illustration is your dream. What will you
feel if you have attained your goal in
life?
2. Do you think it will be easy for you to reach your dreams?
 79

D. 2 DEVELOPMENT
a. What I Know?
Activity 2: You Complete Me!
Now let us see how the Asian countries influenced one another as we read

let us review first the elements of a short story and answer the vocabulary
enhancement.

Direction: Unscramble the jumbled letters using the given definition.

1. g t t i n S e _____ refers to place, time, weather condition, social condition,

and even mood or atmosphere.
2. P o l t _____ is the sequence of events in a story or play.
3. f l i c t C o n _____ is the problem in the story.
4. r a c t e r C h a _____ is the person in a work of fiction and the
characteristics of a person.
5. t o i n P of w i e V _____ is the angle from which the story is told.
6. m e T h e _____ is the controlling idea or value in a piece of fiction.

b.
Activity 3: Finding my Match!
Directions: Now that you were able to recall the elements of the story, let us now
try to match these words with their meaning. Write the letter of your
answer
Column A Column B
____1. Orphan a. successful
____2. idled b. the chance and the way it affects your life
____3. mahout c. a child whose parents are dead
____4. Prosperous d. a person who cares for a working elephant
____5. fortune e. not working

c. What is It
Activity 4: Story Time!
Directions: Now that you are already familiar with these vocabularies, let us read
the story and have a deeper understanding of it by answering the
questions that follow.

Makato and the Cowrie Shell (A Thai Folktale) by Supanee Khanchanathiti

Once upon a time, there was a boy whose name was Makato. He was an orphan, for
his father and mother died when he was very young. He had no brothers, sisters, cousins or
friends to take care of him, so he had to make a living for himself. He did every kind of
work carrying heavy things, clearing away the forest, or feeding pigs. He never idled.
 80

Although he was paid only small wages, he was satisfied. He knew that if he would not work,
he would starve. Wherever he went, his employers praised him for being sensible,
hardworking, goodtempered and cheerful. One fine evening after he had finished chopping
up a big pile of wood, he sat down to rest and thought of all he would like to do in the future.
He wanted to try his luck in far off strange lands, for he longed for exciting adventures.

eard that the land is

fertile and the people are kind. I wish I could see the land for myself. His eyes sparked with

Pra Ruang of Sukhothai is a very kind hearted king. You might be lucky if you could go
there. Sometime later, Makato decided to try his fortune. He left his village and set out in the
wide world. He walked along cheerfully, enjoying new insights and talking to the people he
s journey, he reached a village on the boundary of the

are you here alone? You look as

Have you really come from Môn? How is it that you are travelling alone, such a young boy

very kind-hearted king.

me .Who knows? You might see Pra Ruang someday. Makato was glad to go with her. If he
could work with this kind of woman, he would have a place to sleep, some food to eat and
perhaps someday, he might be lucky enough to see the king. The old woman was one of the
Pra Ruang Mahouts, which meant that she helped the mahout find the food for the elephant

grew fond of him. One day, the sky was clear and the weather so fine, it seemed to Makato

splendid costume, followed by attendants, came in. It was Pra Ruang himself. Makato

good-

-146 Illustration
Credit: Canva Learning Task 4: Answer the following questions: 1. Describe Makato. What
character traits does he possess? lying on the ground. He ran to pick up and held it to the

of Sukhothai used cowrie

shells as money. Although one cowrie had little value, Makato wanted to make as much use

it so that it would earn money for him. One day, he passed by a stall in the market where the
seeds of many different plants were sold. He looked along the stall and caught sight of a
basket full of lettuce seed. Lettuces! He could grow small plants like that. He asked the joyful
 81

woman at the stal

said Makato ea

one
cowrie shell .Then, he dipped his finger into the pile of seeds. When he pulled his wet finger
out, it was covered with seeds. He carefully scraped them of his finger into the palm of his
hand and went away, happily clutching the seeds. Now that he had seeds, Makato broke the
soil and sowed them at once. He watered the seed bed every day and soon, the young
plants appeared. Day by day, he cleared more ground and planted more lettuce seedlings
until the kitchen garden was covered with them. He was very proud of himself because he

and proudly presented his biggest lettuces to th

told the king the whole story. The king was impressed with his intelligence and industry, so
much so that later on, he gave Makato a job in the palace. As the years passed, Makato
grew tall and handsome. He mastered every grace and served the king well. He was so
loyal that the king trusted him absolutely. He was promoted to higher positions until he was

court. He was also happily married to the beautiful young daughter of the king. After that, the
king made him the ruler of the Mon. So it was that Makato, who had once been a poor
orphan, became the king of that prosperous kingdom.

Answer the following questions:

1. Describe Makato. What character traits does he possess?
2. Through inferring what the character says, does and thinks, one can recognize
the traits of a literary character. Cite lines, actions and thoughts which show

e similar to yours?
5. How would you nurture and enhance your positive traits? In what ways?
6. What lessons in life does the author want to convey to you?

D.3 ENGAGEMENT

Activity 5: Performance overload!

Directions: Choose one to perform from the following activities.

Dramatists
 82

Dancers Present a Thai dance showcasing its culture.

Singers Sing a song or perform a rap related to the selection. Provide your own
lyrics depicting Thai and Filipino cultures and beliefs.
Artists
Explain your drawing in a 3-sentence paragraph.

D.4 ASSIMILATION
a. What I have Learned
Activity 6: Fun Check!
Directions: Based from the story, enumerate some similarities of Thais to Filipinos
in
terms of culture, beliefs, respect and love for family as depicted in the selection.
SIMILARITIES OF THAIS TO FILIPINOS

b. A
s
s
e
ssment / What I can show
Activity 7: Reality Check!
A. Directions: Write True if the statement is correct and False if not.
_________1. Plot shows the sequence of events in the story.
_________2. Theme is the idea where a piece of fiction revolves.
_________3. Makato and the Cowrie shell is Korean Folktale.
_________4. Makato wanted to travel to the Northeast to see the daughter of Pra
Ruang.
_________5. It was Pra Ruang who gave Makato a cowrie shell.

B. Directions: Arrange the following events in the story. Write 1-5 with number 1 as
the first to happen.
______6. Once there was an orphan whose name was Makato. He heard about the
kind-hearted king of Sukothai, Pra Ruang and decided to try his fortune
looking for him.
______7. Makato finally saw Pra Ruang and the king gave him a Cowrie shell.
______8. Makato gave the king some lettuce and he was amazed by the intelligence
and the kindness of Makato. He let Makato marry her young daughter and
he made him the ruler of Mon.

______9. Makato bought lettuces seeds out of the cowrie shell and he grew them
abundantly.

of the elephants.
 83

E. Rubric for Scoring

Performance will be graded according to the following rubric/criteria:
Criteria Points
Content and Ideas 15
Presentation 15
Neatness and Orderliness of Output 10
Originality 10
Total 50

F. Reflection
Learners will write on their notebooks or journals their insights about the lesson.

I understand that _______________________________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

I realized that __________________________________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

G. References for Learners

Learning Module for English - Grade 8 p. 313-314

H. Answer Key
Reality Check
1. True 6. 1
2. True 7. 3
3. False 8. 5
4. False 9. 4
5. True 10. 2
 84

LEARNING ACTIVITY SHEET

ENGLISH 8
Cohesive Devices
Quarter 3, Week 6

Name of Learner: _______________________________________________________

Grade Level: _______________________________________________________
Section: _______________________________________________________
Date: _______________________________________________________

I. Background Information for Learners

Coherence in writing means achieving a consistent relationship among parts.
Cohesive devices show the logical relationships between the various parts of an essay as
well as between sentences and paragraphs.
Learning Competency with Code
Use appropriate cohesive devices in various types of speech (MELC 15)
Enabling Competencies: Share ideas using opinion-marking signals
Use emphasis markers for persuasive purposes
J. Directions/ Instructions
Before starting this activity sheet, I want you to set aside other tasks that will
disturb you while enjoying the lessons. Read the simple instructions below to
successfully enjoy the objectives of this kit. Have fun!

1. Follow carefully all the instructions indicated in every page of this kit.
2. Write on your notebook the concepts about the lessons. Remember that
writing enhances learning which is important in developing our mind.
3. If you have any questions, contact or see your teacher through
messenger or text.
4. Perform all the provided activities.
5. Enjoy studying!

K. Exercises / Activities
D.1 INTRODUCTION
c. What I need to Know
After going through with this lesson, you are expected to:
6. define cohesive device
7. distinguish which cohesive device is appropriate to use in a sentence
8. use appropriate cohesive device in a sentence, and
9. use appropriate cohesive device in data interpretation.

d.
Activity 1: Find my match!
Directions: In here, match the cohesive device according to their function above.
Write the letter of your answer.
 85

A. To signal relation in time

B. To signal similarity
C. To signal Difference
_____1. However _____4. Afterward
_____2. Presently _____5. Whereas
_____3. Likewise

D.2 DEVELOPMENT
b. What I Know?
Activity 2: Notice me!

Notice the highlighted words in the passage below and examine how they are used.
They are called cohesive devices.

Coronavirus disease (COVID-19) is an infectious disease caused by a newly discovered

corona virus. Most people infected with the COVID-19 virus will experience mild to moderate
respiratory illness. However, they may recover without requiring special treatment. On the
other hand, older people, and those with underlying medical problems like cardiovascular
disease, diabetes, chronic respiratory disease, and cancer are more likely to develop serious
illness.

The best way to prevent and slow down transmission is to be well informed about the
COVID-19 virus, the disease it causes and how it spreads. Protect yourself and others from
infection by washing your hands or using an alcohol-based rub frequently and not touching your
face.

The COVID-19 virus spreads primarily through droplets of saliva or discharge from the
nose when an infected person coughs or sneezes, so
respiratory etiquette (for example, by coughing into a flexed elbow).
 86

What are they?

Cohesive devices are like bridges between parts of your paper. They are the
cues that help the reader to interpret ideas in the way thatyou, as a writer,
want them to understand.

What do they do?

Cohesive devices help you carry over a thought from one sentence to another,
from one idea to another, or from one paragraph to another with words or
phrases. Cohesive devices link your sentences and paragraphs together
smoothly so that there are no abrupt jumps or breaks between ideas.

Why do you use them?

Cohesive words and phrases are used to link sentences and paragraphs, to show
which direction your thought patterns are going to help the reader accurately
follow your train of thought. They signal the relationships among the various
parts of your subject.

Types of Cohesive Devices

There are several types of cohesive devices and each category leads your reader to

make certain connections or assumptions about the areas you are connecting.

others make your reader compare ideas or draw conclusions from the preceding
thoughts.

To signal relation in time:

before, meanwhile, later, soon, at last, earlier, thereafter, afterward, by that time,
from then on, first, next, now, presently

To signal similarity:

likewise, similarly, once again, once more

To signal Difference:

but, yet, however, although, whereas, though, even so, nonetheless, still, on the
other

Notice the highlighted words in the passage below.

 87

D.3 ENGAGEMENT

Activity 3: Truth or Dare!

Directions: Here, you have to tell whether the statements are true or not. Write T for
True and D for not.
_______1. Cohesive words and phrases are used to link sentences and paragraphs.
_______2. Cohesive devices help you carry over a thought from one sentence to
another.
l similarity.

D.4 ASSIMILATION
a. What I have Learned?
Activity 4: The Bottom Line
Directions: Complete the statement on what the cohesive device is.
Cohesive devices are used to
___________________________________________________________________
___________________________________________________________________.

c. Assessment / What I can show

Activity 5: Fill me in!
For items: 1-3. Choose the appropriate Cohesive device to use in the
following sentence.
______1. She lost her parents due to the accident. ________ she did not lose her
hope.
A. and B. However C. or D. so
______2. Aside from working hard, she also hold on to her faith ________ she
recovered situation.
A. and B. but C. or D. so
______3. She studied her lesson very well. ________, she got high grades.
A. As a result B. although C. However D. Likewise

For numbers 4-5, refer to the pie graph below.

 88

4- showing the most and

least favorite activities in the pie graph.
_________________________________________________________________________
________________________________________________________________________
E. Reflection
Learners will write on their notebooks or journals their insights about the lesson.

I understand that _______________________________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

I realized that __________________________________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

F. References for Learners

Learning Module for English - Grade 8 p. 136-143
World Health Organization https://www.who.int/health-topics/coronavirus#tab=tab_1

G. Answer Key
Activity 1. Find my Match!
1. C
2. A
3. B
4. A
5. C

Activity 3: Truth or Dare!

1. T
2. T
3. F
4. T
5. T

b. Assessment / What I can show

Activity 5: Fill me in!
1. B
2. D
3. A
4.
5. answers may vary
 89

LEARNING ACTIVITY SHEET

ENGLISH 8
Parallel Structures
Quarter 3, Week 7 and 8

Name of Learner: _______________________________________________________

Grade Level: _______________________________________________________
Section: _______________________________________________________
Date: _______________________________________________________

L. Background Information for Learners

In grammar, parallel structure, also known as parallelism or parallel
construction, is a balance within one or more sentences of similar phrases or clauses
that have the same grammatical structure. The application of parallelism improves
writing style and readability and is thought to make sentences easier to process.

M. Learning Competency with Code

MELC 15:
Use parallel structures
Enabling Competencies:
Review subject and verb agreement
N. Directions/ Instructions
Before starting this activity sheet, I want you to set aside other tasks that will
disturb you while enjoying the lessons. Read the simple instructions below to
successfully enjoy the objectives of this kit. Have fun!

1. Follow carefully all the instructions indicated in every page of this kit.
2. Write on your notebook the concepts about the lessons. Remember that
writing enhances learning which is important in developing our mind.
3. If you have any questions, contact or see your teacher through
messenger or text.
4. Perform all the provided activities.
5. Enjoy studying!

O. Exercises / Activities
D.1 INTRODUCTION
e. What I need to Know
After going through with this lesson, you are expected to:
1. define parallel structure
 90

2. discuss the rules of parallel structure

3. use parallel structure in making a sentence.
4. show appreciation of the lesson by engaging themselves in the
activities about parallel structure

f.
Activity 1: Use all of me!
Notice the following pictures and try to use them in completing the sentence
below. The first one is done for you.

A. singing dancing acting

B. to sing to dance to act

Sentence:
A. Mona loves singing, dancing and acting.
B. Mona loves _____________, _____________ and _____________.

D. 2 DEVELOPMENT
c. What I Know?
Activity 2: Analyze Me!
Great! Now, that you are able to complete the sentences above, let us
analyze how they were formed. The sentences above are having what we call
parallel structure.
Parallel structure is a balance within one or more sentences of similar
phrases or clauses that have the same grammatical structure.

Mona loves singing, dancing and acting.

This sentence has a parallel structure because it uses all the -ing form
of the word sing, dance and act.

sentence below non-parallel.

Mona loves singing, dancing and to act.
This sentence has a non-parallel structure because it did not use the same
forms of the words all throughout the sentence.
 91

c. What is It
Activity 3: Rule me!
Now that you are already familiar with these vocabularies, let us read the story and
have a deeper understanding of it by answering the questions that follow.

Rules of Parallelism
1. Parallelism is used to balance nouns with nouns, prepositional phrases with prepositional
phrases, participles with participles, infinitives with infinitives, clauses with clauses.

2. Parallelism is used with elements joined by coordinating conjunctions.

× My mother likes cooking and to read.
My mother likes cooking and reading.

3. Parallelism is used with elements in lists or in a series.

× This task can be done individually, in pairs, or can be done in groups of four.
This task can be done individually, in pairs, or in groups of four.

4. Parallelism is used with elements being compared.

× She is mad about watching TV more than to read a book.
She is mad about watching TV more than reading a book.

5. Parallelism is used with elements joined by a linking verb or a form of be

× To learn is understanding the world.
To learn is to understand the world.

6. Parallelism is used with elements joined by linking words.

× The teacher not only wants his students to keep quiet but also to do the task.
The teacher wants his students not only to keep quiet but also to do the task.

D.3 ENGAGEMENT

Activity 4: Use these pictures forming sentences applying parallelism. Write

your answers on the blank.

1.
Adjective and noun
___________________________________________________________________
 92

2.
Infinitives
___________________________________________________________________

Based from the activities given to you, you may now give the definition of parallelism and its
importance in giving information.

Definition of Parallelism
The balance between two or more similar words, phrases or clauses is called parallelism
in grammar. Parallelism is also called parallel structure or parallel construction. Parallel
construction prevents awkwardness, promotes clarity and improves writing style and
readability.
In grammar, parallelism, also known as parallel structure or parallel construction, is a
balance within one or more sentences of similar phrases or clauses that have the same
grammatical structure. The application of parallelism improves writing style and readability
and is thought to make sentences easier to process.

D.4 ASSIMILATION
a. What I have Learned
Activity 5: Make it Parallel!
Direction: Rewrite the sentences that lack parallel structure. If the sentence
is
already parallel, label it C.
____1. This diet emphasizes fresh vegetables, whole- grain bread, and meat
that is broiled.
____2. The children need to put away their toys, and they should brush their
teeth before they go to bed.
____3. This course is designed to teach you to write a good essay and
avoiding
grammatical errors.
____4. She wore a diamond ring, a pearl necklace, and a bracelet made of
jade.
____5. Covid 19 taught me to have faith, courage and perseverance.
 93

d. Assessment / What I can show

Activity 6: Direction:
A. Which of the following paired sentences are parallel? Put a check mark
on the line.

1. ____She likes to listen to music and to read the latest novels.

____She likes listening to music and reading the latest novels.

2. ____He spent his time studying Spanish, working at the convenience store, and
jogging every afternoon.
____He spent his time studying Spanish. working at the convenience store, and
he jogged every afternoon.
3. ____The dog was excited: running, barking, and he chased after the boys.
____The dog was excited: running, barking, and chasing after the boys.
4.____The apartment was filled with old newspapers, broken bottles, and the
ashtrays were overflowing.
____The apartment was filled with old newspapers, broken bottles, and
overflowing ashtrays.
5. ____ The project she made is correct, accurate and perfect.
____ The project she made is correct, accurate and perfectly.

P. Reflection
Learners will write on their notebooks or journals their insights about the lesson.

I understand that _______________________________________________

_____________________________________________________________
_____________________________________________________________`
_____________________________________________________________
_____________________________________________________________

I realized that __________________________________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Q. References for Learners

DEPED-4A-02-RM-20-306 UPDATED
Learning exemplar 2018
 94

R. Answer Key
Activity 1
B. Mona loves to sing, to dance and to act.

Activity 4
Answers may vary

Activity 5
Answers may vary

e. Assessment / What I can show

Activity 6

1. ____She likes to listen to music and reading the latest novels.

____She likes listening to music and reading the latest novels.

2. ____He spent his time studying Spanish, working at the convenience store, and
jogging every afternoon.
____He spent his time studying Spanish. working at the convenience store, and
he jogged every afternoon.
3. ____The dog was excited: running, barking, and he chased after the boys.
____The dog was excited: running, barking, and chasing after the boys.
4.____The apartment was filled with old newspapers, broken bottles, and the
ashtrays were overflowing.
____The apartment was filled with old newspapers, broken bottles, and
overflowing ashtrays.
5. ____ The project she made is correct, accurate and perfect.
____ The project she made is correct, accurate and perfectly.

\
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Appendix D
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CURRICULUM VITAE

MA. ELENA B. LACSA

Tipaz, Sulok, San Juan Batangas

OBJECTIVES
To acquire more experiences, skills and
wisdom that I can use to fulfill my very
purpose in life which is to touch the heart of
many and to lead them in pursuing learning and
living.
TEACHING EXPERIENCES

Buhaynasapa National High School

June 6, 2017 present
Teacher I / Teacher Clerk
CONTACTS
Manuel S. Enverga University Foundation
0906 654 6626 Candelaria Inc.
16-fs-eng-297@lspu.edu.ph June 2014 May 2017

Junior High School Teacher

QUALIFICATION
(English teacher of Grade 7, 8, 9 and
Licensure Examination for Teachers 10)
Rating: 80.80 Grade 8 adviser
Attempt/s: 1 Junior adviser of the Blaze (Official
School Publication)
EDUCATION
AFFILIATIONS IN COLLEGIATE
Laguna State Polytechnic University
ORGANIZATION
Masters of Arts in Education
Major in English
English Department
Candidate for Graduation
Secretary
2013-2014
Manuel S. Enverga University
Foundation Candelaria, Inc.
CHARACTER REFERENCES
2010-2014
Bachelor of Secondary Education
Andrea H. Malapitan
Major in English
Principal III
Cum Laude
Buhaynasapa NHS
09171691269
Tipas National High School
2006 2010 Mary Jane S. Carandang
Tipaz San Juan, Batangas Principal
7th Honors MSEUF-CI
0906 374 2908
Sta. Catalina Central School
2000 2006 Ferdinand S. Paunil
Sta. Catalina, Candelaria, Quezon English Department Head 2013-2014
1st Honorable Mention MSEUF-CI