ACCEPTABILITY OF THE PREPARED IM FOR THE ISPSC-CTE LHS

SENIOR STUDENTS

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 ABSTRACT

ANDAYA, MARIA CECILIA D.; CORTEZ, RYAN A.; JAMA-ARIL,

FADZWA G.; and MONTILLA, JEL ROSE C..Bachelor in Secondary

Education, Major in English.Ilocos Sur Polytechnic State

College, College of Teacher Education, South Cluster-

Tagudin Campus, Tagudin, Ilocos Sur. “ACCEPTABILITY OF THE

PROPOSED INSTRUCTIONAL MODULE IN ENGLISH (WRITING SKILLS)

FOR FOURTH YEAR HIGH SCHOOL STUDENTS AT ISPSC-LABORATORY

HIGH SCHOOL.”

ADVISER: LITO W. BINAY-AN, MASE.

This study focused on the formulation, construction and

validation of an instructional material in teaching English

(Writing Skills) so as to help ease the declining writing

skills of the respondents. Specifically, it sought answers

to the following sub-problems. What is the level of

competence in English (writing skills) of the fourth year

high school students along the writing skills? What are the

common difficulties encountered by the said students along

writing skills? What instructional material can be proposed

to enhance the writing skills of the students? What is the

level of acceptability of the proposed instructional

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material based on the extent of evaluation done by three

(3) experienced English instructors?

A total enumeration of twenty two fourth year high school

students in ISPSC0Laboratory High School was employed and

the researchers used the self-analysis survey method in

trying to gather the data. The researchers used three (3)

experience English instructors to determine the

acceptability of the IM. Frequency count, percentage,

ranking and weighted mean were used as statistical tools in

the study.

Based on the validation/evaluation results of the proposed

module, the following were the salient findings:

1. A module in English Language (Writing Skills) had been

made or developed.

2. The ranks of the seven components used as bases in the

assessment of the module is as follows: the first among the

components was adaptability/functionality with a weighted

mean of 4, second was contents with a weighted mean of

3.92, third was relevance with a weighted mean of 3.78,

fourth was feedback and the comprehensiveness of questions

with a weighted mean of 3.67, fifth was grammatical

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structure with a weighted mean of 3.33 and the sixth was

summative with a weighted mean of 3.22.

3. He extent of acceptability of the proposed module as

evaluated by three (3) validators had revealed the

following results: as to contents, the average mean value

was 3. 92 with a descriptive rating of much acceptable; as

to grammatical structure it had an average mean value of 3.

33 with a descriptive rating of acceptable; as to summative

tests the average mean value was 3. 22 with a descriptive

rating of acceptable; as to feedback the average mean value

was 3. 67 equivalent to a descriptive rating of much

acceptable; as to comprehensiveness the average mean value

was 3. 67 with a corresponding descriptive rating of much

acceptable; as to its relevance it had an average mean of

3. 78 with much acceptable rating; for its functionality or

adaptability, the average mean value was 4. 00 with a

descriptive rating of much acceptable.

On the bases of the above findings the following

conclusions were drawn:

1. The module in English language, particularly in writing

is needed to help the users enhance and improve their

writing skills.

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2. The proposed module in English language on the area of

writing was much acceptable and ready for use by the fourth

year high school students of Ilocos Sur Polytechnic State

College-Laboratory High School, Tagudin, Ilocos Sur and;

3. The proposed module was made to supplement the needs of

the fourth year high school students of Ilocos Sur

Polytechnic State College-Laboratory High School, Tagudin,

Ilocos Sur

In order that the proposed module in English Language

(writing) the fourth year high school students of ISPCS-

LHS, Tagudin, Ilocos Sur to be fully functional or to serve

its intended purpose, the following are

suggested/recommended:

1. There should be continuous, constant or regular use of

the module in all English classes where relevant, to

maintain the level of assistance to students.

2. Similar studies must be conducted regularly to check on

the status of the effect of the module to the students.

3. Infusion of contemporary related topics/new evolving

topics into the module; and

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4. Construction of similar modules in English Language

(writing) should also encourage enhancing totally the

writing skills of the students.

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 CHAPTER I

THE PROBLEM

INTRODUCTION:

The development of the 3 R’s in every student is one

of the major functions of education. Reading, writing, and

arithmetic go hand in hand. It is expected that these three

must be strengthened. How can these three basic skills be

achieved if they are not given due consideration? The

teacher has a great responsibility in developing the

student not only in reading and arithmetic but also to

write. Composition writing does not only deal with words,

phrases but also a wider range composition. If the student

gained the proper knowledge, skill and behavior as well as

proper guidance and direction in his writing prowess, then

it will be easy for him to put into writing whatever is

asked of him and what is expected of him. If a student

fails to write even a simple sentence at his own phase,

then it is said as he failed in one aspect of learning.

Writing is the medium used by men and women in the

field of journalism. It is writing that brings the student

to the different parts of his environment, the country and

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of the world because of written books, magazines,

newspaper, and other written instructional materials.

Although writing is considered as the last to be

developed in a student’s language compared to listening,

speaking and reading, it does not mean that is should be

given last preference but rather develop as soon as the

student has successfully organized or has shown progress in

the first three phases.

The teacher who is in direct contact of each student

in the classroom deals with him and for him and plans of an

appropriate intervention that will be of great help in the

improvement of his writing skills.

PROBLEM IDENTIFICATION

It has been observed by the researchers that some

students of IV-Eagle in ISPSC-Laboratory High School,

Tagudin, Ilocos Sur have difficulties in spelling words,

capitalizing, punctuating sentences, indenting a new

paragraph, observing margin and organizing related

sentences to form a paragraph.

With this observation, the researchers considered the

following probable causes:

1. Lack of interest in writing

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 2. Lack of concentration and attention

3. Lack of practice

4. Low comprehension ability

5. Limited vocabulary

6. Poor study habits and styles

7. Lack of parental guidance

8. Lack of reading/writing materials

Given the probable causes, the researchers believed that

any of the following alternative courses of action can be

done.

1. Writing interest and practice should be improved by

giving more writing exercises like dictation, taking

notes, word puzzle and spelling contest.

2. Lack of concentration can be remedied by providing

varied writing activities.

3. Lack of writing material can be remedied by

encouraging the students to make a business letter

and their biographical sketches.

4. Self-learning and self expression can be possible

with the use of business letter and biographical

sketch.

With the desire of the researchers to improve the

composition writing ability of the IV-Eagle students, they

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thought of other alternatives, like business letter and

biographical sketch with the belief that self-learning and

self-expression can be more challenging. Moreover, the said

alternative can develop the learners to become self-

directed and being led to a better pattern in life.

STATEMENT OF THE PROBLEM

The study aimed to propose an instructional material in

English (Writing) for senior high school students of Ilocos

Sur Polytechnic State College-Laboratory High School,

Tagudin, Ilocos Sur. School Year 2012-2013.

Specifically, it sought answers to the following sub-

problems.

1. What is the level of competence in English (writing

skills) of the fourth year high school students along

the writing skills?

2. What are the common difficulties encountered by the

said students along writing skills?

3. What instructional material can be proposed to enhance

the writing skills of the students?

4. What is the level of acceptability of the proposed

instructional material based on the extent of

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 evaluation done by three (3) experienced English

instructors?

BASIC ASSUMPTIONS

The researchers were guided by the following basic

assumptions.

1. There are common difficulties encountered by the

fourth year high school students of ISPSC-Laboratory

High School along writing skills.

2. An instructional material in English (Writing Skills)

for fourth year high school students can enhance their

performance.

3. The proposed instructional material in English

(Writing Skills) is much acceptable based on the

evaluation of three (3) experienced English

instructors.

SIGNIFICANCE OF THE STUDY

The results of this action research as an insight to

the concerned teachers for this provided new directions for

the enhancement of teaching English (Writing Skills) in the

secondary level. The following components of the society

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are benefited in this study.

STUDENTS. The main recipients of this study are the fourth

year high school students of Ilocos Sur Polytechnic State

College-Laboratory High School where this will be used. It

is perceived and hoped that they will have better

opportunities in learning English (writing skills) than

ever because the designed IM and presented exercises for

mastery.

TEACHERS. They will be eased in their teaching preparation

because this IM will surely be of great help since it

contains varied exercises where the teachers can give so

that their students can enhance their writing skills and

competencies.

RESEARCHERS. The researchers are likewise benefited since

this could help them in their prospected profession for

them to improve teaching the writing skills for their

future students.

FUTURE RESEARCHERS. For competency. This study may serve as

an encouragement and benchmark to other future researchers

intending to formulate IM for the improvement of the

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teaching-learning process.

DEFINITION OF TERMS

To establish better understanding and clarity, the

researchers defined the following terms:

Content: That which is contained or the subject matter.

Capitalize: It is to begin with capital letters/

capitalization

Indention: It is to set in the first margin, as the first

line of the paragraph/ indent the first line of the

paragraph.

Margin: It is a part of a page around the body of written

text.

Mechanics: The totality of the written composition.

Organization: Arrangement of the related parts into unified

whole.

Organized: It is to arrange systematically in order.

Outline: Rough draft showing the main features of a

selection or lesson.

Composition: It is distinct part or sections of a written

discourse begun on anew and usually indented line and

generally containing unified statement of a particular

point.

Punctuate: It is to put the correct punctuation mark.

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Spelling: It is the way words are spelled.

Writing: Tracing or inscribing (letters, words, symbols) on

a surface with pen.

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 CHAPTER 2

REVIEW OF LITERATURE

This chapter presents the readings of the researchers

which deemed relevant in the progress of the study.

HISTORY OF WRITING

Early writing included marks used for counting and

pictures representing situations and objects. Pictures

developed into ideographs, symbolic representations of

ideas rather than of speech. The more advanced and abstract

logographs, which represent actual elements of speech, were

first developed by the Sumerians c. 3500 B.C. The Sumerians

also began to develop phonetic representations, or

syllabograms. While this cuneiform writing of the Sumerians

spread through the Middle East, the Egyptians developed the

hieroglyphics. The complex Chinese system of writing

developed c. 1500 B.C. Further developments led to the

Phoenician alphabet, representing consonants, the Greek

alphabet, representing consonants and vowels and the

Japanese alphabet, representing consonant-vowel

combinations.

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Writing

-Productive skill in language which requires the use

of language symbols to express needs and feelings. It is

governed by rules of semantics and syntax. This skill is

expected to achieve a communicative understanding, common

knowledge and shared expectations.

Factors That Make Writing More Difficult:

1. Psychological factor

a. Writing is a solitary act.

b. Writing requires a sustained act of imagination

c. The writers’ task are more complicated

2. Linguistic factors

a. Written statements must be carefully, concisely

and coherently constructed.

b. Writing employs longer structures.

c. The writer composes a statement, expands it,

illustrates and explains it.

3. Cognitive factors

a. Writing is learned through formal situation.

b. Writing requires mental effort.

General View of Writing

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  Writing as an act of communication.

-good writers consider two things before putting

anything on a paper which are:

a.i. Purpose- refers to the “why of writing”

(Why am I writing this?)

a.ii. Audience- refers to the “who of

writing” (Who am I writing for or who is

going to read this?)

 Writers compose to narrate an event or experiences, to

describe a thing, person or event, to ask for advice,

to make an announcement, to complain, to give

suggestions, etc. The reader of such piece may be a

friend, a relative, and others.

Specific View of writing

 Writing as a product

o Writing is viewed as a product when teacher

is interested only in what the students can

produce or show as the end result of the

writing activity, does ery little to help

them create a piece of writing, and focuses

on the use of the language.

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  Writing as a process

o Writing is considered as a process when the

teacher sees to it that students go through

several stages in producing a piece of

writing.

Process Approach to Writing

The product to writing is linear and the process

approach to writing is recursive.

3 Basic Features of Process Approach

1. Non-linear- means that the steps need not to be

followed in the same sequence.

2. Recursive- means that it is repetitive.

3. Generative- means that it involves several steps or

stages.

Paragraphs

A paragraph is a composition in miniature. Like a

composition, a paragraph has a main idea, a plan of

organization, and artistic or aesthetic effect on the

reader. In studying paragraph, therefore, you will learn

much about the craft of writing. Many strategies of

paragraphing can be applied to the whole composition.

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 The signal used to indicate a paragraph is

indention; consequently, we can think of paragraphing

as a form of punctuation. In narration, the paragraph

unit is an incident or the speech of a character; in

description, it may be a picture; in exposition and

argumentation, the paragraph unit is a segment of

thought. If you have stopped to analyze your thought

process in writing a theme, you will realize that they

do not come to you in an orderly arrangement; they

first come to you in chaotic manner. Order comes only

after you have organized your presentation into

thought units.

Traditionally, we think of developing a thought

into a paragraph; but actually, a thought may be

developed in a sentence or a paragraph or in several

paragraphs.

A general idea composed of several subordinate

ideas may be stated in the first paragraph; the first

subtopic may be stated in the same paragraph; other

subtopics may be developed in subsequent paragraphs.

Paragraphing is a utilization device in writing.

It seeks to make written communication more accurate

and clear. It serves this purpose by breaking up the

monotonous solidity of the printed page, by resting

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 the eyes and by indicating the end and beginning of

though units.

Five steps to Paragraph Development

1. Controlling idea- Paragraph development begins with the

formulation of the controlling idea. This idea directs the

paragraph's development. Often, the controlling idea of a

paragraph will appear in the form of a topic sentence. A

topic sentence announces and controls the content of a

paragraph (Rosen and Behrens 122). Topic sentences can

occur at four major points in a paragraph: the beginning of

the paragraph, the middle of the paragraph, the end of the

paragraph, or at both the beginning and the end of the

paragraph.

2. Explanation of controlling idea-Paragraph development

continues with an expression of the rationale or the

explanation that the writer gives for how the reader should

interpret the information presented in the idea statement

or topic sentence of the paragraph. Here's the sentence

that would follow the controlling idea about homework

deadlines:

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3. Example - Paragraph development progresses with the

expression of some type of support or evidence for the idea

and the explanation that came before it.

4. Explanation (of example) - The next movement in

paragraph development is an explanation of each example and

its relevance to the topic sentence and rationale given at

the beginning of the paragraph. This pattern continues

until all points/examples that the reader deems necessary

have been made and explained. NONE of your examples should

be left unexplained; the relationship between the example

and the idea should always be expressed.

5. Completion of Paragraph's idea or transition into next

paragraph-The final movement in paragraph development

involves tying up the loose ends of the paragraph--and

reminding the reader of the relevance of the information in

this paragraph to the main or controlling idea of the

paper. You might feel more comfortable, however, simply

transitioning your reader to the next development in the

next paragraph.

Paragraph Writing

A paragraph is a group of closely related sentences which

deal with and develop one idea. The first sentence of a

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paragraph usually introduces the idea; its called the

topic sentence. All writing of any length is as you know,

divided into paragraphs and the first line of a new

paragraph is indented.

Although, typically, paragraphs contain three to five

sentences, some are much longer and some shorter. In fact,

it’s possible for a paragraph to contain only one sentence.

The length, though usually depends upon what one is

writing; for example, the standard paragraph is generally

longer in a book than in a news article, essay, or student

paper; and in story dialogue, paragraphs are oftentimes

extremely short.

ORGANIZATION OF THE PARAGRAPH

Unity: It means that all the sentences refer to the main

idea, or the topic of the paragraph. In a unified paragraph,

we expect all the sentences to be about the main idea of

the paragraph. The main idea in this paragraph is "the

description of your house."If we examine the paragraph, we

see that some sentences do not describe the house, such as:

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  In weekdays I arrive home at five o'clock and I

have lunch.

 Then I do my homework and go to bed.

 I had a computer but now it doesn't work.

Coherence: It means that the sentences should be organized

in a logical manner and should follow a definite plan of

development.

Emphasis: Means “force” or “stress.” You may have a fairly

well organized, coherent, unified paragraph that is lacking

in emphasis. The main idea of the paragraph must be

stressed in.

Outlining

An outline presents a picture of the main ideas and

the subsidiary ideas of any subject. Some typical uses of

outlining are: a class reading assignment, an essay, a

term paper, a book review or a speech. For any of these,

an outline will show a basic overview and important

details.

Some professors will require an outline in sentence

form, or require the main points to be in chronological

order, or have other specific requirements. A student’s

first responsibility, of course, is to follow the

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 requirements of the particular assignment. What follows

illustrates only the basics of outlining. The library

presents it as a quick reminder because students often

ask about outlining, and the information is not easy to

find quickly in various reference books.

BASIC OUTLINE FORM

Below is a synopsis of the outline form. The main

ideas take roman numerals. Sub-points under each main idea

take capital letters and are indented. Sub-points under the

capital letters, if any, take italic numbers and are

further indented.

I. MAIN IDEA

A. Subsidiary idea or supporting idea to I

B. Subsidiary idea or supporting idea to I

1. Subsidiary idea to B

2. Subsidiary idea to B

a) Subsidiary idea to 2

b) Subsidiary idea to 2

II. MAIN IDEA

A. Subsidiary or supporting idea to II

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 B. Subsidiary idea to II

C. Subsidiary idea to II

III. MAIN IDEA

It is up to the writer to decide on how many main

ideas and supporting ideas adequately describe the

subject. However, if there is a I in the outline, there

has to be a II; if there is an A, there has to be a B; if

there is a 1, there has to be a 2, and so forth.

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 CHAPTER 3

EXPERIMENTATION AND ACTION

This chapter presents a discussion of the researchers’

design, sources of data, research instrument, data

gathering procedure and statistical tool used in the study.

Research Design

This action research made use of the self

assessment survey questionnaire to determine in which

writing micro skill the IV year high school students of

Ilocos Sur Polytechnic State College-Laboratory High

School, Tagudin Campus. The assessment done was the basis

of the researchers in coming up with their instructional

material.

Sources of Data

The respondents of this action research are the IV

year high school students of Ilocos Sur Polytechnic State

College-Laboratory High School, Tagudin Campus for the

school year 2012-2013. Total enumeration of 22 students

served as respondents.

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POPULATION OF THE STUDY

To achieve credible and reliable assessment for the

proposed module, the respondents chosen as validators were

three (3) experienced English instructors of Ilocos Sur

Polytechnic State College, South Cluster Tagudin Campus,

Tagudin, Ilocos Sur.

Research Instrument

The researchers made use of a self assessment survey

questionnaire, adapted from a previous study to determine

their weaknesses among the micro skills of writing. After

confirming their weaknesses as based on actual observation

and the assessment, the researchers began preparing their

instructional material.

An instrument of acceptability was given to teachers

teaching English to access the validity of the proposed

module.

The instrument used was a questionnaire together with

the proposed module. This questionnaire (Appendix A)

contains assessment and evaluation questions focusing on

seven components used in the assessment/evaluation of the

proposed module namely; contents, grammatical structure,

summative tests/exercises, feedback, comprehensiveness of

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the summative test, relevance and

adaptability/functionality.

Data Gathering

The needs assessment survey questionnaire served as

the data gathering tool. The needs assessment survey

questionnaire was administered last July 19, 2012; the

students were given ample time to assess their writing

skills. The questionnaires were tallied, tabulated and

analyzed to determine their competencies and weakness of

the achievement of the students in writing skills.

Statistical Treatment

The mean determined the competencies and weaknesses of

the students through the use of the needs assessment survey

questionnaire.

∑x
M=
N

Where:

M= mean

∑x= sum of all the scores

N= number of students

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 The following presents the data categorization in

numerical description form to interpret the result of the

needs assessment survey questionnaire.

Scale Statistical Range Description

5 4.50-5.0 Very Competent

4 3.50-4.49 Competent

3 2.50-3.49 Moderately Competent

2 1.50-2.49 Satisfactorily Competent

1 1.0-1.49 Not Competent

To determine the problem/s or weakness/es, the

researchers had set on arbitrary scale that a mean of 3.49

below are problems while those with 3.50 above are

strengths or not problems.

To establish the content validity of the prepared

Instructional Material, the following scale was used:

Scale Statistical Range Descriptive Rating

5 4.21-5.00 Very Much Acceptable (VMA)

4 3.41-4.20 Much Acceptable (MA)

3 2.61-3.40 Acceptable (A)

2 1.81-2.60 Fairly Acceptable (FA)

1 1.00-1.80 Not Acceptable (NA)

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 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results of the validation of

the proposed module in English (Writing Skills) for Fourth

Year High School Students of Ilocos Sur Polytechnic State

College-Laboratory High School, Tagudin, Ilocos Sur.

Validators were three (3) experienced English teachers.

The said module focuses on Language Skills

particularly on the writing skills. It consists of six (6)

chapters--Chapter I: All about Writing, Chapter I: The

whole compositions, Chapter III: The Narrative Composition,

Chapter IV: The Descriptive Composition, Chapter V: The

Argumentation and Chapter VI: the business letter.

At the end of each chapter are suggestions and

exercises for writing to check/assess students’

performance.

Values in the findings were derived using the weighted

arithmetic mean. The rank was based on the computed mean

values and represents the level of the computed weighted

mean.

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 Tables presented show the results of the mean as the

basis in preparation and the validation of the proposed

instructional module in the determination analysis of its

implications.

Table 1 exhibits the level of competence and mastery

in English (Writing Skills) of the twenty two fourth year

high school students of Ilocos Sur Polytechnic State

College- Laboratory High School, Tagudin, Ilocos Sur.

School Year 2012-2013.

DESCRIPTIVR
MEAN
MICROSKILL IN WRITING EQUIVALENT RANK
VALUE
RATING
1. Fill up forms such as 4.05 Competent 7
requisition slips, personal
data sheer,etc.
2. Take down notes from 3.95 Competent 6
speeches.
3. Prepare an outline of a 4.18 Competent 10
report.
4. Develop a given topic 3.90 Competent 5
sentence with proper ideas.
5. Prepare the minutes of the 3.90 Competent 5
meeting.
6. Write business letters. 3.28 Moderately 1
Competent
7. Write a composition similar 3.86 Competent 4
to a given model.
8. Transfer linear information 3.86 Competent 4
like charts, figures, maps
in paragraph form.
9. Compose an essay or other 4.09 Competent 8
forms by using the
appropriate its connecting
words.
10. Organize ideas in 3.59 Competent 3
their logical sequence.

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 11. Develop paragraphs 3.45 Moderately 2
such as description, Competent
narration, exposition,
illustration and example.
12. Write summaries of 4.09 Competent 8
reports, speeches or
relevant topics discussed.
13. Write compositions 3.95 Competent 6
basing on purpose, to
express one, convey
information, to persuade,
to entertain oneself on
one’s reader.
14. Write creatively 4.14 Competent 9
poems, stories, scripts,
speeches, text messages, e-
mail chats etc.
15. Begin and end 3.86 Competent 4
composition by using
different styles.
16. Take down notes from 4.23 Competent 11
lectures.
17. Take down directions 4.05 Competent 7
accurately.
18. Prepare minutes from 3.86 Competent 4
meeting.
19. Write summaries of 4.05 Competent 7
reports.
20. Write composition 3.95 Competent 6
similar to a given model.

Tables 2A-2G show the results of validation of the

proposed module as to the extent of acceptability in the

seven (7) components namely, content, grammatical

structure, summative test, feedback, comprehensiveness of

the test, relevance and adaptability/functionality

respectively.

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 The area considered in the validation of the proposed

module is shown on with its components.

AREA COMPONENTS

1. Extent of a. Content

Acceptability of b. Grammatical Structure

the proposed module c. Summative Test

d. Feedback

e. Comprehensiveness of tests

f. Relevance

g. Adaptability/Functionality

Table 3 presents the overall result of the validation

of the proposed module.

Extent of Acceptability of the Module as To Contents.

Table 2A shows the results of the validation of the

content of the proposed module as to the extent of

acceptability in terms of its contents. The content of the

proposed module had a descriptive rating of 3.63-“much

acceptable” as to its being up to date. Thus the proposed

module on writing skills as to its contents met with the

contemporary requirements or jibed with time. Likewise, its

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contents were updated which implies appropriateness and

being breast of development.

The descriptive rating of accuracy was 3.67. Accuracy

is correctness. So, the content of the proposed module was

much acceptable in terms of correctness.

Relevance on the other hand, means that the content

o9f the proposed module was suited for the respondents. It

met their requirements and needs for the content of the

module as to relevance to its beneficiaries, was much

acceptable.

The area on suitability and appropriateness of the

contents of the module for its clientele was very much

acceptable. It implies that the lessons and exercises

contained in the said module at for with the level of

intelligence and intellectual ability of the students who

will be using it. Further, it signifies effectively and

appropriateness.

Thus, the contents of the proposed module were much

acceptable which makes it more effective and efficient for

use by the target clientele.

The average mean in this area--content is 3.92

equivalent to descriptive rating of much acceptable

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applying that the content of the module was up-to-date,

accurate, relevant to its users and suitable and

appropriate for them.

Table 2A: Extent of Acceptability of the Proposed

Module In Terms Of Contents

Items Validators Weighted Rank Descriptive

mean equivalent

A. CONTENT 1 2 3

1. The content is 4 3 3 3.67 3 Much

up to date. Acceptable
2. The content is 4 3 3 3.67 3 Much
accurate. Acceptable
3. Content is Much
relevant to 5 3 4 4 2 Acceptable
students.
4. The content is Very Much
suitable and Acceptable
appropriate for 5 4 4 4.33 1
fourth year
secondary
students
SUBMEAN 3.92 Much
Acceptable

Extent of Acceptability of the module as to Grammatical

Structure

The extent of acceptability of the proposed module in

terms of grammatical structure is shown in table 2B.

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 Grammar in English is very important for it spells

correctness in the usage of the language, better usage of

the language, better understanding on the users and

readers, clearer meaning of sentence, or paragraphs and

orderly arrangement of the parts of speech.

The concepts/principles in the study of writing skills

were constructed with grammatical correctness which will

contribute to better and clearer understanding of the

proposed module to the users as it had acceptable rating

from the validators.

The choice and appropriate use of words used in the

module were acceptable as per validation. It implies that

the words used were appropriate for users based on the

level of their intelligence.

The grammatical structure of the proposed module in

the area of mechanics was acceptable that the correct

mechanics-format, spacing, and other principles in writing

and construction were adhered to by the proponents.

The component on grammatical structure had an average

mean of 3.33 equivalent to a descriptive rating of

acceptable. This implies that the proposed module as to its

grammatical structure in terms of the presentation of

36
concepts and principles were grammatically correct, that

the words used were appropriate and it followed the

mechanics in writing.

Table 2B. Extent of Acceptability of the Module as To

Grammatical Structure

Items Validators Weighted Rank Descriptive

mean equivalent
B. GRAMMATICAL 1 2 3
STRUCTURE
1. The presentations Acceptable
of
concepts/principle 4 3 3 3.33 1
s are
grammatically
correct.
2. Choice and Acceptable
appropriate use of 4 3 3 3.33 1
words.
3. Follows mechanics 4 3 3 3.33 1 Acceptable
in writing.
SUBMEAN 3.33 Acceptable

Level of Acceptability of the Module as To Summative Test

Table 2C presents the extent of acceptability of the

proposed module in terms of summative test. Summative test

measure how well the student users of the module grasped

the lesson.

37
 On the part of the module affectivity, it tells how

well the lesson was presented and exhibits a way of

evaluating how well the students understood the lessons.

The summative tests contained in the proposed module

were well illustrated, acceptable. It means that

illustrations used helped in emphasizing points in

providing a better understanding on the lessons.

The volume or the numbers of the summative tests given

in the proposed module were acceptable. It was enough to

cover all parts/ aspects of the lessons. It was, in other

words complete and sufficient to aid student-users to

understand the topics given.

The presentation of the summative tests started from

simple to complex-acceptable. Or tests started from easy to

difficult. This arrangement aids students to condition

their minds and develop critical thinking and orderly

analysis.

Overall, it had descriptive rating of 3.33 signifying

it was acceptable in terms of summative tests given.

38
Table 2C. Extent of Acceptability of the Proposed Module In

Terms Summative Test

Items Validators Weighted Rank Descriptive

mean equivalent
C. SUMMATIVE 1 2 3

1. Summative tests Acceptable

3 3 3 3 2
are well-
illustrated.
2. Summative tests Acceptable
are enough to 3 4 3 3.33 1
understand
3. Summative tests Acceptable
start from 3 3 4 3.33 1
simple to
complex.
SUBMEAN 3.22 Acceptable

Level of Acceptability of the Module as To Feedback

Table 2D shows the extent of acceptability of the

proposed module in terms of feedback.

The summative tests were representatives of the lesson

proper-much acceptable. Per evaluation of the validators,

test in the module covered all areas or items and its

feedback covered all lessons in the module.

The tests items in the module met with objectives of

the lesson-which the test items were made considering the

objectives. Further, with a descriptive rating of

39
acceptable, it means that the test items given were in

consonance with objectives.

The vocabulary or choices of used in the module were

at level with understanding ability of the fourth year high

school students. This would make the module more effective

since understanding con tributes a lot to learning and

improvement of knowledge.

Senior high school students, in terms of capacity,

have not yet reached their fullest potentials, in fact,

they are still on the first step of a new ladder of their

lives-thus they need words, lessons and test items suited

to their capacity. The module in its test items have been

evaluated as much acceptable-that the items contained in

the tests met or were within the capacity of the students.

Table 2D. Extent of Acceptability of the Proposed Module in

Terms Feedback.

Items Validators Weighted Rank Descriptive

mean equivalent

D. FEEDBACK(Questions) 1 2 3

1. Are the test items Much

representatives of 4 3 4 3.67 2 Acceptable
the lesson proper?
2. Are the test items 4 3 3 3.33 3 Acceptable
representatives of

40
 the objectives of
the lesson?
3. Are the test items Much
suited for the Acceptable
vocabulary of the 4 4 4 4 1
fourth year high
school students?
4. Are the test items Much
suited for the Acceptable
capacity of the 3 4 4 3.67 2
fourth year high
school students?
SUBMEAN 3.67 Much
Acceptable

Level of Acceptability of the Module as to Comprehensions

Table 2E shows the assessment of the contents of the

Module as basis of its extent of acceptability in terms of

comprehensiveness.

Comprehensiveness means that the test items covered

all areas/aspects of the lessons/topics. Comprehensiveness

means completeness.

The aim of the module is to cover all important

topics. The objectives were made considering the salient

points of every topic. Likewise, topics met with the

objectives.

Also, the objectives of the proposed module were made

taking into account not only the intellectual abilities of

41
the students but their affective and psychomotor domains as

well.

The module was complete, much acceptable. Thus, the

module per evaluation was enough to respond to the needs of

the users.

The activities contained in the module were formulated

to respond to the needs of the users. Activities addressed

the knowledge requirement of the users and were highly

acceptable by expert validators with a descriptive rating

of much acceptable.

This components on feedback or the tests contained to

assess or evaluate the "grasp" and retention skills of the

students had an average mean 3.67 corresponding to a

descriptive rating much acceptable which implies that the

tests in the module met with this requirement.

TABLE 2E. Extent of Acceptability of the Proposed Module in

Terms of Comprehensiveness.

Items Validators Weighted Rank Descriptive

mean equivalent
E. COMPREHENSIVENESS 1 2 3
OF QUESTIONS
1. The objectives Much
of the module 4 4 3 3.67 2 Acceptable
cover all the
important

42
 topics.

2. The objectives Acceptable

cover
cognitive- 4 4 2 3.33 3
psychomotor
domains of
learning.
3. The module is Much
complete and 4 4 3 3.67 2 Acceptable
understandable
.
4. The module Much
contains the Acceptable
activities
necessary to 5 4 3 4.00 1
develop the
desired
knowledge
among students
SUBMEAN 3.67 Much
Acceptable

Level of Acceptability of the Module as to Relevance

Table 2F presents the assessment of the contents of

the module as basis of its extent of acceptability in terms

of relevance.

The objectives of the proposed module on developing

the writing skills were aimed towards knowledge acquisition

for its target users. Per validation results, this area had

a descriptive rating of acceptable which implies that the

module objectives served its purpose of knowledge

attainment.

43
 The average mean of this area on relevance was 4

corresponding to a descriptive rating of much acceptable.

This result meant that the contents of the module were all

related and needed by the proposed users.

Level of Acceptability of the Module as to

Adaptability/Functionality

The following table, Table 2G, exhibits the assessment

of the contents of the module as basis of its extent of

acceptability in terms of adaptability/functionality.

The topics embodied in the proposed module were at

level with the intellectual ability of the fourth year high

school students-- that the lessons, vocabulary and

grammatical structure and usage were understood by the

users and the mode of instruction used will likewise

contribute to better comprehension.

Summative tests in the module were taking into account

the level of understanding of the fourth year high school

students. Likewise, the students’ different levels of pace

of understanding and levels of intelligence were considered

in the formulation of summative tests to cater better to

the needs of the users.

44
 This component on adaptability/functionality of the

proposed module had an average mean of 4 with an equivalent

descriptive rating of much acceptable which guarantees that

the module will be functional for its users.

Table 2F. Assessment of the Contents of the Module as Basis

of Its Extent of Acceptability in Terms of Relevance

Items Validators Weighted Rank Descriptive

mean equivalent
F. RELEVANCE 1 2 3

1. The module has Acceptable

direct objective
3 3 4 3.33 2
towards the
acquisition of
knowledge.
2. All the topics Much
are important to Acceptable
the fourth year 4 4 4 4 1
high school
students.
3. The test items Much
contribute to the Acceptable
enhancement of 4 4 4 4 1
the teaching-
learning process.
SUBMEAN 3.78 Much
Acceptable

45
Table 2G. Assessment of the Contents of the Module as Basis

of Its Extent of Acceptability in Terms of

Adaptability/Functionality.

Items Validators Weighted Rank Descriptive

mean equivalent
G. ADAPTABILITY/ 1 2 3
FUNCTIONALITY
1. The topics are Much
suited to the Acceptable
fourth year high
4 4 4 4 1
school students’
abilities and
level of
instruction.
2. The tests are Much
suited to level 4 4 4 4 1 Acceptable
of understanding
of the students.
SUBMEAN 4 Much
Acceptable

Summary of the level of acceptability of the Module

Table 3 shows the summary of assessment of the

proposed module in its two areas with their respective

components.

It shows that in both areas of assessments-extent of

acceptability, had an average mean of 3.66 having a

descriptive rating of much acceptable. These results

concluded the high degree of acceptability of the proposed

module for use by the fourth year high school students of

46
ISPSC-Laboratory High School, Tagudin, Ilocos Sur. It

further implied the affectivity and efficiency of this

module.

Table 3. Summary Table on the Results of the Content

Validation

AREAS SUB- DESCRIPTION RANK

MEAN

A. Contents 3.92 Much 2

Acceptable
B. Grammatical Structure 3.33 Acceptable 5

C. Summative 3.22 Acceptable 6

D. Feedback (Questions) 3.67 Much 4

Acceptable
E. Comprehensiveness of 3.67 Much 4
Questions Acceptable
F. Relevance 3.78 Much 3
Acceptable
G. Adaptability/ 4 Much 1
Functionality Acceptable
OVERALL MEAN 3.66 Much
Acceptable

Table 3 clearly shows the summary of the content

evaluation of the prepared module in English. There were

seven (7) areas considered in the said evaluation namely

contents, grammatical structure, summative, feedback

(questions), and comprehensiveness of questions, relevance

and adaptability/functionality. In the area of Summative

47
has an average mean of 3. 22 fared as the lowest while

Adaptability/functionality is the highest with an average

mean of 4.00 with a corresponding descriptive rating of

much acceptable.

48
 CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, significant

findings, conclusions drawn and proposed recommendations on

the basis of the findings obtained in the study.

The major goal or primary objective of the study is to

propose a module in English, particularly on the area of

developing writing skills of the fourth year high school

students of ISPSC-LHS, Tagudin, Ilocos Sur, School Year

2012-2013. The proposed module was then evaluated and

validated by the three (3) English instructors on the

following points:

1. What is the extent of acceptability of the module to be

proposed as evaluated by selected experienced English

instructors in terms of:

a. Content

b. Grammatical Structure

c. Summative Tests

d. Feedback

e. Comprehensiveness

49
f. Relevance

g. Adaptability/Functionality

Findings:

Based on the validation/evaluation results of the proposed

module, the following were the salient findings:

1. A module in English Language (Writing Skills) had been

made or developed.

2. The ranks of the seven components used as bases in the

assessment of the module is as follows: the first

among the components was adaptability/functionality

with a weighted mean of 4, second was contents with a

weighted mean of 3.92, third was relevance with a

weighted mean of 3.78, fourth was feedback and the

comprehensiveness of questions with a weighted mean of

3.67, fifth was grammatical structure with a weighted

mean of 3.33 and the sixth was summative with a

weighted mean of 3.22.

3. He extent of acceptability of the proposed module as

evaluated by three (3) validators had revealed the

following results: as to contents, the average mean

value was 3. 92 with a descriptive rating of much

acceptable; as to grammatical structure it had an

50
average mean value of 3. 33 with a descriptive rating

of acceptable; as to summative tests the average mean

value was 3. 22 with a descriptive rating of

acceptable; as to feedback the average mean value was

3. 67 equivalent to a descriptive rating of much

acceptable; as to comprehensiveness the average mean

value was 3. 67 with a corresponding descriptive

rating of much acceptable; as to its relevance it had

an average mean of 3. 78 with much acceptable rating;

for its functionality or adaptability, the average

mean value was 4. 00 with a descriptive rating of much

acceptable.

CONCLUSIONS:

On the bases of the above findings the following

conclusions were drawn:

1. The module in English language, particularly in

writing is needed to help the users enhance and

improve their writing skills.

2. The proposed module in English language on the area

of writing was much acceptable and ready for use by

the fourth year high school students of Ilocos Sur

Polytechnic State College-Laboratory High School,

Tagudin, Ilocos Sur and;

51
 3. The proposed module was made to supplement the

needs of the fourth year high school students of

Ilocos Sur Polytechnic State College-Laboratory High

School, Tagudin, Ilocos Sur

Recommendations:

In order that the proposed module in English Language

(writing) the fourth year high school students of ISPCS-

LHS, Tagudin, Ilocos Sur to be fully functional or to serve

its intended purpose, the following are

suggested/recommended:

1. There should be continuous, constant or regular use of

the module in all English classes where relevant, to

maintain the level of assistance to students.

2. Similar studies must be conducted regularly to check on

the status of the effect of the module to the students.

3. Infusion of contemporary related topics/new evolving

topics into the module; and

4. Construction of similar modules in English Language

(writing) should also encourage enhancing totally the

writing skills of the students.

THE VALIDATORS

52
IMELDA N. BINAY-AN,PH.D.

Asst. professor III

FEMARIE M. CAPISTRANO, MALL

Instructor III

LEO M. BALALA, MALT

Instructor I

53
54
 BIBLIOGRAPHY

BOOKS

Ardales, Venancio V. Teaching Models, Strategies and

Skills: A guide to Effective-Efficient Teaching, Manila:

Rex Printing Press, 1997.

Cruz, Isagani A. and Camilo D. Quiason, Fundamental of

English Grammar, Quezon City: Rex Printing Press, 2001

Flores Carmelita and Evelyn Lopez. Effective Speech

Communication, Mandaluyong City: National Bookstore, 1998

Garo Candelaria, Theories and Principles of Educational

Technology, Quezon City: National Bookstore, 2008

Ornstein, Allan C. Developing Proficiency in Secondary,

Quezon City: JMC Press Inc. 1985

INTERNET

Unity,Coherence,Emphasis and Topic Sentence in the

Paragraph (http://writing.wikinut.com/) Date Access: July

20, 2012

History of Writing (http://www.historian.net/hxwrite.htm)

Date of Access: July 20, 2012

55
Gerald Grow, PhD Division of Journalism Florida A&M University:

Paragraph Development (http://www.scribd.com/doc/21340899) Date

Access: July 20, 2012

John Trzeciak and S.E Mackay: Writing Skills

(http://www.uefap.com) Date Access July 20, 2012

56
 APPENDICES

REQUEST LETTERS

Republic of the Philippines

Ilocos Sur Polytechnic State College
South Cluster Campus
Tagudin, Ilocos Sur

July 11, 2012

DR. EDERLINA M. SUMAIL

Dean, College of Teacher Education
ISPSC-Tagudin Campus
Tagudin, Ilocos Sur

Attention: MRS.FEMARIE M. CAPISTRANO

Head, Laboratory High School
ISPSC-Tagudin Campus
Tagudin, Ilocos Sur

Madam:

Greetings!

The undersigned are Bachelor in Secondary Education, major in English students of the Ilocos
Sur Polytechnic State College, Tagudin Campus, and are presently enrolled in English 168-
Language Research.

In this connection, it further requested your permission to please allow them to administer the
Needs Assessment Survey questionnaire to assess the Reading and Writing Skills Competency
Level of the Ilocos Sur Polytechnic State College-Laboratory High School, Tagudin Campus
fourth year high school students which will be the basis to develop an instructional material
which is one of their requirements in the subject. Rest assured that the results will remain
confidential.

Thank you very much for your support and favorable action.

Respectfully yours,

Ryan A. Cortez Jel Rose C. Montilla

57
Maria Cecilia D. Andaya Fadzwa Jama-aril

Leah L. de Ocampo Shyrey Mae D. Macabitas

Manilyn L. Allingag Angelyn E. Fernandez

Noted: Approved:

(Sgd)LITO W. BINAY-AN, MASE (Sgd)EDERLINA M. SUMAIL, Ph.D

Instructor Dean, CTE

58
 Republic of the Philippines
Ilocos Sur Polytechnic State College
South Cluster Campus
Tagudin, Ilocos Sur

September 10, 2012

Dr. Imelda N. Binay-an

Mrs. Femarie M. Capistrano
Mr. Leo M. Balala
English Instructors

Madam/Sir:

Greetings!

Please help in the content validation of the Instructional Materials prepared by

the two groups of action researchers from the BSED IV, College of Teacher Education.
This in line with their action researches entitled: “Improving the Writing Skills and
Reading Skills of the Fourth Year Eagle Students through Module”

God bless and thank you for your usual support to our students.

Respectfully yours,

LITO W. BINAY-AN, MASE

Action Research Instructor

59
 SELF ASSESSMENTSURVEY QUESTIONNAIRE IN WRITING SKILLS

Using the five point scale, rate the number that indicated your competency in writing.
5- Very Competent
4- Much Competent
3- Moderately Competent
2-Slightly Competent
1-Not Competent at All

MICROSKILL IN WRITING 5 4. 3 2 1
1. Fill up forms such as
requisition slips, personal
data sheer,etc.
2. Take down notes from speeches.

3. Prepare an outline of a
report.
4. Develop a given topic sentence
with proper ideas.
5. Prepare the minutes of the
meeting.
6. Write business letters.

7. Write a composition similar to

a given model.
8. Transfer linear information
like charts, figures, maps in
paragraph form.
9. Compose an essay or other
forms by using the appropriate
its connecting words.
10. Organize ideas in their
logical sequence.
11. Develop paragraphs such
as description, narration,
exposition, illustration and
example.
12. Write summaries of
reports, speeches or relevant
topics discussed.
13. Write compositions basing
on purpose, to express one,
convey information, to
persuade, to entertain oneself
on one’s reader.
14. Write creatively poems,
stories, scripts, speeches,

60
 text messages, e-mail chats
etc.
15. Begin and end composition
by using different styles.
16. Take down notes from
lectures.
17. Take down directions
accurately.
18. Prepare minutes from
meeting.
19. Write summaries of
reports.
20. Write composition similar
to a given model.

61
 Republic of the Philippines
Ilocos Sur Polytechnic State College
South Cluster Campus
Tagudin, Ilocos Sur

Dear Ma’am/ Sir:

We are presently conducting an Action Research entitled:

Acceptability of the Prepared IM for the ISPSC-CTE LHS Senior
Students. May we ask your cooperation by helping us validate the
attached questionnaire honestly. Rest assured that the data
gathered will be solely used for the purpose of the study. Put a
check mark in the space of your choice.

Scale Statistical Range Descriptive Rating

5 4.21-5.00 Very much acceptable
(VMA)
4 3.41-4.20 Much acceptable (MA)
3 2.61-3.40 Acceptable (A)
2 1.81-2.60 Fairly Acceptable
(FA)
1 1.00-1.80 Not acceptable ( NA)

Items VALIDATIONS Weight Rank Equivale

ed nt
mean
A. CONTENTS 1 2 3 4 5
1. The content is
up to date.
2. The content is
accurate
3. Content is
relevant to
students.
4. The content is
suitable &
appropriate for
fourth year
secondary
students.
B. GRAMMATICAL
STRUCTURE
1. The
presentation of
concepts /
principles are
grammatically
correct.

62
2. Choice &
appropriate use
of words.
3. Follows
mechanics in
writing.
C. SUMMATIVE
1. Summative
tests are
well-
illustrated
2. Summative
tests are
enough to
understand
3. Summative
tests start
from simple
to complex.
D. FEEDBACK
(Questions)
1. Are the test
items
representatives
of the lesson
proper?
2. Are the test
items
representative
of the
objectives of
the lesson?

3. Are the test

items suited
for the
vocabulary of
the fourth year
students?
4. Are the test
items suited
for the
capacity of the
fourth year/
seniors?
E. COMPREHENSIVENE
SS OF QUESTIONS
1. The
objectives
of the
module cover

63
 all the
important
topics.
2. The
objectives
cover
cognitive-
psychomotor
domains of
learning.
3. The module
is complete
&
understandab
le.
4. The module
contains the
activities
necessary to
develop the
desired
knowledge
among
students.
F. RELEVANCE
1. The module
has a direct
objective
towards the
acquisition
of
knowledge.
2. All the
topics are
important to
the senior
high school
students.
3. The test
items
contribute
to the
enhancement
of the
teaching
learning
process.
G. ADAPTABILITY/
FUNCTIONALITY
1. The topics are
suited to the

64
 fourth year
high school
students’
abilities &
level of
instruction.
2. The test items
are suited to
the level of
understanding
of the
students.

Thank you & God Bless

Very truly yours,

Ryan A. Cortez
Maria Cecilia Andaya
Fadzwa Jama-aril
Jel Rose Montilla
(Researchers)

65
 SAMPLE TABULATION OF THE EVALUATOR’S RATING OF THE

INSTRUCTIONAL MATERIAL

Republic of the Philippines

Ilocos Sur Polytechnic State College
South Cluster Campus
Tagudin, Ilocos Sur

Dear Ma’am/ Sir:

We are presently conducting an Action Research entitled:

Acceptability of the Prepared IM for the ISPSC-CTE LHS Senior
Students. May we ask your cooperation by helping us validate the
attached questionnaire honestly. Rest assured that the data
gathered will be solely used for the purpose of the study. Put a
check mark in the space of your choice.

Scale Statistical Range Descriptive Rating

5 4.21-5.00 Very much acceptable
(VMA)
4 3.41-4.20 Much acceptable (MA)
3 2.61-3.40 Acceptable (A)
2 1.81-2.60 Fairly Acceptable
(FA)
1 1.00-1.80 Not acceptable ( NA)

Items VALIDATIONS Weight Rank Equivale

ed nt
mean
A. CONTENTS 1 2 3 4 5
1. The content 4
is up to
date.
2. The content 4
is accurate
3. Content is 3
relevant to
students.
4. The content 4
is suitable
&
appropriate
for fourth
year
secondary
students.
B. GRAMMATICAL
STRUCTURE

66
1. The 3
presentation of
concepts /
principles are
grammatically
correct.
2. Choice & 3
appropriate use
of words.
3. Follows 3
mechanics in
writing.
C. SUMMATIVE
1. Summative 3
tests are
well-
illustrated
2. Summative 4
tests are
enough to
understand
3. Summative 3
tests start
from simple
to complex.
D. FEEDBACK
(Questions)
1. Are the test 3
items
representatives
of the lesson
proper?
2. Are the test 3
items
representative
of the
objectives of
the lesson?

3. Are the test 4

items suited
for the
vocabulary of
the fourth year
students?
4. Are the test 4
items suited
for the
capacity of the
fourth year/
seniors?

67
E. COMPREHENSIV
ENESS OF
QUESTIONS
1. The 4
objectives
of the
module cover
all the
important
topics.
2. The 4
objectives
cover
cognitive-
psychomotor
domains of
learning.
3. The module 4
is complete
&
understandab
le.
4. The module 4
contains the
activities
necessary to
develop the
desired
knowledge
among
students.
F. RELEVANCE
1. The module 3
has a direct
objective
towards the
acquisition
of
knowledge.
2. All the 4
topics are
important to
the senior
high school
students.
3. The test 4
items
contribute
to the
enhancement
of the

68
 teaching
learning
process.
G. ADAPTABILITY/
FUNCTIONALITY
1. The topics 4
are suited
to the
fourth year
high school
students’
abilities &
level of
instruction.
2. The test 4
items are
suited to
the level of
understandin
g of the
students.

Thank you & God Bless

Very truly yours,

Ryan A. Cortez
Maria Cecilia Andaya
Fadzwa Jama-aril
Jel Rose Montilla
(Researchers)

69
 SAMPLE TABULATION OF THE NEEDS ASSESSMENT SURVEY

QUESTIONNAIRE

SELF ASSESSMENTSURVEY QUESTIONNAIRE IN WRITING SKILLS

Using the five point scale, rate the number that indicated your
competency in writing.
5- Very Competent
4- Much Competent
3- Moderately Competent
2-Slightly Competent
1-Not Competent at All

MICROSKILL IN WRITING 5 4. 3 2 1
1. Fill up forms such as 4
requisition slips, personal
data sheer,etc.
2. Take down notes from speeches. 4

3. Prepare an outline of a 5
report.
4. Develop a given topic sentence 4
with proper ideas.
5. Prepare the minutes of the 4
meeting.
6. Write business letters. 3

7. Write a composition similar to 3

a given model.
8. Transfer linear information 3
like charts, figures, maps in
paragraph form.
9. Compose an essay or other 4
forms by using the appropriate
its connecting words.
10. Organize ideas in their 4
logical sequence.
11. Develop paragraphs such 3
as description, narration,
exposition, illustration and
example.
12. Write summaries of 3
reports, speeches or relevant
topics discussed.
13. Write compositions basing 3
on purpose, to express one,

70
 convey information, to
persuade, to entertain oneself
on one’s reader.
14. Write creatively poems, 3
stories, scripts, speeches,
text messages, e-mail chats
etc.
15. Begin and end composition 4
by using different styles.
16. Take down notes from 4
lectures.
17. Take down directions 4
accurately.
18. Prepare minutes from 4
meeting.
19. Write summaries of 3
reports.
20. Write composition similar 3
to a given model.

71