Writing As Students Thesis

Karen Joy Gavino Arellano/ Writing Tasks in English Classes 1
WRITING TASKS IN ENGLISH CLASSES-TO-DEMONSTRATE-AWARENESS AND UNDERSTANDING OF FILIPINO VALUES
A Research Paper Presented to The Graduate School of Saint Louis University Baguio City
In Partial Fulfillment of the Requirement in the Graduate School Program School of Teacher Education
By Karen Joy G. Arellano MAEM 202
Master of Arts in Language Education
TABLE OF CONTENTS Title Page Acknowledgement Dedication Table of Contents Abstract Chapter I: The Problem Background of the Study Theoretical Framework Paradigm of the Study Statement of the Problem Chapter II: Method and Procedure Research Design Population and Locale of the Study Data Gathering tool Data Gathering Procedure Statistical Treatment Chapter III: Results and Discussion Writing Activities Given by Teachers to Enhance Awareness and Understanding of Filipino Values Effectiveness of Writing Tasks to enhance Awareness and Understanding of Filipino Values Chapter IV: Conclusion and Recommendations Refereed Materials Appendixes A. The Questionnaire B. The Rubric C. Tables i ii iii iv v 1 8 12 13 14 15 16 17 18
20 24 29 31 33 35 38
ABSTRACT
For a decade writing had become common in tertiary and even in secondary schools. It had become an important tool in engaging students in reflective thinking, demonstrating understanding and communicating learning. It had also been an aide in improving students achievement. This paper explored the varied writing tasks in English classes to demonstrate awareness and understanding on Filipino values of fourth year students of Saint Louis University-Laboratory High School, School Year 2010-2011. Specifically, it aimed to answer the following questions: (1) What writing activities were commonly given by teachers to enhance awareness and understanding of Filipino values among students?, and (2) How effective were the writing tasks in strengthening the awareness and understanding of Filipino values among students? The descriptive research was used in the study. It had involved 141 students from the total population of 218. A questionnaire on the different writing tasks and a rubric were used to gather the necessary data needed. The data were statistically treated using the frequency percentage for question number one and weighted average score for question number two. From the findings it was found out that journal writing was ranked as a writing task which was given very often to students to demonstrate awareness and understanding of the varied Filipino values. Writing journals could be a huge help to English and language arts teachers. They can be used for a multitude of purposes. Moreover, both journal writing and essay writing were averagely effective in demonstrating awareness and understanding of Filipino values. Students had already
developed their grammatical competence however inputs such as lectures or concepts on certain issues must be processed in the academe.
ACKNOWLEDGEMENT Thank you Lord for the blessings which you keep on showering us
in the everyday of our existence for the gifts of wisdom and talent you endowed upon us Thank you For my loving and caring parents Who have nurtured me to be what I am now. Thank you For the gift of friends Who had helped me have an access In the different libraries, loaned me books that I needed and helped me treat my data Thank you For my research teacher Dr. Felina Espique For being my critic in the course of making this paper. Thank you To my loving husband Who had been there always Extending a hand During the most tribulating moments Of my career life. For all those people who in one way or another had helped and trusted my capability A heartfelt thanks to all of you.
DEDICATION
To the Lord almighty
To my family,
friends,
co-teachers and students
To Mar
All of you had inspired me come up with this paper.
Karen
CHAPTER I THE PROBLEM
BACKGROUND OF THE STUDY The information and understanding of the circumstances that were brought about by other people, events happening around, phenomena which were brought about by nature itself were some of the factors that had formed knowledge. Knowledge was one of the preeminent gifts that man could obtain. It safeguarded man when he had grown old. This idea was similar to the statement of Philip Chesterfield (2010) which stated that knowledge was a comfortable and necessary retreat and shelter for men in an advanced age: and if they did not plant it while young, it would give them no shade when they would be old. Hence, most are searching for knowledge- empirically and theoretically. But how much knowledge or information do they really acquire? How well do they understand the concepts? How can they establish comprehension on a concept? Educational institutions in this day and age had turned to written evaluation to ascertain just how much meaningful knowledge and even values were inculcated to students. The writing tasks used to evaluate the comprehension of the learner on a certain concept was known as evaluative writing. Evaluative writing is a process by which a student is given the task to write down his reaction or a commentary on previously discussed topics. This form included essay, reports, journals and critical reviews (Chandrasegaran, 2004). It was done mostly by incorporating writing exercises, such as keeping journals and completing exercises and assignments in all cases, whether at the secondary school or college or university level. The learners were challenged by the activities given in the classroom to extrapolate ideas into their deeper core of
understanding which were to be developed into a reasonable argument. It was similar to a test in that it determined how much input had been gained, but it was different in that it did not involve multiple questions-and answer items. Rather was more subjective and personally extensive in nature. In a study conducted by Marwin Humilde (2009) on Writing as a Form of Evaluation to Students Comprehension, he had mentioned a study conducted by a board of instructors in the University Of Delaware that 44% of teachers prefer giving modules, while 52% prefer giving lectures. The other 6% say that neither of the two seems to work. Among the 52% who prefer to give lectures, 46% prefer to give objective tests while 54% prefer to give subjective writing tasks as a form of evaluationrather close difference. Moreover, based on the study conducted by Michael Russell of Boston College and Tom Plati of Wellesley Public School, they had included a report stating that during the past decade, the prominence of educational testing had also increased. According to Education Week, all 50 states now use statewide tests to assess student performance in different subject areas. As a report issued by the Council of Chief State School Officers (1998) as mentioned in the study of Russell and Plati stated that possibly the greatest changes in the nature of state student assessment programs had taken place in the 1990s as more states had incorporated open-ended and performance exercises into their tests, and moved away from reliance on only multiple-choice tests." Currently, 46 state testing programs include sections in which students must write extended answers or written explanations of their work.
Writing coupled with reading engage the learners in a greater society of experiences that lead to better reasoning and higher level thinking than was achieved with either process alone. It was one way of developing the critical thinking skills of the students. It was in supporting the written ideas or concepts with arguments based on profound judgment, where they can hone their reasoning prowess. Critical thinking skills helped the students manipulated the concept in their minds and applied it to situations they will encounter in their work fields. Thinking skills entails a lot of exercises (Santos, 2000). In the web article written by Bina Shah (2004), she compared writing to training in a certain sports. She said that when students wrote in a variety of settings and about a variety of topics, they were doing writing equivalent of training for a sports events: they were exercising their muscles, practicing their techniques, drilling their skills over and over again. As they became used to writing, this discipline would start to become second nature to them, and with most other disciplines, including learning to play a musical instrument, learn the perfect serve in tennis, or perform quadratic equations, practice makes perfect. Shah (2004) also mentioned in her article using some outlined ideas of Virginia Cookee that it was not only in increasing writing tasks which would help the students learn better but it forced them to verbalize their ideas consciously, instead of in a haphazard way they became adept at understanding more complex thoughts, and were able to operate at a higher level of abstraction. According also to Virginia Cookee as stated by Shah (2004) in her article that "when we ask our students to write ... [we] are encouraging them to engage actively
with the subject matter in our disciplines: to see patterns, connect ideas, make meanings in other words, to learn. Writing then must go beyond the confines of content areas as a tool to demonstrate learning but should also be an integral part of values formation and reinforcement. As the learners engage in varied writing tasks, they should also be able to develop and understand through practice that writing was not simply an abstract set of rule-governed behaviors but rather a means to clarify and to be consciously aware of the Filipino Values which are slowly debasing this 21st century. In the article written by Lovina Alolod-Hamora (2003) mentioned that in the desire to provide an individual with the necessary training, and to mould him into a dignified and desirable human being, schools were put up to assume the role of guarding, directing, and providing the youth with experiences which would help him discover his potentials and his talents in order to attain quality living. It was then the duty of the school to develop a well rounded and morally upright individual. However, this could only be attained if the school could really contribute to attainment of this goal. In addition, Hamora (2003) also mentioned in her article that schools should always serve as a neutralizer to avoid confusion on the part of the learners when it comes to values development. She said that the situation of the society nowadays is somewhat disappointing; schools must exert more effort in providing wholesome experiences to the youth. Some of the undesirable examples that the media had shown to them must be overweighed by good activities provided by the school environment. Learning experiences must always focus on values development. School should serve
as a training ground in the development of responsible individuals who can adjust to the changing environment-individuals who have wider perspective about life. Dr. Tomas Quintin Donato Andres (1992), mentioned that one of the beneficiaries of the New Constitution is the Philippine Educational System in general. Article XIV. Section 3 Subsection 2 of the New Constitution provides that they (all educational institutions) shall include patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral and personal character and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge and promote vocational efficiency. Schools have to see also the power of writing for self- expression, thinking and writing to discover since writing was a dynamic process of conception, discovery, reflection, and reinforcement (Public Schools of North Carolina Department of Public Instruction, 2010). Making values an integral part in writing does not only strengthen the communication skills of an individual but it also elevates the whole learning experience involved in the valuing process which will inevitably heighten the learners self awareness and leads to an increase of self-identity and self direction. Consequently, one becomes more fully empowered to take on the role and responsibility of influencing the immediate community around and the promotion of human dignity in all aspects of life. Writing is seen to have an important function in empowering learners in the world outside the classrooms (White, 1995).
Lourdes Quisumbing (2010) in her web article mentioned that Values Education requires different approaches and strategies; its methodology varies from that of content subjects or skills training. Universally
recognized and shared values have to be situated in the socio-cultural milieu of the learner and adapted to the persons needs and experiences. Moreover, Quisumbing (2010) said that value sources abound in the cultural heritage and traditions of humankind and of each specific group; in their histories and accumulated achievements, as they too are found in the living contemporary present, in daily life and occurrences, as well as in the peoples aspirations and dreams of a preferred future. The worlds great religions, the belief and normative systems of cultural groups as
well as universally shared and common values of humankind, - such as respect for Human Rights and Fundamental Freedoms, Truth, Justice and Peace, Security and Liberty, Life, Health, Love and Happiness, are rich sources of values education. The complexity and difficulty of introducing the values dimension in education is not insurmountable. It is feasible to integrate values in the formal curriculum since every subject area has a value component or to introduce it as a separate course, where values as motivations and mainsprings of human behavior are dealt with in a total cognitive-affective-experiential approach. This scenario presented a unique challenge for the personnel in the academe as they strive to help these students achieve in learning the skill in writing coupled with awareness of Filipino values. The language
teachers of Saint Louis University-Laboratory High School also were confronted with the burden that they were expected to produce graduates who were not only communicatively competent and linguistically
competent but also proficiency in both equal economic and social opportunities. The educator, together with other possible resources in the community, served both as enrichment and a guide to the learners own discernment experience. Such were imperative in todays rapid advancing technology and fast deterioration of moral and spiritual stagnancy. To this accord, this study had been conducted to probe into the effectiveness of writing as a method of evaluating the extent of knowledge and awareness of senior students of Saint Louis University-Laboratory High School on Filipino values which were slowly degrading among the youths now a day and to ensure that the writing tasks given by teachers in their English classes as an assessment tool were at the optimum level. The paper would also be an avenue in identifying the advantages and disadvantages of the writing tasks and materials given and used in the English classes and for the enhancement of these materials and writing tasks if any would be determined. This would also provide an insight to the English teachers on how they could come up with more meaningful writing tasks in a form of a module. Moreover, this study included but was not limited to the different evaluative writing tasks and their respective processes by which they were created and evaluated.
It aims to look into the level of effectiveness of the instructional materials and writing tasks in strengthening the awareness and understanding of Filipino values. The population was those who belong to the higher education students as represented by a sample of the fourth year students of Saint Louis University-Laboratory High School. Theoretical Framework This section presented the concepts which served as legal basis to describe properly the process of the study. Writing as a Process Writing had always had an important place in language teaching and it was more than using orthographic symbols. Writing was viewed as involving a number of thinking processes which were drawn upon in varied and complex ways as an individual composes (White, 1995). Making a decision as to how much information was to be given, conformity to conventions of grammar and style and revisions were some of the complex ways that a writer were facing when he held his pen and paper. The same view was shared by Nancy Arapoff as quoted by Rebecca D. Alcantara et.al. in their book Teaching Strategies1 for the Teaching of Communication Arts: Listening, Speaking, Reading and Writing. She stated that writing was a thinking process which was characterize by a purposeful selection and organization of experience. Both reaffirmed that in order for the writer to successfully have an effect of his message to the reader, he must be able to choose the appropriate words that would capsulize his thoughts and the structure to be used in presenting his thoughts.
Development of Values However, writing should not only be limited to the emphasis on the application of the grammatical dimension of the second language but also on the understanding and awareness of the values that both the reader and the writer should develop. As stated in the book of Rebecca D Alcantara et al, they also mentioned that in the survey of the objectives formulated by Teachers of English (TESOL, TESL) in their writing programs revealed that the development of values as well as skills was emphasized. Illustrative of the objectives which engaged the interest and effort of teachers of written English were as follows: to help pupils or learners appreciate and value good writing; to give training in writing activities as means of helping the pupils to become an agreeable member of a social group, of instilling pride in his being a Filipino, and of making him appreciate his country and his cultural heritage; to help young people observe courtesy and correct forms in their written work; to help the young people demonstrate in their writing a serious concern for good citizenship; to provide situations for the students to express his thoughts and feelings in acceptable English. In addition, Deborah Bauers, also mentioned that written language skills were an integral part of living, life in real-world situations. The ability to problem-solve, take notes, and conduct daily affairs all requires writing aptitude. Thus, writing-to-learn and writing-to-demonstrate understandings were strategies that could be employed in order to enhance the awareness of students on values. Writing-to-Learn and to Demonstrate Knowledge Writing-to-learn strategy was one that teachers employed throughout and/or at
the end of the lesson to engage students and develop big ideas and concepts. Writingto- learn fosters critical thinking, requiring analysis and application, and other higher level thinking skills. It was writing that uses impromptu, short or informal writing tasks designed by the teacher and included throughout the lesson to help students think through key concepts and ideas. Attention was focused on ideas rather than correctness of style, grammar or spelling. It was less structured than disciplinary writing. Writing-to-demonstrate knowledge assignment was one that teachers employ when they assign reports, essays, persuasive writing, and creative or expressive writing, as well as research papers. When writing-to-demonstrate-knowledge, students show what they had learned, by synthesizing information and explaining their understanding of concepts and ideas. Values Citizenship and English According to Richard Bailey in his book Teaching Values and Citizenship Across Curriculum: Educating Values and Citizenship Across the Curriculum that there was no aspect of practice in the English classroom which was not laden with social significance (Kress, 1995). He viewed that English classes was the perfect avenue for teaching values and citizenship and also acknowledged that they could be an instrument in introducing to the young people the social, cultural, moral and political values of a nation through the different literatures, varied tasks and the discussions of issues arising from them. Moreover, Bailey also mentioned in his book based on the statement of Mathieson of 1975 that English was being based on a canon of texts and a spoken lan-
guage which might be expected to humanize, civilize and unite the nation. Values Education in English cut several ways: examining values which were evident in the cultural world they live in, promoting certain values through teaching approaches, giving value to the language and literacy experience of the young people and communities that teachers meet everyday (Bailey, 2000). English was the subject in which ethics, questions of social public morality were constantly at issue, not in terms of giving the young people the right way of thinking but in terms of giving them the means of dealing with the ethical moral issues on the one hand and by absorbing and perhaps this was the most important, the ethos developed in the classroom (Bailey, 2000). A fundamental challenge to education in this century, which called for concerted actions, was to teach human values and social skills most necessary for learners to be a complete person. Thoughtful educationists had observed that the failure of education in the (twentieth) century was not the failure to teach humankind Science, Language or Mathematics, but the failure to teach humankind to live together in peace and to harness the potentials in individuals and societies for full and equitable development (V. Ordonez, 1998). Committed and persistent efforts were urgently needed to cultivate the positive values and social skills and the ethical foundations upon which such skills and knowledge must be based (UNESCO, 2002). The following paradigm had served as a guide in order to understand the study. The basis or the input included in this study was the writing activities conducted in English classes namely journal writing and essay writing. In the process of the study, a rubric was used to evaluate the understanding and
awareness of students on Filipino values. The expected output of the study was a module on writing.
INPUT
PROCESS
OUTPUT
WRITING ACTIVITIES 1. Journal writing 2. Essay Writing Evaluation of Students Output MODULE ON WRITING
Figure 1: Paradigm of the Study
STATEMENT OF THE PROBLEM The study aimed to formulate a module on writing activities that would enhance the awareness and understanding of Filipino Values by the fourth year students of Saint Louis University-Laboratory High School for school year 2010-2011. Specifically, it sought to answer the following questions: 1. What writing activities were commonly given by teachers to enhance awareness and understanding of Filipino values among students? 2. How effective were the writing tasks in strengthening the awareness and understanding of Filipino values among students?
CHAPTER II METHOD AND PROCEDURES This chapter presented the method which was used in evaluating the understanding and awareness of the fourth year students of Saint Louis UniversityLaboratory High School for the school year 2010-2011. It also discussed the tool and the procedure used in gathering the data, the population of the students involved in the study and the statistical treatment used in analyzing and interpreting the data. Research Design The descriptive method of research was used in the study. Descriptive method of research describes a given state of affairs as fully and carefully as possible (Fraenkel and Wallen, 2006). In addition, descriptive research is a purposive process of gathering, analyzing, classifying and tabulating data about prevailing conditions, practices, trends and causeeffect relationships and making adequate and accurate interpretation about such data with or without the aid of statistical treatment (Calderon and Gonzales, 1993) Since the study was concerned with the evaluation of the understanding and awareness of Filipino values, the current condition or practices in writing tasks in English classes of the fourth year level was to be described. Through this method, the normative survey which looked into the commonality of some factors about the study was interpreted through a rubric together with its appro-
priate description. Population and Locale of the Study The focus of the study was conducted in Saint Louis University-Laboratory High School. The necessary data regarding the sections of the fourth year students was obtained from the Registrars Office. The total population of the fourth year students enrolled for the school year was 362. The researcher had taken representatives from the different sections through stratified sampling. Through the process, the researcher had obtained only 218 with the following sections: 4 Mapagpakumbaba, 4 Mapagmalasakit, 4 Magalang, 4 Matiyaga and 4 Mapagbigay. The total population involved in the study was 141. The researcher had determined the actual size of the sample with the use of the Pagoso Formula otherwise known as Slovins Formula. The researcher had allotted a margin of error of 5% for economy both in time and resources. The formula is n= ____N____ 1 + Ne Where: n= sampling size N= population size e= margin of error It can be seen from the table the division of the students involved in the study per section.
Table 1: The Respondents per Section SECTION 4 Mapagpakumbaba 4 Mapagmalasakit 4 Magalang 4 Matiyaga 4 Mapagbigay TOTAL TOTAL POPULATION PER CLASS 25 48 48 48 49 218 TOTAL RESPONDENTS 16 31 31 31 32 141
DATA GATHERING TOOL The researcher had consulted varied references and related literature to the study in order to probe and improve the current practices. The researcher also had integrated her own experiences and observation of the things that had happened around -society and in the researchers work place where the researcher conducted the study. The researcher also conducted an informal interview to the students and other language teachers. The instruments used to collect data are the questionnaire and the rubric in evaluating the writing outputs of the students. The first question was to be answered by the data gathered through a questionnaire. The questionnaire was based on the varied writing task undertaken by the students.
For validation purposes, the questionnaire was given to 20 students of fourth year high school for them to fill up. These students were not included in the study. After they had filled up the copies, they were collected by the researcher to find out the assessment of the questions. Questioned items were revised for more clarity and definiteness. The second question was answered by the rubric which evaluated the writing outputs of the learners. The rubric was also submitted for evaluation to the English teachers together with a sample output which were evaluated Data Gathering Procedure The researcher personally asked permission from the head of office and the students involved in the school where she had conducted the study. The researcher conducted an informal interview to the students, to the other teacher teaching in the year level and to the Learning Area Coordinator of English. A questionnaire based on the common writing tasks and their weaknesses and strengths in performing these tasks were prepared and were administered to the fourth year students. Another tool used was the rubric which was used in evaluating the writing outputs of the students which contained the different area assessment which were ranked accordingly.
The use of the questionnaire and the rubric was very helpful in answering objectively the questions raised in the study. The questionnaire was administered to the respondents on September 2010 and the collection of written outputs was done from July to September 2010. The researcher collected these data during English classes. STATISTICAL TREATMENT The data gathered will be treated statistically. First, the researcher looked into the common writing tasks given to the fourth year students that enhanced their awareness and understanding of Filipino values. Then the sample writing outputs were classified into journal and essay. The average weighted score was used in order to identify the common writing tasks given to students and to evaluate the effectiveness of the writing tasks in strengthening the awareness and understanding of Filipino values among students. The formula is as follows: AVS = SF _____ N Where in: AVS = average weighted mean S = score F = frequency N= number of respondents = summation of score
The tasks having the lowest value is the most common task given by the English Language teachers. In giving the interpretation to the common writing task which were given to the students, the following was used : RANK 1 2 3 4 5 LIMITS 0.00- 1.49 1.50 2.49 2.50- 3.49 3.50- 4.49 4.50-5.00 RATE Very Common Common Averagely Common Uncommon Very Uncommon
In addition, the following interpretation was used in describing their scores: SCORE 5 4 3 2 1 LIMITS 4.50-5.00 3.50- 4.49 2.50- 3.49 1.50 2.49 0.00- 1.49 RATE Excellent Very Good Satisfactory Good Fair
CHAPTER III RESULTS AND DISCUSSIONS The presentation, analysis and interpretation of gathered data on writing tasks in English classes-to-demonstrate awareness and understanding of Filipino values for the School Year 2010-2011 were presented on this chapter.
Common Writing Tasks Often Given by the English Teachers to the Fourth Year Students Evaluative Writing is a process by which a student is given tasks to write down his reaction or a commentary on previously discussed topics. This forms included essay, reports, journals and critical reviews (Chandrasegaran, 2004). First, the researcher looked into the common writing tasks given to the fourth year students that enhanced their awareness and understanding of Filipino values. Table 1 Common Writing Tasks Often Given by the English Teachers to the Fourth Year Students to Enhance Awareness and Understanding of Filipino Values WRITING TASKS Speech Writing Family Stories Comic Strips Essays Poetry Paragraphs Journal Writing Expressive Writing Reaction Writing Book Report AVERAGE WEIGHTED MEAN 4.82 4.43 3.90 4.03 3.36 4.30 2.90 4.44 3.12 3.26 DESCRIPTION Very Uncommon Uncommon Uncommon Uncommon Averagely Common Uncommon Averagely Common Uncommon Averagely Common Averagely Common
The table had presented the common writing tasks which were often given by the English Language teachers in the fourth year level. It could be seen that journal writing, reaction writing, book report, and poetry were described as Averagely Common but were different in their limits. Journal writing had the weighted mean of 2.90. This was described as Averagely Common as a task given by teachers.
Journal writing was described as Averagely Common as a writing task given by teachers because according to the interview conducted with the different senior students, they said that they were required by their English Language teachers to have three journal entries on a certain topic every week which according to them was good because they were able to learn how to jot down their thoughts and feelings about current events and events of the day. Thus the implication then was that students were motivated to write freely if they know that their outputs will not be rated based on the content and grammatical factors that could affect their writing performance. Writing crystallized and scrutinized ones thoughts and feelings in a way that was seldom possible through speech and it provides visual proofs of ones thoughts, feelings and ideas; writing was seeing our thinking on paper (Burz, 1997). Second in rank was the reaction writing which had the weighted mean of 3.12, described as Averagely Common. Based on the interview with the Learning Area Coordinator of the English Department, Mrs. Judy Santiago, she mentioned that most of the requirements in the form of assignment and seatwork which were written on the planned lesson of the teacher/s were on making a response essay on a given topic. This was also proven when the researcher had gone over the portfolios of activities of the fourth year students. Through the data on the table it could be implied that the position papers they were writing could be a great help for them to be critical thinkers and evaluators for they
could at least evaluate and interpret information presented visually to them. Students need to be critical viewers and critical viewers of media text (Burz and Marshall, 1997). The third which had received the weighted mean of 3.26 was book report. According to both the English teachers teaching in the year level, students were only given a book every grading period which they were to read and to evaluate. In this process the students were immersed to a literary world without being influenced by expert book critics. The implication then was that students enjoy reading books especially if their purpose was clear to them and they were to come up with a creative book reporting. From the study conducted by J.C. Eisterhold on Reading- Writing Connection: Toward a Description for Second Language Learners which was mentioned in the book of Ronald V. White on New Ways in Teaching Writing, learning to write could not be separated from reading because reading could provide content, ideas, guidelines and models. Summarizing and paraphrasing became important writing skills based on reading (White, 1995). The fourth was poetry which was described as Averagely Common with the average weighted score of 3.36. This was fourth in rank because according to the English language teachers, they used this only as a creative form of strategy in summarizing the lesson or short story that they had discussed in class. From the students view, they were not asked to write it most of the time but instead they have a brainstorming as a class to come up with a poem in order to summarize the discussion but not used often to expound ones thoughts on a certain value. Students made use of
a phrase or a word to come up only with a verse but these verses did not state clearly the concept they want to bring out. It could also be implied that poetry was used in classes however not used to evaluate ones understanding on the Filipino values and that it is mostly classified as an imaginative function of language. The fifth was comic strip which was described as Uncommon. Students also worked on comic strip as an activity in class to show only their use of grammar concepts but not as to explain their understanding on a certain value. Comic strip was not that common as the journal writing because according to the English Language Teachers teaching in the year level said that this was a limited structure of writing since they were to come up only with four to six windows of their scenes composed with limited dialogues between and among the characters they had. With this limited structure, students could not bring out fully their views on the values the teacher would like them to expound. It could be implied that students could be more creative in their writing but could not make use of comic strip to bring out their understanding on a certain value. They were limited in their expression of their selves. Thus, students need to write, read, and create in a variety of genres representatives of diverse cultures- novels, memos, editorials, poems, films, television newscasts, reports, play scripts, journals, brochures- about topics that concern or interest them and make a meaningful connection between their learning in language arts and in other disciplines (Burz and Marshall, (1997). Writing, whether what form was used, it was a creative process because students were to come up with a new form of
output- they construct knowledge: to acquire, synthesize, and analyze information as they make sense of key ideas. In this techno-information age, students need to be exposed in varied writing tasks. Their exposure from the varied writing tasks would help in shaping the text to conform to organizational and format convention. They dont simply write because they know what is in their mind but to discover what they have in mind. Effectiveness of the Writing Tasks in Demonstrating Awareness and Understanding of the Filipino Values Writing activities fall into two groups: The logs, journals, exit summaries, problem analyses, or peer dialogues which allow learners to write without thinking that his grammar or vocabulary would be checked were known as expressive writing. While essays, test question responses, library papers, laboratory reports were known as product writing (ERIC Clearinghouse on Reading and Communication Skills, 1991). The former was informal by nature while the latter was formal. The researcher looked into the output of the respondents and evaluated them using the rubric in order to identify how effective were these writing tasks in demonstrating awareness and understanding of Filipino values. The average weighted score was used in order to evaluate the effectiveness of the instructional materials in strengthening the awareness and understanding of Filipino values. Table 2.a. Effectiveness of Journal Writing in Demonstrating Awareness and Understanding of Filipino Values AREA OF ASSESSMENT Response to Topic AVERAGE WEIGHTED MEAN 3.14 DESCRIPTION Averagely Effective
Supportive Detail Commentary Analysis Organization Transition Introduction/Conclusion Command of Language Word Choice Sentence Variety Grammar TOTAL
3.23 3.13 3.05 2.93 2.78 2.96 3.12 3.01 3.17 3.06
Averagely Effective Averagely Effective Averagely Effective Averagely Effective Averagely Effective Averagely Effective Averagely Effective Averagely Effective Averagely Effective Averagely Effective
Table 2.a had shown the level of effectiveness of journal writing in demonstrating awareness and understanding on the Filipino values. It could be observed from the table that all of the area of assessment had the same level of effectiveness. It was described as averagely effective in all areas of assessment in journal writing but they differ in the weighted score. Averagely Effective was the level of effectiveness because students were most of the time given a certain Filipino value to reflect on which they used in making entries in their journals and which were based mostly on their personal experiences or personal views. Students also had varied styles of writing their journal entries. In the study conducted by Craig A. Coxton and Robert C. Berger (2010) on Journal Writing: Does it Promote Long Term Retention of Course Concepts?, they found that expressive or exploratory writing dominated the journals, and concluded that the journals improved student writing and learning by providing students different avenues to apply lessons, ask questions, and improve analytical capabilities. Hettich (1990) as
cited by Coxton and Berger (2010) also supports the use of journals as an effective avenue to enable students to relate course ideas to their experiences. Thus, it was implied that journal writing was a great tool for both students and educators to track the progress of the student writing as the months progresses. Since it was also highly personal, and only shared with the teacher, a student might feel freer to express themselves or their ideas in a journal (Boardman, 2010). Students took ownership, and even pride, in their journals. They worked hard to share their ideas and to improve their grammar and spelling. Journals were used for studying, for sharing and for creative thinking and writing. Overall, language arts classes that used them found that students would have an improvement in writing skills as the year progresses (Boardman, 2010).
Table 2.b. Effectiveness of Essay Writing in Demonstrating Awareness and Understanding of Filipino Values AREA OF ASSESSMENT Response to Topic AVERAGE WEIGHTED MEAN 3.28 DESCRIPTION Averagely Effective
Supportive Detail Commentary Analysis Organization Transition Introduction/Conclusion Command of Language Word Choice Sentence Variety Grammar TOTAL
3.21 3.20 3.34 3.39 3.30

3.48
Averagely Effective Averagely Effective Averagely Effective Averagely Effective Averagely Effective Averagely Effective Averagely Effective Averagely Effective Effective Averagely Effective
3.35 3.41
3.78
3.38
Table 2.b had shown the level of effectiveness of essay writing in demonstrating awareness and understanding on the Filipino values. It could be observed from the table that response to topic, supportive detail, commentary analysis, organization, transition, introduction or conclusion, command of language, word choice, sentence variety had the same level of effectiveness. It was described as averagely effective in areas of assessment in essay writing but they differ in the weighted score. Averagely Effective because language skills and strategies, such as spelling, usage and vocabulary are taught within the context of students reading, writing, conversations and creative experiences. Through these varied experiences of students inside and outside the classroom, students learn to understand and appreciate their individual cultural heritage and the rich diverse shared cultural heritage of their society as reflected in the different discussions and readings they had in the academe. Grammar was described as effective because they had already a good background of as to how the language use was all about. They were able to develop
already their grammatical competence as they moved up from one level to the other of their education (Acosta, 2006). Generally, essay was described as averagely effective in demonstrating awareness and understanding of the fourth year students of the Filipino values because concepts which they were to focus on in their writing were explained to them by the teacher prior to their performance of the task and they were guided with the objective which they were expected to achieve after they had performed the task. Writing was a powerful tool for thinking and learning as well as a process for communicating (Burz, 1997). Writing involved a number of thinking processes which were drawn upon in varied and complex ways as an individual composes (Richards, 1995). Thus it could be implied that the complex ways such as making a decision as to how much information is to be given, conformity to conventions of style, grammatical conventions, and revisions blocked the writers in producing a more relevant idea but if they were guided while they were still learning the basics of language and writing there would be no difficulty on their part.
Chapter IV Conclusions and Recommendations Presented in this chapter are the conclusions based on the findings and the recommendations of the study.
Conclusion Based on the result of the study, the following conclusions were formed: 1. Journal writing was ranked as a writing task which was given very often to students to demonstrate awareness and understanding of the varied Filipino values. Writing journals could be a huge help to English and language arts teachers. They can be used for a multitude of purposes. 2. Both journal writing and essay writing were averagely effective in demonstrating awareness and understanding of Filipino values. Students had already developed their grammatical competence however inputs such as lectures or concepts on certain issues must be processed in the academe. Recommendations Based on the study, it was found out that journal writing was given very often as writing tasks to demonstrate awareness and understanding of Filipino values. Also, journal writing and essay writing were averagely effective in demonstrating awareness and understanding of Filipino values. Thus, the following were recommended: 1. Writing should not only be limited to English classes but also to different subject areas so that students will have a resource for better understanding content; they practice a technique which aids retention; and they begin to write better. 2. Teachers must provide models or sample write ups to help students learn how to prepare a more focused, deeper response. 3. Teachers in all subjects must give the students a time for writing tasks to help them be more critical thinkers.
4. Teachers must give varied writing tasks in a grading period in order to expose students in the world of writing and that they will be more aware of their improvement in their writing skills. 5. Writing should be a part of the syllabus of each subject area. 6. For the teachers, they have to continue upgrading themselves with the varied ways of teaching writing by attending seminars or going for further studies. 7. For the teachers, they have to discover varied strategies or creative strategies in giving writing tasks to students so that they will not view writing as a tiring tasks but instead an enjoyable one. 8. For the students who are having difficulty in expressing themselves in writing, that they must hone their grammatical competence and linguistic competence in order for them to have an easier access to a better communication process. 9. For the administration of the schools, that they must give support to their teachers by sending them to seminars, workshop and other related activities that have something to do in writing in order that they will gain more knowledge on the modern way of teaching writing. 10. To the researchers, it is recommended that an extensive study on writing tasks to demonstrate awareness and understanding in the varied content subjects should be conducted in order to evaluate students performance in the different disciplines.
REFEREED MATERIALS A. BOOKS Alcantara, Rebecca (1996). Teaching Strategies 1 for the Teaching of Communication Arts: Listening, Speaking, Reading and Writing. Katha Publishing. Quezon City.
Andres, Tomas (1992). Managing Schools by Filipino Values. Divine World Publications. Manila. Bailey, Richard (2000). Teaching Values and Citizenship Across Curriculum: Educating Values and Citizenship Across the Curriculum. Styllus Publishing Inc. USA. Burz, Helen L. and Kit Marshall (1997). Performance-Based Curriculum for Language Arts: From Knowing to Showing. Corwin Press Inc. California. Calderon, Jose and Expectacion Gonzales (1993). Methods of Research and Thesis Writing. National Bookstore. Mandaluyong City. Chandrasegaran, Antonia (2004). Think Your Way to Effective Writing, Third Edition. Pearson Education. USA. Fraenkel, Jack and Norman Wallen (2006). How to Design and Evaluate Research in Education, 6th Edition. McGraw Hill Companies Inc. New York. Quisumbing, Lourdes (2005). The Role of Values Education in the Age of Globalism and Information Technology. Manila. White, Ronals (1995). New Ways in Teaching Writing. Bloomington, Illinois. USA. B. Journals Alolod-Hamora, Lovina (2003). The Role of School in Values Development. The Modern Teacher. Vol Ll, No. 9. Publishers Association of the Philipines Inc. Manila. Santos, Ma. Aimee Yusi. Developing Critical CreativeThinking Modern Teacher. Vol. XLIX, No. 3. Publishers Association of the Philipines Inc. Manila. C. Unpublished Theses Acosta, Mercy T. (2006). Antas ng Kasanayang Panggramatika ng Mga Mag-aaral ng SLU-LHS. Saint Louis University. Baguio City. Humilde, Marwin (2009). Writing as a Form of evaluation to Students Comprehension. Saint Louis University-Laboratory High School. Baguio City. D. Internet Boardman, Rebecca (2010). About Journal Writing in Classrooms. Available at http://www.ehow.com/about_4761901_journal-writing-classrooms.html.
Chesterfield, Philip. Quotes.net. STANDS4 LLC, 2010. & Spetember 2010. Also available at http://www.quotes.net/quote/20003. Croxton, Craig A and Robert C. Berger (2010). Journal Writing: Does it Promote Long Term Retention of Course Concepts?. Available at http://www.ntlf.com/html/sf/journal.htm.. Public Schools of North Carolina(2010). Writing Across the Curriculum Handbook. Department of Public Instruction. Also available at http://www.ncpublicschools.org/curriculum/languagesarts/secondary/writing/. Russel, Michael and Tom Plati (2002). Does it Matter With What I Write? Comparing Performance on Paper, Computer and Portable Writing Devices. Current Issues in Eductation [On-line], 5 (4). Avalable at http://cie.ed.asu.edu/volume5number4/ Shah, Bina (2004). The Need of writing Across the Curriculum. Also available at http://www.chowk.com/writers/537 Sorenson, Sharon (1991) Encouraging Writing Achievement: Writing across the Curriculum. ERIC Digest.
APPENDIX A The Questionnaire
Dear Respondents,
The researcher is conducting a study regarding the WRITING TASKS IN ENGLISH CLASSES-TO-DEMONSTRATE-AWARENESS AND UNDERSTANDING OF FILIPINO VALUES. Furthermore, the study aims to formulate a module on writing activities that enhances the awareness and understanding of Filipino Values by the fourth year students of Saint Louis University-Laboratory High School. In order to gather information for this study, the researcher constructed this questionnaire. Your participation in this study by way of answering this questionnaire is very important. Kindly fill up the questionnaire and return it as soon as possible. Rest assured that your anonymity will be kept confidential. Thank you very much for your cooperation. Yours Truly, Karen Joy G. Arellano (Researcher) Rank the writing tasks by writing the numbers 1 to 10 as 1 being the most common and 10 as very uncommon _____ Speech Writing _____ Family Stories _____ Comic Strips _____ Essays _____ Poetry Answer briefly the following questions. 1. What would you describe as your strengths in the given writing tasks? ______________________________________________________________________ 2. What would you describe as your weaknesses in the given writing tasks? ______________________________________________________________________ _____ Paragraphs _____ Journal Writing _____ Expressive Writing _____ Reaction Writing _____ Book Report
APPENDIX A The Rubric
STANDARDS CONTENT AND ORGANIZATION
AREA OF ASSESSMENT
EXCELLENT Make a strong perceptive statement that compliments the topic explicitly and moves beyond the predictable, takes the risks and explores issues understandingly in depth Use important, rich facts and figures which serve as detail for the proof of thesis; essay contains at least three significant major ideas that support thesis Creative and original commentary examines and interprets particulars, quotes and cases, demonstrating how they compliment the thesis in relevance Is clearly organized showing sophistication and relevance in the paragraphs with respect to the thesis;
CRITERIA SATISFACTORY Shows some insights into the topic, but the statement is predictable or merely reflects class ideas
RESPONSE TO TOPIC
NEEDS IMPROVEMENT Creates perplexity about the topic, ignores significant picture of the problem; lacks concentration or demonstrates confused perception
SUPPORTIVE DETAIL
Uses some details or examples, but could be extended to dhow more understanding and / or support Elaborates importance of particulars, but interpretation and analysis could be expanded to show firm connection to thesis or provide more insights about the details or particulars Has sufficient organization; almost all key parts are shown in the paragraph
COMMENTAR Y ANALYSIS
Lack real, pertinent details or quotation marks that provide unsubstantial evidence for thesis; provides unsophisticated generalization unclear Commentary is deficient or is predictable and incoherent, summarizing instead of analyzing importance; demonstrates no clear connection of details to thesis
ORGANIZATI ON
Weak and unclear organization makes argument difficult to follow, body paragraphs need clearer relation to thesis;
paragraph parts flow flawlessly
paragraph parts flow imperfectly and also missing key parts.
TRANSITION
INTRODUCTI ON/CONCLUS ION
Use thoughtful transition between all ideas at the essay and paragraph levels for smooth progression of ideas Has an introduction hat grabs readers attention; has conclusion that provokes further thought Language is natural and captured the writers voice Striking, vivid words catch the readers eye; strong use of action words Shows mastery over a variety of sentence openers and structures and uses then appropriately Uses present tense to discuss literature; proofreading is present
Uses transitions between and within paragraphs but they may seem awkward or forced Has introduction but it may not draw reader in; has a conclusion but it may not tie up loose ends Language is adequate, but doesnt reflect unique voice
Has inconsistent transitions at either paragraph or essay level
COMMAND OF LANGUAGE
WORD CHOICE
SENTENCE VARIETY
Some use of active verbs and strong words lapses into to be verbs at times Contain some Does not contain varied sentence much sentence structure; most variety sentences follow subject-verb pattern Grammar errors do not disrupt the flow of the paper; some proof reading is present Fails to use present tense to discuss literature
Introduction and/ or conclusion is simplistic and could be more engaging and / clearer or lacks an introduction and /conclusion Language is formulaic and contains use of passive voice and/or 2nd person you Includes wordy expressions, repetition of the verbs is and has
STYLE
GRAMMAR
APPENDIX C TABLES
Table 1 Common Writing Tasks Often Given by the English Teachers to the Fourth Year Students to Enhance Awareness and Understanding of Filipino Values
WRITING TASKS Speech Writing Family Stories Comic Strips Essays Poetry Paragraphs Journal Writing Expressive Writing Reaction Writing Book Report
TOTAL RANKING 680 624 550 569 475 607 410 627 440 460
AVERAGE WEIGHTED MEAN 4.82 4.43 3.90 4.03 3.36 4.30 2.90 4.44 3.12 3.26
DESCRIPTION Very Uncommon Uncommon Uncommon Uncommon Averagely Common Uncommon Averagely Common Uncommon Averagely Common Averagely Common
Table 2.a. Effectiveness of Journal Writing in Demonstrating Awareness and Understanding of Filipino Values
SCORE
AREA OF ASSESSMENT Sentence Variety ConclusionIntroduction/ to TopicResponse Supportive Detail Organization Transition Commentary Analysis of LanguageCommand Word Choice Grammar 50 168 165 58 6 447 3.17 AE
SCALE
Excellent Very Good Satisfactory Good Fair Total
5 4 3 2 1
75 128 186 44 10 443 3.14 AE
55 196 129 64 12 456 3.23 AE
35 200 135 66 6 442 3.13 AE
40 172 135 78 6 431 3.05 AE
25 140 162 80 7 414 2.93 AE
25 108 165 80 14 392 2.78 AE
0 160 198 50 10 418 2.96 AE
20 180 180 56 4 440 3.12 AE
30 180 135 70 10 425 3.01 AE
355 1632 1590 646 85 4308 3.06 AE
Weighted Score Effectiveness
Table 2.b. Effectiveness of Essay Writing in Demonstrating Awareness and Understanding of Filipino Values
SCALE
AREA OF ASSESSMENT
TOTAL
ConclusionIntroduction/
LanguageCommand of
Commentary Analysis
to TopicResponse
Sentence Variety
Supportive Detail
Word Choice
Organization
Transition
Grammar 60 372 90 12 0 534 3.78 E
SCORE
Excellent Very Good Satisfactor
5 4 3
75 132 210 46 0 463 3.28 AE
70 132 192 60 0 454 3.21 AE
80 124 180 68 0 452 3.20 AE
95 140 189 48 0 472 3.34 AE
90 160 189 40 0 479 3.39 AE
60 176 180 50 0 466 3.30 AE
65 252 135 40 0 492 3.48 AE
60 192 177 44 0 473 3.35 AE
60 208 180 34 0 482 3.41 AE
715 1888 1722 442 0 4767 3.38 AE
y Good Fair Total Weighted Score Effectiveness 2 1
TOTAL

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Karen Joy Gavino Arellano/ Writing Tasks in English Classes 1

WRITING TASKS IN ENGLISH CLASSES-TO-DEMONSTRATE-AWARENESS AND UNDERSTANDING OF FILIPINO VALUES

By Karen Joy G. Arellano MAEM 202

Master of Arts in Language Education

Karen Joy Gavino Arellano/ Writing Tasks in English Classes 2

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To the Lord almighty

co-teachers and students

All of you had inspired me come up with this paper.

CHAPTER I THE PROBLEM

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Figure 1: Paradigm of the Study

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