Technical Staff Norma A. Azucena Managing Editor Fr. Timoteus Gampur, SVD Consultants / Editors Corazon S. Morilla, Ph.D. Evelyn S. Javier, Ph.D. Fr. Crispin A. Cordero, SVD Layout Designer Xenia L. Fesalvo
FOREWORD
One of the hallmarks of a credible research is its functionality, the degree to which the research output is disseminated and utilized in the light of its practical implications. To this effect a dissertation, explored as part of the outcome assessment the research culture and functionality in teacher education of some nine (9) Teacher Education Institutions (TEI‘s). The study pointed to the embedding mechanisms social capital as determinants of research culture which in turn impacts the functionality of research in terms of capability, productivity, dissemination and utilization. In keeping with the continuing program on educational research, more attempts have been done to continually gather, analyze, interpret and disseminate related information in a research culture that cuts across boundaries of knowledge societies. Along this line, more investigations were conducted in the English language, literature, science, math and even in Filipino to carry out a more encompassing relevant mechanism for improving the quality of education. The journal issue incorporates studies on oral communication and language proficiency, K to 12 approaches, writing apprehension and performance, disruptive behavior and performance, determinants of English speaking proficiency, the Special Program in the Arts Curriculum as well as pedagogy in teaching Science. Meanwhile in literature, research outputs investigated the language of poems through content analysis and stylistics focusing on linguistics theoretical points, a more comprehensive study of the author‘s style, poem structure, different verbal patterns and unique linguistic markers from different perspectives. The Science research output ―Physico-Chemical Analysis of Different Agricultural Soil Samples in Northern Oriental Mindoro is intended for facility management and agricultural support. The other Science research is about environmental practices, measuring student‘s awareness and involvement. These researches for whatever practical value are aimed at ensuring a culture of continuous improvement to level up learning and achieve education standards through research utilization.
CONTENTS Dissertation Research Culture and Functionality in Teacher Education Institutions in Oriental Mindoro Bibiana De Chavez Arago (2018) p. 2
CONTENTS Master Theses Oral Communication Strategies and the Level of Competency in English Language of Grade 10 Students of Oriental Mindoro National High School: A Basis for an English Enhancement Program Ma. Christia M. Borbon (2017) p. 15 K to 12 Pedagogical Approaches and English Language Proficiency of Grade12 Students of Porfirio G. Comia Memorial National High School: Basis for Curriculum Support Program Judy M. Laylo (2018) p. 20 Writing Apprehension and Performance of Grade 11 Students of Nabuslot National High School: Basis for a Proposed Writing Program Erwin D. Bibal (2018) p. 28 Disruptive Behavior and Academic Performance of Grade Three Pupils in Selected School of Naujan West District Mina Cabral Mendoza (2018) p. 33 Determinants of English Speaking Proficiency of Grade 11 Senior High School Students of Pili National High School Leila M. Rubia (2018) p. 37 Special Program in the Arts Curriculum and Classroom Assessment of Grade 8 Students in Oriental Mindoro National High School Angelo B. Ahorro (2018) p. 43 Mga Piling Saling-Akdang Pandaigdig sa Pagtuturo ng Filipino sa Ikasampung Baitang Jarel A. Abia (2018) p. 47
Pedagogy in Teaching Science and Performance of Grade 10 in Aurelio Arago Memorial National High School Nancy C. Dayot (2018) p. 52 Exploring the Language of Poems Through Content Analysis of Maya Angelou‘s Works Lenningay D. Pascua (2018) p. 58 Stylistic Analysis of Selected Poems in English 9 Focusing on Linguistics‘ Theoretical Points: Basis for a Sample Course Material Maria Ginalyn J. Quiñones (2018) p. 63 Motivating Factors and Willingness to Continue Education of Students in Cawayan National High School Placida E. De Silva (2018) p. 68
DISSERTATION
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Research Culture and Functionality in Teacher Education Institutions in Oriental Mindoro Bibiana De Chavez Arago (2018) Ph.D – Educational Management This qualitative phenomenological study explored the lived experiences of active faculty researchers of nine teacher education institutions (TEIs) in Oriental Mindoro. It unraveled the embedding mechanism and social capital as determinants of research culture and their impact on the functionality of research in terms of capability, productivity, dissemination and utilization. This formed the bases for designing a Research Capability Development Program to ensure a sustained level of research functionality. Derived meaning from the lived experiences of faculty researchers encompassed their personal knowledge of research culture and their impact on research functionality. Primary embedding and secondary reinforcement mechanisms of TEI‘s research culture nurture research functionality. The various forms of social capital, namely, institution, relationships, and norms, as determinants of research culture, serve as stimuli for boosting capability, productivity, and dissemination and utilization of research. TEIs‘ status of functionality of research highly differed from one another according to the varying levels of organizational developmental stage. TEIs need to consider a Research Capability Development Program that covers both the macro- and micro-levels of organization. The TEIs need to find ways to further enhance their primary embedding and secondary reinforcement mechanisms in order to improve the levels of functionality of research in terms of capability, productivity, as well as dissemination and utilization of research. Moreover, the TEIs need to conduct a review of their existing social capital in order to identify the areas for improvement and development. They need to work together to improve the level of functionality of research. References A. Books Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, New Jersey: Prentice Hall. Binney, G., & Williams, C. (1997). Leaning into the future. London: Nicholas Brearley. Bourdieu, P. (1986). The forms of capital, in handbook of theory and research for the sociology of education (J.E. Richardson ed.), 241, 248-49. Calda, D.S., & Javier, E. (2014). Functionality of research in management. LAP Lambert Academic Publishing.
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Arago, 2018 Cottrell, J. (1997). The diffusion of innovations: Applying change theory to academic computing. Paper presented at the ACM SIGUCCS, Monterey, CA. Evans, L. (2007). Developing research cultures and researchers in HE; The role of leadership. presentation at the annual conference of the society for research into higher education, December 11th 2007. Retrieved from: http://www.education.leeds.ac.uk/assets/files/staff/papers/SRHE‐paper‐submission‐0132.d oc Hill, R.A. (1993). Establishing and sustaining a research culture: A working paper. Presented to the Australian and New Zealand Academy of Management Conference, held at Deakin University, Geelong, Victoria, Australia, December 1993. Hill, R. (1999). Revisiting the term “Research Culture.” Paper presented at the HERDSA Annual International Conference, Melbourne, 12-15 July 1999. Hamilton, New Zealand: The Waikato Polytechnic. Petry, J., & Kenney G. (1991). The impact on higher education. Part of a symposium on Funding Shortfalls and Their Impact on Policy Making in the 1990s at the Annual Meeting of American Educational Studies Association. Kansas City, MO. Salazar-Clemeña, R.M., & Almonte-Acosta, S.A. (2007). Developing research culture in Philippine higher education institutions: Perspectives of University Faculty. Presented at the Regional Seminar ―Competition, Cooperation and Change in the Academic Profession: Shaping Higher Education‘s Contribution to Knowledge and Research‖, 18-19 September 2007, Hangzhou, China. Yadao-Sison, C. (2010). CHED-IP Philippines tie-up: Strengthening collaboration for IP protection and technology transfer in higher education institutions. Presented during the Forum on the Technology Transfer Act of 2009 and University Readiness, Crown Plaza Hotel, Ortigas Center, Pasig City, August 10, 2010 E. Webpages and Electronics References Álvarez, M.T., Vázquez, C.R., & Lozano, F.B. (2016). The importance of social capital in higher education: A study of the facebook fan pages. In: New Advances in Information Systems and Technologies, Advances in Intelligent Systems and Computing. Á. Rocha et al. (Eds.), Switzerland: Springer International Publishing, 462. doi: 10.1007/978-3-319-31307-8_ Browning, L., Thompson, K., & Dawson, D. (2016). Growing your own: Building research capability in challenging times. INORMS 2016 Congress, Melbourne. 11 to 15 September 2016
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Arago, 2018 Chan Robles & Associates Law Firm. The corporation code of the Philippines - [Batas Pambansa Bilang 68], Title XI. Retrieved from: http://www.chanrobles.com/legal5title11.htm#.WmvKTf6cGCg Cheetham, A. (2007). Growing a research culture. Address to the academic senate – University of Western Sydney, May, 2007. Retrieved from: http://www.uws.edu.au/__data/assets/pdf_file/0018/7119/Item_3.6_Building_a_Research_ Culture__Tabled_Doc.pdf Hazelkor, E. (2004). Growing research in new universities. IMHE/OECD, Paris and DIT, Dublin. ‗Managing the University Community -– Building a Research Strategy and Funding It‘. EUA conference, Barcelona, June 2004 Marchant, T. (2009). Developing research culture – overcoming regional and historical obstacles. Chapter Five in Professional Doctorate Research in Australia: Commentary and Case Studies from Business, Education and Indigenous Studies. Lismore: Southern Cross University Press. Retrieved from http://www98.griffith.edu.au/dspace/bitstream/handle/ 10072/32464/ 63376_1.pdf?sequence=1 Pasupathy, R., & Siwatu, K.O. (2013). An investigation of research self-efficacy beliefs and research productivity among faculty members at an emerging research university in the USA, 728-741 Retrieved from http://dx.doi.org/10.1080/07294360.2013.863843 Teehankee, B. (2011). Building research culture in Philippine higher education: A systems action research approach. Manila: Management and Organization Department, De La Salle University. Retrieved from http://ched-zrc.dlsu.edu.ph/presentation/nurturing
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MASTER THESES
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Oral Communication Strategies and the Level of Competency in English Language of Grade 10 Students of Oriental Mindoro National High School: A Basis for an English Enhancement Program Ma. Christia M. Borbon (2017) MAED – Teaching English Language This research study determined the oral communication strategies and the level of competency in English language of Grade 10 students of Oriental Mindoro National High School (OMNHS). The researcher used questionnaire to determine the extent of use of students in Oral Communication Strategies, and the Level of oral communication competency in delivery, organization, fluency, grammar and confidence in English Language. To determine the relationship between the two variables, descriptive correlational research design was used. Results revealed that Grade 10 students‘ utilization of reduction strategies had something to do in increasing their level of competence in oral communication in English along with confidence. It also revealed that reduction strategies could render Grade 10 student very competent to speak English because they could allow themselves to avoid unfamiliar topics and those they were not knowledgeable about. The choice of easily understandable words, changing topics meaning they were not sure of replacement of hard to pronounce words which were components of reduction strategies could also facilitate acquisition of mastery necessary to have control on the process of communication. From the findings and conclusions of the study, an enhancement program was proposed. REFERENCES A. Books De Belen, R. T. (2015). Research methods & thesis writing. Quezon City: Jobal Publishing, Inc. p. 43. Fox, W. & Bayat, M. S. (2007). A guide to managing research. Juta Publications, p.45 Grimsley, H. T. (2011). Teaching and learning in the language classroom. Oxford: Oxford University Press. Krashen, S. D. (1987). Second language acquisition and second language learning. Prentice-Hall International. Lane, S. (2010). Interpersonal communication: Competence and contexts. USA: Pearson Education.
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Borbon, 2017 Pintrich, P. R. (2003). Motivation and classroom learning. In William M. Reynolds 7 & Gloria E. Miller (Eds). Handbook of Psychology. Volume 7: Educational Psychology. Hoboken, New Jersey: Willey. Savignon, S. (1972). Communicative language theory: Linguistic theory and classroom practice. Cambridge: Cambridge University Press. B. Journals, Magazines, Newspapers and Other Printed Materials Ager, E. O. (2016). Promoting learner autonomy in a Macedonian EFL context: Reflecting on selected classes and materials. The English Research Journal, 3(10), 116-129. Aquino, A. C., Cabarrubias, A. Y., Park, T. Y., Rabang, R. V., Rafael, K. J., Yogaratnam, J. M. & Oringo, F. (2016). Demotivating factors in learning the English language. Presented at the DLSU research congress. De La Salle University, Manila, Philippines March 7-9, 2016 Baradillo, D. G. (2014). Oral communicative competence of second year Hotel and Restaurant Management students in the University of the Immaculate Conception. Glit E-Journal Language Practice & Information Technology, 2(28), 228-237. Cabaysa, C. C & Baetiong, L. R. (2010). Language learning strategies of students at different levels of speaking proficiency. Education Quarterly, 68(1), 16-35. Chua-Lee, Q. N. (2011). What will help make education reforms transform? (A chance to make history), Philippine Daily Inquirer. Sunday Issue, April 24, 2011. Delfin, C. M. (2010). Oral communication across the curriculum: The state of the art after twenty-five years of experience. Journal of the Association for Communication Administration, 29, 66- 87. Del Villar, C. P. (2011). Beginning Filipino students‘ attributions about oral communication anxiety. Journal Media and Communication Studies, 2(7), 159-169. Graves, M. F., & Watts-Taffe, S. (2012). For the love of words: Fostering word consciousness in young readers. The Reading Teacher, 62(3), 185–193. Hoang, N. (2015). 8 factors affecting students‘ speaking performance at Le Thanh Hien High School. Asian Journal of Educational Research, 3(2), 231-237. Ilustre, C. A. P. (2014). Beliefs about reading, metacognitive reading strategies and text comprehension among college students in a private university. Philippine ESL Journal, 7(11), 28.
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Borbon, 2017 Khamkhien, A. (2010). Thai learners‘ English pronunciation competence: Lesson learned from word stress assignment. Journal of Language Teaching and Research, 1, 757-764. Lasala, C. B. (2014). Communicative competence of secondary senior students: language instructional pocket. Procedia-Social and Behavioral Sciences, 1(34), 226-237. Malmir, A. & Shoorcheh, S. (2012). An investigation of the impact of teaching critical on the Iranian EFL learners‘ speaking skill. Journal of Language Teaching Research, 4, 608 – 617.
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Mamhot, A. M. A., Martin, M. H. V. & Masangya, E. M. (2013). A comparative study on the language anxiety of ESL and EFL learners. (Time Taylor International 1718-2298), Philippine ESL Journal, 10(12), 200. Na, Z. (2013). A study of high school students‟ English learning anxiety. The Asian EFL Journal, 9(3), 22-34. Somsai, S. & Intaraprasert, C. (2011). Strategies for coping with face- to- face oral communication problems employed by Thai University students. GEMA online Journal of Language Studies, 11(2), 83-96. C. Theses and Dissertations Ella, R. B. (2014). Oral communication achievement of the Bachelor of Arts students major in English at Rajamangala University of Technology Lanna, Thailand. A Master Thesis. Ifugao State University, Nayon, Lamut, Ifugao. Hmaid, Y. (2014). The impact of teaching oral communication strategies on english language learners in Libya. A Dissertation. De Monfort University. Huang, A. C. (2010). An investigation of communication strategy use in intercultural video conferencing: A case study of Tamkang University English majors. Master‘s Thesis. TamkangUniversity, Taipei, Taiwan. McKeeman, L. E. (2013). Enhancing communicative competence through integrating 21st century skills and tools. A Dissertation. Kansas State University Blanca Oviedo Barton County Community College. Murad, T. M. (2009). The effect of task-based language teaching (TBLT) on developing skills among the Palestinian secondary EFL students in Israel and their attitudes towards English. A Dissertation, Yarmouk University.
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Borbon, 2017 Tabula, R. V., Balagtas, A. S. & Castillo, M. E. S. (2013). Fillers, mime and self-repetitions as most frequently used communication strategies in oral expositions. A Faculty Research. Don Mariano Marcos Memorial State University, Batac City. D. Electronic Articles Langlang, W. U. (2013). Explicit instruction in task-based language teaching. (Retrieved from http://www.studymode.com/essays/Explicit-Instruction-In-Task-Based-LanguageTeaching-1825476.html on July 14, 2017). Maig. K. T. (2013). The influence of sense of language on English reading teaching. (Retrieved from StudyMode.com. on http://www.studymode.com/essays/The-Influence-Of-Sense-OfLanguage-1534394.html). on July 29, 2017). Nardquist, R. (2017). ―Paraphrase‖. Glossary of grammatical and rhetorical terms. (Retrieved from http//wwwthoughtco.com on August 25, 2017). Ohno, A. (2011). Communicative competence and communicative language teaching. (Retrieved from http://cicero.u-bunkyo.ac.jp/lib/kiyo/ fsell2002/25-32.pdf. on July 12, 2017). Khan, S. (2010).Strategies and spoken production on three oral communication tasks: A study of high and low proficiency EFL learners. (Retrieved from www.tdx.cat/bitstream/10803/32083/1/sk1de1.pdf. on July 23,2017). Shaffer, T. M. (2002). On communicative language teaching, theoretical foundations and principles. Asian Social Science. (Retrieved from https://www.researchgate.net/publication/41846252_On_Communicative_Language_Teac hing_-_Theoretical_Foundations_and_Principles. on August 21, 2017). E. Conference Presentation Martin, I. P. (2011). The ‗variousness‘ perspective: Are English teachers ready? (Ateneo de Manila University). 1st National Conference on English Language Instruction and Development, University of Santo Tomas, Department of English, 2011. Mendiola, C. M. (2011). Today‘s ESL learners: An attempt at characterization. (Philippine Normal University), 1st National Conference on English Language Instruction and Development, University of Santo Tomas, Department of English, 2011. Regal-Flores, E. (2011). Teaching English in the Philippines from a world Englishes paradigm. (De La Salle University – Manila). 1st National Conference on English Language Instruction and Development, University of Santo Tomas, Department of English, 2011.
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Borbon, 2017 Tayao, M. L. G. (2011). Meeting the challenge of using a second language (English) as medium of instruction in a multilingual environment. (University of the Philippines–Diliman), 1st National Conference on English Language Instruction and Development, University of Santo Tomas, Department of English, 2011. F. Faculty Studies Somsai, J. P. & Intraprasert, E. E. (2011). An investigation of communication strategy use in intercultural videoconferencing: A case study of Tamkang University. English majors. A Faculty Study. Tamkang University, Taipei, Taiwan. G. School Document and File School Improvement Plan (2016). Oriental Mindoro National High School (OMNHS). San Vicente, Calapan City.
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K to 12 Pedagogical Approaches and English Language Proficiency of Grade 12 Students of Porfirio G. Comia Memorial National High School: Basis for Curriculum Support Program Judy M. Laylo (2018) MAED – Teaching English Language This is a quantitative study using descriptive-correlational design which determined the relationship between the K to 12 Pedagogical Approaches and the English proficiency of the Grade 12 students of Porfirio G. Comia Memorial National High School. The research surveyed the extent of use of the K to 12 Pedagogical Approaches including constructivism, inquiry-based, reflective, collaborative, and integrative approach in the teaching-learning process at Porfirio G. Comia Memorial National High School through a self-made questionnaire. It also assessed the level of the English language proficiency of selected Grade 12 students using a standardized English Proficiency Test which covered the listening comprehension, reading comprehension, vocabulary, grammar, and speaking tests. Using a five-point scale to describe the extent of use of the K to 12 Pedagogical Approaches in Porfirio G. Comia Memorial National High School. Students perceived the extent of use of the K to 12 Pedagogical Approaches in terms of constructivist approach as low followed by moderate rating for inquiry-based approach and reflective approach. The most used approach, was the collaborative approach followed by integrative approach both interpreted as high. The grand mean of 3.26 of the extent of use of the pedagogical approaches reflected a moderate rating from the respondents. Meanwhile, the level of the English proficiency of the students of Porfirio G. Comia Memorial National High School was also low. Grammar, vocabulary, and reading tests all reflected low score. On the other hand, listening and speaking tests obtained an average rating. The result also showed a significant relationship between the K to 12 pedagogical approaches and the English proficiency of the Grade 12 students of Porfirio G. Comia Memorial National High School. Specifically, there was a significant relationship between constructivist approach and listening comprehension, constructivist approach and reading comprehension, constructivist approach and grammar, and constructivist approach and speaking. It was also identified that the inquiry based approach directly affected the proficiency level of students in reading, vocabulary, and grammar. Meanwhile, reflective and collaborative approaches had significant relationship with the reading comprehension of the students. Lastly, a significant relationship was also found between integrative approach and reading, and integrative approach and speaking.
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Laylo, 2018 K to 12 Curriculum Guide in English (2016). Manila, Philippines: Department of Education. Khan, M.A. and Law, L. S. (2014). An integrative approach to curriculum development in higher education in the USA: A theoretical framework. International Education Studies; Vol. 8, No. 3; 2015. Canadian Center of Science and Education. Kintsch, W. (2013). Revisiting the construction-integration model of text comprehension and its implications for instruction. In D. E. Alverman, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (pp. 807-839). Newark, DE: International Reading Association Klingner, J. K., Vaughn, S., Arguelles, M. E., Hughes, M. T., & Leftwich, S. A. (2004). Collaborative strategic reading ―Real-World‖ lessons from classroom teachers. Remedial and Special Education, 25(5), 291-302. Kraft, M. A., & Dougherty, S. M. (2013). The effect of teacher-family communication on student engagement: Evidence from a randomized field experiment. Journal of Research on Educational Effectiveness. Krashen, S. D. (1982). Principles and practice in second language acquisition. New York: Pergamon Press. Kulikova, O. (2015). Vocabulary learning strategies and beliefs about vocabulary learning: a study of beginning university students of Russian in the United States. (Retrieved from https://ir.uiowa.edu/cgi/viewcontent.cgi?article=5925&context=etd). Lackman, K. 2010. Teaching speaking sub-skills. (Retrieved http://www.kenlackman.com/files/speakingsubskillshandout13poland_2_.pdf).
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Laylo, 2018 Taylor, D. B., Mraz, M., Nichols, W. D., Rickelman, R. J., & Wood, K. D. (2009). Using explicit instruction to promote vocabulary learning for struggling readers. Reading & Writing Quarterly, 25, 205-220 Tuan, N. H. and Mai, T. N. (2015). Factors affecting students‘ speaking performance at le Thanh hien high school. (Retrieved from http://www.multidisciplinaryjournals.com/wpcontent/uploads/2015/03/FACTORS-AFFECTING-STUDENTS%E2%80%99SPEAKING.pdf). Westbrook, J. et. al.(2013). Pedagogy, curriculum, teaching practices and teacher education in Developing Countries. (Retrieved from http://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Pedagogy%20 2013%20Westbrook%20report.pdf?ver=2014-04-24-121331-867). Weiler, N. (2015). Speaking a second language may change how you see the world. (Retrieved from www.sciencemag.org/news/2015/03/speacking-second-language-may-change-howyou-see-the-world) Wu, L.-F. (2013). A study of factors affecting college students‘ use of ESL vocabulary learning strategies. International Journal of Humanities and Social Science, 3(19), 202- 208. Zeichner, K. & Liston, D. (2014). Historical roots of reflective teaching. In reflective teaching: An introduction. (Retrieved from http://books.google.com/books).
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Writing Apprehension and Performance of Grade 11 Students of Nabuslot National High School: Basis for a Proposed Writing Program Erwin D. Bibal (2018) MAED – Teaching English Language Writing is an important language skill and considered as a cornerstone of success in different fields. However, writing particularly in English language has been perceived as a demanding and difficult task which may be caused by the individual‘s anxiety, fear, and doubt towards it. Such negative perception is termed as writing apprehension. In line with this, this quantitative research employing descriptive-correlational design determined the extent of writing apprehensions of the Grade 11 students of Nabuslot National High School in terms of personal, psychological, and technical factors and their relationship to the level of the students‘ writing performance. To determine the extent of writing apprehension in terms of personal, psychological, and technical factors, the questionnaire adapted from standard questionnaire of Daly and Miller was used. Moreover, a writing test was used to find out the level of the writing performance of the students which was graded using the rubric validated by the English Education Program Supervisor of the Schools Division of Oriental Mindoro. Meanwhile, the data gathered were treated using descriptive and inferential statistics. Results revealed that the Grade 11 students of Nabuslot National High School perceived a moderate extent of writing apprehension as shown by the grand mean of 2.64. Meanwhile, it was found out that the writing performance of the students was at an average level as evidenced by the 43.57 mean score. Results of the study further showed that there was a significant relationship between the writing apprehension in terms of personal, psychological, and technical factors and the writing performance of the students revealed by the r computed, that is |-.791| > |.279|. From the findings, it could be concluded that in writing, the students sometimes feel the pressure and fear of evaluation. Furthermore, the students sometimes experience lack of confidence in doing the task and lack of knowledge with regard to the technicalities of writing. These problems affect the performance of the students which indicate that there is a significant relationship between the writing apprehension and performance of the students. It could also be gleaned from the result that as the writing apprehension increases, the writing performance decreases and as the writing apprehension decreases, the writing performance increases. Based on the findings, a writing program was proposed to lessen or eradicate the writing apprehension of the students to improve their writing performance.
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Bibal, 2018 References Al Ahmad, S. (2003). The impact of the collaborative learning on L1 and L2 college students‘ apprehension and attitudes toward learning. Unpublished doctoral dissertation, Indiana University of Pennsylvania, USA Al Asmari, A. (2013). Investigation of writing strategies, writing apprehension, and writing achievement among Saudi EFL major students. International Education Studies (Retrieved fromhttp://dx.doi.org/10.5539/iesv6n11p130) Al-Sawalha, A. (2012). The effects of writing apprehension in English on writing process. International Interdisciplinary Journal of Education, 1(I), 6-14 Al-Shboul, Y. (2015). The Causes of writing apprehension through students‘ perspective. Journal of language teaching and research, Vol. 6, No. 3. (Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.878.2966&rep=rep1&type=pdf)
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Choi, S. (2013). Language age anxiety in second language writing: is it really a stumblingblock? (Retrieved from http://scholarspace.manoa.hawaii.edu/ handle/10125/40722) Daly, J. A., & Miller, M. (1975). The empirical development of an instrument to measure writing apprehension. Research in the teaching of English, 9, 242-249. (Retrieved from http://en.wikipedia.org/wiki/Writing) Erkan D. (2011). Writing performance relative to writing apprehension, Self-efficacy in writing, and attitudes towards writing: A correlational study in Turkish Tertiary-Level EFL. (Retrieved from http://ntdc.alazhar.edu.ps/upload/researches/March-2011-dye.pdf) Hammann, L. (2005). Self-regulation in academic writing task. International journal of teaching and learning in higher education, 17(1), 15-26 Hanna, K. J. (2010). Student‘s perceptions of teacher‘s comments: Relationship between specific aspects of teacher‘s comments and writing apprehension. Ph.D dissertation, the University of North Dakota. Hassan, B. A. (2001). The relationship of writing apprehension and self-esteem to writing quality and quantity of EFL university students (Retrieved from http://eric.ed.gov/?id=ED459671) Huwari, I. & Abd Aziz, N. (2004). Writing apprehension in English among Jordanian postgraduate students at University Utara Malaysia (UUM). (Retrieved from http://www.ncsu.edu/aern/TAS12.1/TAS12.1Ayodele.pdf) Kamal, J. et al. (2016). Exploring the relationship between writing apprehension and performance: A qualitative study. International Education Studies. Vol.9. Nov.8, 2016 Kara, S. (2013). Writing anxiety: A case study on students‘ reasons for anxiety in writing classes. Anadolu Journal of Sciences International Kassim, N. (2005). Second language writing anxiety: Cause and effect. Malaysian Journal of ELT Khan, A. (2011). Role of applied linguistics in the teaching of English in Saudi Arabia. International Journal of English Linguistics, I(1), 105-114 Krashen, S. (1982). Predictors of success in writing English as foreign language
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Bibal, 2018 Kurk, G., & Atay, D. (2007). Prospective teachers and L2 writing anxiety. Asian EFL Journal, 100-118 Latif, M. A, (2007). The factors accounting for the Egyptian EFL University students‘ negative writing effect. The graduate students‘ papers in language and linguistics, 57-82 Lomax, R. & Li, J. (2013). Correlational research. (Retrieved April 4, 2016 from http://www.education.com/reference/article/correlational-research/) Magno, C. (2008). Reading strategy, amount of writing, Metacognition, metamemory, and apprehension as predictors of English written proficiency. Professional Teaching Articles, 29. (Retrieved from http://www.philippine-esl-journal.com/Volume-1-cm.php ) Mamhot, A. et. Al (2013). A comparative study on the language anxiety of ESL and EFL learners. Philippines ESL Journal, Vol.10 (Retrieved from https://www.philippine-esljournal.com/wp-content/uploads/2014/01/V10-A8.pdf) Mark, H. M. (2003). Individual assessment of media writing student‘s attitudes: Recasting the mass communication writing apprehension measure. Journalism and Mass Communication, 82(2), 339-355 McLeod, S. A. (2007) BF skinner: Operant conditioning. (Retrieved from September 9, 2009, from The Simply Psychology Website: http://www.simplypsychology.pwp.blueyonder.co.uk/operant-conditioning.html Masny, D. & Foxall, J. (2012). Writing apprehension in L2. (Retrieved from www.eric.gov.ed) Mo, H. (2012). A study of teaching ESL writing in colleges in China. International Journal of English Linguistics, 2(1), 118-127 Rankin-Brown, M. (2006). Addressing writing apprehension in adult English language. (Retrieved from http://www.catesol.org/Rankin-Brown_1.pdf) Reeves, L. (2003). Minimizing writing apprehension in the learner-centered classroom. The English Journal, 86(6), 38-45 Shatz, M., & Wilkinson, L.C. (2010). The education of English language learners: Research to practice, New York: The Guilford Press.
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Bibal, 2018 Shawish, J., & Atea, M. (2010). An investigation of Palestinian EFL majors‘ writing apprehension: causes and remedies. (Retrieved from http://www.quo.edu/english/conferences/firstNationalConference/pdfFiles) Singh, T. & Rajalingam, S. (2012). The relationship of writing apprehension level and selfefficacy beliefs on writing proficiency level among pre-university students. English Language Teaching, 5, 42-52. (Retrieved from www.ccsenet.org/elt) Takahashi, A. (2009). Foreign language writing apprehension: Its relationships with motivation, self-perceived target language ability, and actual language ability. (Retrieved from http://dspace.lib.niigatau.ac.jp:8080/dspace/bitstream/10191/13158/1/15_89-100.pdf) Xiu Yan, J. & Wang, H. (2012). Second language writing anxiety and translation: Performance in a Hong Kong tertiary translation class. The Interpreter and Translator Trainer (ITT), 6, 171-94. (Retrieved from https://www.stjerome.co.uk/tsa/abstract/14593/) Yirka, B. (2013). Sudy shows red pen used by instructors lead to more negative response. (Retrieved from http://www.google.com.ph/amp/s/phys.org/ news/2013-01-red-peninstructors-negative-response.amp) Zhang, L.J. (2001). Exploring variability in language anxiety: Two groups of PRC students learning ESL in Singapore. RELC Journal, 32(1), 73-91 Zhang, L.J. (2001). Uncovering Chinese ESL students' reading anxiety in a study-abroad context. Asia Pacific Journal of Language in Education, 3(2). (Retrieved from http://journals.sagepub.com/doi/abs/10.1177/ 003368820103200105)
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Disruptive Behavior and Academic Performance of Grade Three Pupils in Selected School of Naujan West District Mina Cabral Mendoza (2018) MAED – Administration and Supervision This study is a quantitative research using the descriptive-correlational method to investigate the relationship between the disruptive behavior and academic performance of Grade Three pupils in selected schools in Naujan West District as basis for enhanced classroom management plan. Results of the study revealed that Grade three pupils of the selected schools in Naujan West District had low extent of classroom behavior. They rarely showed disruptive behaviors in terms of inattentiveness, aggressiveness, tardiness and laziness. The pupils‘ level of academic performance was satisfactory. Respondents‘ extent of disruptive behavior and level of academic performance were significantly related. Inattentiveness, aggressiveness, tardiness and laziness were only the predictors of pupil‘s performance. There could be some other factors that affected academic performance such as peers, parents, teachers, administrators, strategy in teaching, classroom management, environment, demographic profile and also curriculum. In the light of the conclusions derived under the conditions in which the investigation was conducted, the researcher offered the following recommendations. Administrators may provide a program for the teacher as well as to the parents to lessen the effect of disruptive behavior and enhance the academic performance of the pupils. Teachers‘ effort may be strengthened to conduct action research and case studies that could help them in addressing different disruptive behaviors in their daily classroom situations. It is also recommended that innovative and creative ways to deliver instruction be explored, and that the following be addressed; the pupil‘s motivation level, conduct enhancement/intervention activities to further increase the academic performance of the pupils; maintain the awareness of new teachers on classroom management practices through seminars and physical arrangement of classroom to ensure that they are conducive to learning and safe for the learners. Further research may also be conducted more for comprehensive studies about the findings using results of the study on classroom behavior and academic performance of pupils. Books White, R., Algozzine, B., Audetre, R., Marr, M., & Ellis, E.D. (2001). Unified discipline: A school-wide approach for managing problem behavior. Intervention in School and Clinic. Whitmeyer,S.J., Mogk, D.W., Pyle, E.J. (2009). Field geology education: Historical perspectives and modern approaches: Eiss and Harbeck‘s values theory. The Geological Society of America.
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Mendoza, 2018 GURO 21 Gearing up responsible and outstanding teachers in Southeast Asia for the 21st century (2011). COURSE I facilitating the development of 21st century skills for Southeast Asian teachers. Southeast Asian Ministers of Education Organization (SEAMEO) Regional Center for Educational Innovation and Technology (INNOTECH). Articles Joughin, C. (2006, September). Cognitive behaviour therapy can be effective in managing behavioural problems and conduct disorder in pre-adolescence. Evidence Nugget, p. 1. Lloyd, J. W. (2009). Education of students with behavior disorders. In CD ROM]. Redmond, WA: Microsoft.
Encyclopedia Encarta [
Government Documents DepEd Order No. 40 s. 2012. Child protection policy: Policy and guidelines on protecting children in school from abuse, violence, exploitation, discrimination, and bullying. DepEd Order No. 8 s. 2015. Policy guidelines on classroom assessment for the K to 12 basic education program. DepEd Order No. 56 s. 2016. Department of Education. Guidelines on the grant of performancebased b for the Department of Education employees and officials for fiscal year 2015. Electronic Sources Bolton, N. (2012). Common behavior problems in the classroom. Retrieved from http://www.ehow.com/info_8006610_common-behavior-problemsclassroom.html. Cherry, K. (2015). Erik Erikson's stages of psychosocial development: of psychosocial development. Retrieved http://psychology.about.com/od/psychosocialtheories/a/psychosocial.htm. Eiss
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and Harbeck (1969). Educational technology https://books.google.com.ph/books?id=diJXAAAAMAAJ&q=BOOK+OF+values+theory +of+eiss+and+harbeck+1969&dq=BOOK+OF+values+theory+of+eiss+and+harbeck+196 9&hl=fil&sa=X&ved=0ahUKEwiGnZzl_K3XAhWBTJQKHZrIDPEQ6AEIKjAB
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Mendoza, 2018 Google Map (2018). https://www.google.com.ph/maps/dir/Porfirio+G.+Comia+Memorial+Elementary+School, +Buhangin+Road,+Naujan,+Oriental+Mindoro/Juan+Luna+Sr.+Memorial+School,+Pinag sabangan+II,+Bayan+ng+Naujan,+Silangang+Mindoro/Santiago+C.+Garong+Memorial+ School,+Bayan+ng+Naujan,+Silangang+Mindoro/@13.27124,121.2530389,14z/data=!3m 1!4b1!4m20!4m19!1m5!1m1!1s0x33bceac72e99b895:0x4a6e95da68fb8391!2m2!1d121.2 373441!2d13.2733264!1m5!1m1!1s0x33bcc01b879ce751:0x41fcaaf0b5f359b0!2m2!1d12 1.2684095!2d13.2674055!1m5!1m1!1s0x33bcc060c7fc278b:0xde6ecb800374ea99!2m2!1 d121.3034177!2d13.2685229!3e0?hl=fil Grace, E. (2015). B.F. Skinner's behavioral theory. Kid‘s development. Retrieved from http://www.kidsdevelopment.co.uk/bfskinnersbehaviouraltheory.html Kalla, S. (2008). Correlational study. https://explorable.com/correlational-study. Pilgrim, T. (2013). Tardiness in school. https://eduflow.wordpress.com/2013/07/13/tardiness-inschools/ . Walker, H.M., Ramsey, E., Gresham, F.M. How early intervention can reduce defiant behavior—and win back teaching time. Retrieved from http://www.aft.org/ periodical/american-educator/winter-2003-2004/heading disruptivebehavior#sthash.XGEPCwvz.dpuf. Journals Ghazi, S.R., Shahzada, G., Tariq, M., Khan, A.Q. (October, 2013). Types and causes of students‘ disruptive behavior in classroom at secondary level in Khyber Pakhtunkhwa, Pakistan. American Journal of Education Research 1.9, 350-354. Manuel, D. B. (2013). Beating bullying, A concern of everyone. The Modern Teacher Papi Publishers Association of the Philippines, Inc. Volume LXII No. 4 p 125-126. Massetti, G.M., Lahey, B. B., Pelham, W. E., Loney J., Ehrhardt A., Lee, S. S., Kipp, H. (2008). Academic achievement over eight years among children who met modified criteria for attention-deficit/Hyperactivity Disorder at 4–6 Years of Age. Journal of Abnormal Child Psychology Volume 36, Issue 3, pp 399–410 doi: 10.1007/s10802-007-9186-4 Nakpodia E. D., Dafiaghor F. K. (2011) Lateness: A major problem confronting school administrators in Delta State, Nigeria. International Journal of Science and Technology Education Research Vol. 2(4), pp. 58 – 61.
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Mendoza, 2018 Stanley, E. O. (2014). Discipline and academic performance (A study of selected secondary schools in Lagos, Nigeria). International Journal of Academic Research in Progressive Education and Development. Vol. 3, No. 1 DOI:10.6007/IJARPED/v3-i1/758 URL: http://dx.doi.org/10.6007/ IJARPED/v3-i1/758 Sun, R. C. F., and Shek, D.T.L. (2012). Student classroom misbehavior: An exploratory study based on teachers' perceptions, The Scientific World Journal, Volume 2012 Article ID 208907 p. 8. http://dx.doi.org/10.1100/2012/208907 Unpublished Thesis/Dissertations Blancaver R., Dumali J., Dumali N. F., Marcelo A., Soriano H., Villa S. (2017), Laziness as a factor that affect the academic performance of the grade 12 students of Yating National High School, Pilar Capiz. Caroro P., Esparagal A, Fabian K., Punsalan J., Jader A. (2017), Tardiness in relation to the academic performance of the senior high school students of La Verdad Christian School. Ded8 (2015). Extent of disruptive behavior affecting the school performance of grade IV & V pupils in Cabanglasan District. Unpublished Thesis, Bukidnon District. dela Cruz, J.M. (2015). Behavioral problem and performance of Grade III pupils in Papandayan Elementary School: A basis for proposed guidance program. Unpublished MA Thesis, Divine Word College of Calapan, GS D370 2015. Hossain, S. (2013).A Study of determining the relationship between academic achievement and problem behavior of urban secondary school students in Bangladesh, University of Dhaka, Bangladesh. Jacobsen, K. (2013) Educators‘ experiences with disruptive behavior in the classroom. Unpublished MA Thesis, St. Catherine University. Miranda, M. (2009) Causes and effect of tardiness of grade 9 students at Quezon City, Perpetual Help Learning Academy Nalda, E.R. (2006) Behavior management strategies to improve performance in English of grade four pupils with behavior problems at Philippine Normal University, Center for Teaching and Learning. Unpublished MA Thesis, University of Visayas. Wille, J.R. (2002) Reducing disruptive classroom behavior with multicomponent intervention: A literature review. Unpublished MA Thesis, University of Wisconsin.
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Determinants of English Speaking Proficiency of Grade 11 Senior High School Students of Pili National High School Leila M. Rubia (2018) MAED – Teaching English Language This study titled ―Determinants of English Speaking Proficiency in English of Grade 11 Students of Pili National High School determined the extent of influence of the factors affecting the speaking proficiency in terms of environment, self-confidence, attitude and motivation and the level of speaking proficiency in terms of pronunciation, grammar and clarity of the Grade 11 students of Pili National High School for the school year 2017-2018. The research study covered 62 student -respondents of Pili National High School, Pili, Pinamalayan, Oriental Mindoro. In order to determine the relationship between the variables, descriptive-correlational method was utilized. The respondents were selected using proportional stratified random sampling technique. The researcher used self-made questionnaire and rubrics adapted from different sources to determine the level of English speaking proficiency in terms of pronunciation, grammar, clarity. Mean and Pearson‘s r moment correlations were used to analyze the data gathered. Findings of the study revealed respondents extent of influence of the factors affecting the speaking proficiency in terms of environment, self-confidence, attitude and motivation was at moderate extent. The respondents‘ level of speaking proficiency in terms of pronunciation, grammar, and clarity was satisfactory. There was a significant relationship between the extent of influence of the factors affecting the speaking proficiency and the level of speaking proficiency in English. REFERENCES A. Books Calderon, J., & Gonzales E (2003). Measurement and evaluation in education. Quezon City. Calmorin, L. (2016). Research and thesis writing. Rex Book Store, Manila Philippines. Nunan, D. (2009). Second language teaching and learning, Mandaluyong City: Anvil Publishing Inc. Nuval, E. (2014). Competence in oral communication and public speaking. Mandaluyong City: Books Atbp. Publishing Corp.
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Rubia, 2018 B. Journals Bernhardt, K. (2013), English language, a second. language. University of Calgary. Retrieved on October 2017 at www.ukessays.com Eshghinejad, S.(2016) Students’ attitudes toward learning English language. Kashan University www.tandfonline. Com European Centre for Research Training and Development UK (2013). International journal of English language teaching. Vol.1, No.1, pp.24-41. www.eajournals.org Harmer (2007) and Pourhosein Gilakjani (2016), Exploring factors affecting EFL learners’ speaking performance: from theories into practices. Proceedings of the 3rd UAD TEFL International Conference 2014 ―Materials Development in Asia and Beyond Lorenzo, A. (2010). English language for all. The new approach in English teaching, CA. USA. Miraflores, P. (2014) English language learning of foreign students in the Philippines. Retrieved on October, 2017 on www. ukessays.com Price, P. et al. (2013). Research method in psychology. Retrieved from www.opentxtbc.ca Rosales, L. (2009). Success in learning English language. ECC Bulletin, March 2009 www. engi23mmax.fh.com, December 2014)
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Shariati, M. et.al. (2009), Interrelationship among foreign language reading, anxiety, reading proficiency and text feature awareness in the university context, Islamic Azad University, Iran retrieved on October 07, 2017 on www.sid.ir Tamimi, M. (2009). Motivation and attitudes towards learning English. Hadhramount University of Science & Technology, GEMA Online Journal of Language Studies 9(2) pp.29-55. Retrieved on October 2, 2017 on www.journalattitude.com. Tarone, E. (2009). Strategies in inter language communication. Language strategy. Longman, London. Weinstein, C. and Mayer, R. (2008). The teaching of learning strategies. Handbook of Research Teaching. Vol. 3, 3rd Ed., New York Youssef, A.2). Role of motivation and attitude in introduction and learning of English as a foreign language in Libyan High Schools. International Journal of Linguistic, 4 (2), 366375.
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Rubia, 2018 Zheng,Y. (2014), Anxiety and second/foreign language learning. Retrieved on October 5,2017 in www.com.academia.educ. C. Unpublished/Published Materials Baeta, E. et. al. (2012). English language proficiency of college
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Dell Villar, C. (2009). Filipino students communication performance Manalo E.( 2009). Self-confidence and its effects in the choice of goals Nolinger , M. (2009). Language for dummies. Engelwood Cliffs, NJ, Prentixe Hall. Nunan, D. (2009). The Learner centered curriculum: An overview. Cambridge University. D. Electronic References Aiasa, M. V. (2013). Influence of home environment on the academic performance of primary five pupils in English language in Orlionmw on Local Government Area of Edu State. Retrieved at www.mentresearchjovrues.org Alaga, N (2016). Motivation and attitude of students towards learning English language, international conference on research in social sciences, humanities and education (SSHE2016) May 20-21, 2016 Cebu (Philippines). Al-Zedjali, R (2009). A critical discourse analysis of the reasons underlying Arab studentteacher’s inadequate English language proficiency Retrieved from www.research.gate.net Astuti, I. (2013). The analyzing of speaking model by Dell Hymes. Retrieved https://englishbanget.files.wordpress.com/2013/09/socioling uistics.pdf
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Attewel, D. et. al. (2011). “Relationship between language and the environment”. Retrieved at www.webstandford.edu. Cabigon, M. (2014). State of English in the Philippines, should from https://www.britishcouncil.ph/teach/state-english concerned-2
we be concerned? Retrieved philippines-should-we-be-
Del Villar, M K (2010). “Beginning Filipino students’ attributions about oral communication anxiety”, Retrieved from www.researchgate.com
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Rubia, 2018 Dweik, B. (2010). The Effect of Arabic proficiency on the English writing of bilingual-Jordanian students. Retrieved at www. files.eric.ed.gov. Eisenhart, C. (2010). A review on the current research on vocabulary instruction. fromhttps://www2.ed.gov/programs/readingfirst/support/rmcfinall.pdf
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Farver, J. M. et.al. (2013). The home literacy environment. Developmental psychology. Retrieved at www.ukim22wordpress.com Gajalakshimi (2013). High school students’ attitudes towards learning English language. Retrieved at www. ijsrp. org. Gebresadik, A. (2015). Factors affecting students’ learning English speaking skills. Retrieved from http://hdl.handle.net/123456789/8389 Gilakjani M. (2011). Why is pronunciation so difficult to learn? Retrieved at www.fleseric.ed Gowhary, H. (2015). The relationship between attitude & speaking proficiency of Iranian EFL learners: The Case of Darvechshehr City. Retrieved on www. scrib.com. Grading Criteria for English Speaking Test Rubric (n.d.). www.rcampus.com/rubricsshowc.cfm?code=L47B44&yes&=true&
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Hee Jeong Oh (2010). Relationship between motivation and proficiency improvement. Retrieved at www.iskli.ku.org.kr journal Hernandez, Butch. (2015). English proficiency as a competitive edge. Retrieved http://opinion.inquirer.net/86602/english proficiency-as-a-competitive-edge
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Intarapraset, C. et.al. (2013). The effects of attitude towards speaking English and exposure to oral communication in English in use of communication strategies by English majors in Vietnam. Retrieved at www.ijmrsp.org. Johnson, K. (2008). Why is my Child having trouble pronouncing words? Retrieved at www.understood.org Retrieved on January 21, 2018 Juliana, S (2012). English pronunciation in focus. Retrieved from www.researchgate.com Kaliyadan, F. (2015). English language proficiency and academic performance: A study of medical preparatory year in Saudi Arabia. www.ncbi.nlm.nih.gov.
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Rubia, 2018 Karahan, M (2009). Positive motivation in learning English language. Retrieved at www. uruae.org.pdf Lukitasari (2008) “Focusing on the students’ strategies in overcoming speaking problems in speaking class”. Retrieved from www.multidisciplinaryjournals.com/wpcontent/uploads/2015 Mercado, R (2009). Language assessment in students who are linguistically diverse. Retrieved from www.sciepub.org Mihales (2010). Cultivating caring-teacher-student relationships in secondary settings enhancing school success for students in EBD. Remedial & Special Education, 30,108-125 Minyan, S. (2010). The relationship between traditional English grammar teaching & communicative language teaching‖. Retrieved from www.files.eric.ed Morozova, L. (2013) “Methods of enhancing speaking skills of elementary level students” Retrieved from www.translationjournal.net/journal/ Nillo,
J, (2014). Factors affecting speaking skills Retrieved fromhttps://www.slideshare.net/joalexnillo/factors affecting-speaking-skills 2017
Osiris, M D (2015). The misconceptions of English language. Retrieved from www.osirisuun.com Patil, V. (2008). An English language perspectives. Retrieved from www.academia.edu Park, L (2009). English as a second language for the new millennium. Retrieved from www.paaljapan.org Rad, S.K. (2011). The relationship between self-esteem & paragraph writing of Iranian EFL learners. Retrieved at www. files.scrip.org Reeder, V ( 2012). Common reasons in mispronunciation of English words. Retrieved from www.slideserve.com Senobio (2015). Why English is so very hard to teach and learn? PDI June 23, 2015. Senyshyn, R (2012). Enter exploring international students' experiences: Sociolinguistic factors and engagement with American,Pennsylvania State University, Abington College, Abington, PA, United States retrieved at www. researchgate.net
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Rubia, 2018 Suelto, S. C. (2015). Pursuing language proficiency among Filipino students. Retrieved from https://bsuexegesis.wordpress.com/authors/langeducation/pusuing-english-languageproficiency-among-filipino-students Tuan, N. et. al. (2015). Factors affecting the speaking performance at Le Thanh Hien High School. Retrieved from http://www.multidisciplinaryjournals.com/wpcontent/uploads/ 2015/03/Abstract-FACTORS-AFFECTING.pdf Wullur, B. (2010). Relationship between self-esteem and speaking skill of SMA students. Retrieved at www.academia.edu
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Special Program in the Arts Curriculum and Classroom Assessment of Grade 8 Students in Oriental Mindoro National High School Angelo B. Ahorro (2018) MAED – Teaching English Language This thesis summarizes the results of a quantitative research that determines the relationship between the status of Special Program in the Arts Curriculum and Level of Classroom Assessment of Grade 8 Students in Oriental Mindoro National High School, school year 2017-2018. Examining the various aspects of the program‘s curricular implementation revealed that the teachers had masteral units and specialized training which made their teaching strategies show evidence of program effectiveness exceeding the minimum standards. However, the teaching methods must be made flexible to enhance creativity of learning. The study also indicated the challenges of implementing the curriculum of Special Program in the Arts. Lack of funding, concerns over the administrative structure and a combination of classes between the dance and the theatre arts had been shown to hinder the program from achieving high level of curricular implementation. Findings from the level of classroom assessment in terms of performance manifested students‘ inclination to arts. The written test of grade 8 students was described to be outstanding since teachers met all the expectations needed to establish a Special Program in the Arts as exclusive program. However, few students who submitted their portfolio did not meet the expectations of criteria standards of the rubrics. Almost all of the correlations were not significant statistically like performance, written test and portfolio. Findings from the academic performance of the students showed that teachers‘ curriculum guides served as the positive interaction resulting from the learning experiences provided to the students. Implementation was the manner in which the teacher selected and mixed the various aspects of knowledge contained in curriculum instructional materials. It was evident that the students, despite their diverse characteristics, were responsive to instruction in varying levels of learning ability. A proposed program to support the Special Program in the Arts Curriculum and Classroom Assessment was provided. Throughout the study, valuable insights have been noted as how factors such as the Special Program in the Arts teachers, learner, learning environment, resources and classroom management have influenced the curriculum implementation of the Special Program in the Arts of Oriental Mindoro National High School.
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Ahorro, 2018 References A. Books Chen, A, (2001). A theoretical conceptualization for motivation research in physical education: An integrated perspective, Quest, 53, 35-58. Cameron, Julia (2002), Discovering and recovering your creative self, Pan Gardner Howard (2006) Multiple intelligence; New horizons in theory-driven evaluation. assessing and improving planning, implementation and effectiveness. Thousands Dales, CA; Sage Goleman, Daniel (2006) Social intelligence, the new science of human relationship, random Publishing House. Houston, D. (2004) Building better bridges; Why curriculum matters, in De Silva and browne proceedings of the AEESEAP midterm conference, Auckland New Zealand Johnassen (2003) Engaging critical thinking. Upper Saddle River. NJ; Merril Kliebard, H.M. (2004). The struggles for the American curriculum. New York, NY: Taylor & Francis, Books. Kliebard, H.M. (2004). The struggles for the American curriculum. 1893-1958 (3rd ed.) New York; Routledge Falmer. Leuke, J.L. (2003) Multimedia demands of the scientific curriculum; Linguistic and education 10 (3), 247- 271 Martin, Jay. The education of John Dewey (2003) Columbia University Press Mayer R (2000) Multimedia learning, London; Cambridge University Press. Stufflebeam, D.L (2003) The CIPP model for evaluation in DL Stufflebeam, The International Handbook of Educational Evaluation, Boston; Kluwer Academic Publishers Tanner, D. (1999. The textbook controversies. In M. J. Early & K. J. Rehage (Eds), Issues in curriculum: Selected chapters from NSSE yearbooks. Ninety-eight yearbook of the National Society for the Study of Education, (98)2, Chicago, IL: University of Chicago Press
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Ahorro, 2018 Tanner, D., & Tanner,L. (2007). Curriculum development: Theory into practice. Upper Saddle River, NJ: Pearson. Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago, IL: University of Chicago Press Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago, IL: University of Chicago Press B. Journals Brown S. (2010) Arts enrichment and school readiness. Early childhood research quarterly, 25 (1) 112-114 Clark, D., & Linn, M. C. (2003). Designing for knowledge integration: The impact of instructional time. The Journal of the Learning Sciences, 12(4), 451 – 493. Clarke, M. M., Madaus, G. F., Horn, C. L., & Ramos, M. A. (2000). Retrospective on educational testing and assessment in 20th century. Journal of Curriculum Studies, (32)2, 159-181 Ogawa, R.F. and Holtz & Scribner (2003) The substantive and symbolic consequences of standards-based curriculum. American Educational Research Journal, 40 147- 156 C. Reports/Papers DO 54, s.2010 ―Strengthening the implementation of the special programs in the arts and in sports. Department of Education, (2012). Discussion paper on the K 12 curriculum. Department of Education, Bureau of Secondary Education, Special Program in the Arts. Implementing Guidelines Linn, R.L and Baker. EL. (2002) Accountability systems; Implications of requirements of NCLB Act of 2001 Educational Researcher 54 31 (6), 3-26 D. Unpublished Materials Bartolome, Abegail F. ―Implementation of the special program in the arts curriculum at the Tarlac National High School (2013). Print Sebastian, Roger S. (2012). Implementation of the special program in the arts in the secondary schools of region II, Unpublished Doctoral Dissertation, University of La Salette.
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Ahorro, 2018 E. Web Publications Knaus, C. (2007). Still segregated, still unequal: Analyzing the no child left behind Act on African American students. The State of Black America: National Urban League. Retrieved from www.doe.virginia.gov/support/../dropout.../state_black_america. Pdf No Child Left Behind Act. (2009). NCLB state report, New Jersey Department of Education. Retrieved from http://education.state.nj.us/rc/nclb09/State08-09.pdf U.S. Department of education. (USDOE). (2009). NCLB report 2009. Retrieved from www.ed.gov/nclb U.S. Department of Education. (USDOE). (2010a). A blueprint for reform. Retrieved from http://www2.ed.giv/policy/elsec/leg/blueprint/publication_pg3.html#part3 Wallis, C. (2008, June). No child left behind: Dommed too fail? Time Magazine. Retrieved from http://www.time.com/time/nation/article/0,8599,1812758,00.html
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Mga Piling Saling-Akdang Pandaigdig sa Pagtuturo ng Filipino sa Ikasampung Baitang Jarel A. Abia (2018) MAED – Filipino Ang pananaliksik na ito ay naglalayong maisakatuparan ang pagsusuri sa pitong piling saling-akdang pandaigdig na isinulat ng mga kilalang maunulat ng maikling kuwento at nobela at isinalin sa Filipino ng mga mahuhusay na tagapagsaling Filipino. Isinagawa ang pagsusuri dahil ipinalalagay ng mananaliksik na magsisilbing katugunan sa hinihinging katanungan ng mga magaaral sa antas sekondarya. Sa pamamagitan ng pag-aaral at pagsusuri ng maikling kuwento at nobela ay malilinang at maikikintal sa isip gayundin sa damdamin ng mga mag-aaral ang mga karapat-dapat na implikasyong pantao na magiging gabay sa pagbuo ng isang lipunang makatao, maka-Diyos at may paninindigan. Nakasandig ang pag-aaral na ito sa Teoryang Humanismo na naniniwala na ito ang sukatan ng lahat ng bagay at nagtatanghal ng kalayaan ng saloobin ng tao, ang pangingibabaw nito sa kalikasan at ang natatangi nitong relasyon sa Poong Lumikha. Mahalaga ang nasabing teorya sa kasalukyang pag-aaral sapagkat binigyang pagsusuri sapananaliksik na ito ang elementong may kinalaman sa pangunahing tauhan ng mga sinuring akda tulad ng kaniyang katangian, mga naging karanasan sa buhay, nakapaloob na aral na maaring tularan ng mga mgaaaral gayundin ang mga pagpapahalaga sa buhay na kanilang tinataglay. Masasabing angkop ang nasabing teorya sa kasalukyang pag-aaral sapagkat binigyang pagsusuri sapananaliksik na ito ay ang elemento na may kinalaman sa pangunahing tauahan ng mga sinuring akda tulad ng kaniyang katangian, mga naging karanasan sa buhay, nakapaloob na aral na maaring tularan ng mga mgaaaral gayundin ang mga pagpapahalaga sa buhay na kanilang tinataglay. Ang kasalukuyang pananaliksik ay gumamit ng disenyong deskriptibo-ebalwatibong pamamaraan upang mahusay na masuri ang mga elementong binibigyang pagpapahalaga sa mga pitong (7) piling saling akdang pandaigdig Ginamit ng mananaliksik ang proseso ng pagsusuri bilang suring basa sa nasabing mga akda na dito‘y pinahalagahan. Susuriin dito ang mga sumusunod: katangian ng tauhan, karanasan ng tauhan, nakapaloob na aral at mga pagpapahalaga sa buhay na nakapaloob sa mga binanggit na akda.Ang pagsusuri ay may kasamang pagtataya na isinagawa sa pamamagitan ng pagbabasa ng pitong (7) mga piling saling-akdang pandaigdigat matapos ay nilapatan ng mananaliksik ng kaukulang paliwanang ayon sa hinihingi ng pag-aaral.Mula sa kinalabasan ng pagsusuri ay bumuo ang mananaliksik ng mungkahing modyul na magagamit sa pagtuturo ng mga panitikang nagmula sa iba‘t ibang bansa at isinalin sa wikang Filipino.
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Abia, 2018 Mula sa kinalabasan ng isinagawang pagsusuri natuklasan ng mananaliksik na may mga saling-akdang pandaigdig ang sinulat ng mga kilalang manunulat sa mundo at naisalin sa wikang pambansa na makatutulong upang mailarawan, mahinuha at mapahalagahan ang ating sariling katangiang tinataglay. Na ang mga piling saling-akdang pandaigdig tulad ng mga maikling kuwento at nobelang pinahalagahan sa pag-aaral na ito ay kinapapalooban ng mga bahagi ng akdang pakikinabangan ng mga mga-aaral sa ikasampung baitang sa sekondarya. natuklasan rin ang mga kakaibang katangiang taglay ng mga pangunahing tauhan sa mga panitikang nagmula sa iba‘t ibang panig ng daigdig, ang mga mapupulot na magagandang aral na dapat tularan at mga pagpapahalaga sa buhay. At ang mga akdang pinag-aralan, pinahalagahan at ginawan ng pagsusuri sa pananaliksik na ito ay makatutulong upang makilala ng mga mag-aaral ang kanilang mga sarili. Mabisa ang mg akdang ginawan ng pagsusuri sapagkat makatutulong ito sa iba pang mga mag-aaral na magsagawa ng iba pang pananaliksik na may kaugnayan sa panitikan. Batay sa kinalabasan ng isinagawang pag-aaral ay natuklasan ng mananaliksik na maraming mga saling-akdang pandaigdig ang hindi pa lubusang napahahalagahan ng mga guro sa pagtuturo ng panitikan. May mga akda na larawan ng katotohanan sa buhay ng tao, katanging tinataglay ng mga tauhan, karanasan sa buhay, mga makabuluhang aral at pagpapahalaga sa buhay na nabakas sa mga akdang pinahalagahan sa isinagawang pananaliksik. Maraming katangian ng akda sa ibang bansa ang kalimitan ay mababakas lamang sa mga saling-akdang pampanitkan ng daigdig na natutunghayan ng mga mambabasa. Makatutulong ang isinagawang pagsusuri sa dahilang ang napiling mga saling- akda ay kinapulutan ng mga kaalamang makapagpapayaman sa pagkatao at buhay ng mga mambabasa lalo‘t higit sa mga magaaral. Batay sa mga kongklusyon sa pag-aaral, nabuo ang mga sumusunod na rekomendasyon na hindi dapat na kaligtaan ng mga guro ang ilan pang mga saling-akdang pandaigdig na kalulugdang talakayin ng mga mag-aaral sa silid-aklatan. Paglaanan ng kaukulang pagpapahalaga ang ganitong pagsusuri sa Filipino ukol sa iba pang saling-akdang pandaigdig na ginawa at sinulat ng mga kilalang manunulat at pinaglaanang isalin ng mga tagapagsaling Filipino. Kailangan ang patnubay ng guro sa mga mag-aaral sa pagtalakay ng mga akdang maselanan, mga akdang kababakasan ng kasamaan at pagmamalabis ng tauhan laban sa iba pang tauhan. Bukod sa mungkahing modyul, kailangan ding maghanda ang guro ng iba pang kagamitan sa pagtuturo na makatutulong sa pagpapabuti at pagpapaunlad ng pagtuturo ng mga aralin. Mga Sanggunian A. AKLAT Aguilar, R. et al. (2004). Panitikan ng Pilipinas: Rehiyunal na pagdulog. Cardona St., Rizal Village, Makati City: Grandwater Publication.
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Abia, 2018 Arrogante, Jose A. (2001). Mapanuring pag-aaral ng Panitikang Filipino. Manila:National Book Store, Inc) Belvez, M. (2000). Ang sining at agham ng pagtuturo. Maynila: REX Book Store. Casanova, Arthur P., Rubin, Ligaya T., Lagrada Heracleo D., at Vidanes, Ariel B. (2001), Panitikang Pilipino. Maynila: REX Book Store. Fainstein, Susan S. (1996). Reading in planning theory. United Kingdom: Wiley-Blackwell. Foronda, Marcelina (1972). Santory: Essays on Ilocano history culture. Manila:United Publishing Co., Inc. Jocson, M.O. at Aguilar, R.L. (2005). Pagbasa at pagsulats sa iba’t ibang disiplina. Lungsod ng Makati: Grandwater Publications. Panganiban, J.A. at Panganiban, C. T. Textbook Publishers.
(1954). Panitikan ng Pilipinas. Manila: Philippine
San Juan, G. et. al. (2011). Panunuring pampanitikan. Bookstore Publishing Corp. Sauco, C., Papa, N., at Duenas, E. (2004). Pagbasa at pagsulat ng iba’t ibang disiplina: Para sa antas tersyaryo. Makati City: Katha Publishing Co., Inc. Tumangan, Alcomtiser Sr., (1989). Panitikan ng Pilipinas. Grandwater Publication and Research Corporation. Villafuerte, P. (2000. Panunuring pampanitikan. #6 Baltazar St. Pacheco Village Bulubaran, Valenzuela City, Mutya Publishing House. B. BABASAHIN Landy Alice S. (1994). The Heath introduction to literature (Toronto: D.D. Health & Co., Lexington, Mass.) Saligang Batas ng Pilipinas ng Taong 1987, Seksyon 18,
Blg.2.
Saligang Batas ng Pilipinas ng Taong 1987, Artikulo 14, Seksyon 15 Webster‘s New Collegiate Dictionary.
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Abia, 2018 C. TESIS Aberin, Norma G. (2001). Pagsusuri at pagpapakahulugan sa mga bisang pangkaisipan at pangkaasalan ng mga maikling kuwento ni Rogelio Sicat.” (Di-limbag na Tesis sa Master, Pamantasan ng Baguio Central.) Arrogante, Jose A. (2001). “Genoveva Edroza-Matute: Pagpapahalaga sa maikling kuwento.“ Di-limbag na Tesis Bacay, A.A. (2011). Mga tradisyon at kulturang nakapaloob sa limang piling dulang Pilipino: Isang pagsusuri, ―Di-limbag na Tesis, Dalubhasaan ng Divine Word ng Calapan, Lungsod ng Calapan. Cabiling, Melinda A. (2002). “Mga kontemporaryong maikling kuwentong hiligaynon: Pagsasalin at pagsusuri. (Di-limbag na Tesis sa Master, Pamantasan ng San Agustin. Iloilo City. Chen, M.(2003). Social elements reflected in the selected contemporary Filipino short stories in English, ―Di-limbag na Tesis, Dalubhasaan ng Divine Word ng Calapan, Lungsod ng Calapan. Danzil, R.A. (2000). Pagpapahalagang Pilipino sa nobelang ang mag-anak na Cruz ni Liwayway A. Arceo, ―Di-limbag na Tesis sa Master, Pamantasan ng Araullo, Cabanatuan City. Lopez, Leticia M. (2000). Pagsusuri ng popular na nobelang Pilipino ng ilang kilalang manunulat. ―Di-limbag na Tesis sa Master, Pamantasan ng Bikol, Legazpi City.‖ Mascarinas, B.F. (2002). “The content, style and values of Bienvenido A. Santos: An analysis, ―Di-limbag na Tesis, Dalubhasaan ng Divine Word ng Calapan, Lungsod ng Calapan. Natividad, Ma. Fe G. (2002). Pagsusuri sa mga timpalak palanca. ―Di-limbag na Tesis sa Master, College of the Immaculate Concepcion, Cabanatuan City. Panagsagan, Fe M. (1996). Mga kahalagahang pantao sa tatlumpong maikling kuwento sa pitong aklat pampanitikan na gamit sa ikatatlong taon antas sekundarya: Isang pagsusuri. Dilimbag na Tesis sa Master ng Sining ng Filipino. Pamantasan ng Manuel L. Quezon. Soliven, Remedios. (2000). Mga premyadong kuwentong Filipino ni Buenaventura S. Medina: Batayan sa pagdakila sa buhay. ―Di-limbag na Tesis, Pamantasan ng Araullo, Cabanatuan City.
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Abia, 2018 Soriano, Cristy M. (2008). Mga piling telenobelang Asyano bilang lunsaran sa panitikan sa ikatlong taon: Isang pagsusuri. Di-limbag na Tesis. Dalubhasaan ng Divine Word ng Calapan, Lungsod ng Calapan. Sotto, G. N. (2015). Pagsusuri at pagpapahalaga sa mga piling maikling kuwento tungo sa pagbuo ng patnubay sa pagtuturo ng panitikan sa antas sekondarya, ― Di- limbag na Tesis, Dalubhasaan ng Divine Word ng Calapan, Lungsod ng Calapan. Tenorio, R. G. (2008). Saling akdang Asyano bilang lunsaran sa Filipino sa ikaapat na taon sa hayskul: Isang pagsusuri. ―Di-limbag na Tesis, Dalubhasaan ng Divine Word ng Calapan, Lungsod ng Calapan. D. WEBSAYT Gordon , A. at Gordon , D. (2001). Understanding contemporary Africa. Boulder, Colorado. Lynne Rienner Publishers. https://rienner.com richardrrr.blog spot.com/p/k-12-grade-10learning-resources.html?m=1 Tompkins, J. (1980). Reader response criticism: From formalism to post-structuralism. Baltimore: The Johns Hopkins University Press. http://journals.lib.unb.ca
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Pedagogy in Teaching Science and Performance of Grade 10 in Aurelio Arago Memorial National High School: Nancy C. Dayot (2018) MAED – Science Education This quantitative research utilizing descriptive-correlational method titled ―Pedagogy in Teaching Science and Performance of Grade 10 in Aurelio Arago Memorial National High School ‖ determined the relationship between pedagogy in teaching Science in terms of assessment and evaluation, case-based, computer simulation, differentiated instruction , discovery learning, experiential learning, inquiry-based, modular learning, open-ended instruction, peer tutoring and values clarification and performance of the students in terms of grades. Findings of the study revealed that relationship between pedagogy in teaching Science in terms of assessment and evaluation, case-based, differentiated instruction, inquiry based, modular learning, open-ended instruction and peer tutoring with the academic performance was positive moderate. On the other hand computer simulation, discovery learning, experiential learning and values clarification, had a positive low relationship with the academic performance. It was concluded that there is a significant relationship between the pedagogy in teaching Science and performance of Grade 10 students. Pedagogy in teaching Science greatly influences the performance of the students in terms of grades. If the teacher strictly practices the pedagogies the more the chances for the students to perform well inside the classroom. However, maximum effort of the teachers could not guarantee the good performance of all the students since there are still other factors that influence the performance of the students and further research is recommended. Based on the findings and conclusion of the study, an enhanced Science module plan was proposed. REFERENCES A. Book/s Charles, C.M. , & Senter, G. W. (2012) . Elementary classroom management (6th ed) 215 Pearson Education, Inc., Boston, USA B. Electronic Sources Atherton J S (2013) Learning and teaching; Piaget's developmental theory. Retrieved April 30, 2016 from http://www.learningandteaching.info/ learning/piaget.htm Alvy, H., Anderson, M., Anderson, S., Armstrong, T., Barnes, M., Benson, J., &Bergmann, J. (2009). Multiple intelligence theory and teaching strategies. Association for Supervision and Curriculum Development. Retrieved from
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Dayot, 2018 Beckett,G.(2013). Importance in learning school. Retrieved http://www.howtolearn.com/2013/04/importance-learning-science-school/
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Castronova J. A. (2001) Discovery learning for the 21st century: What is it and how does it compare to traditional learning in effectiveness in the 21st century. Retrieved fromhttp://www.myenglishpages.com/files/1282044031.pdf Cobern, W. W., Schuster, D., Adams, B., Skjold, B., Mug˘alog˘lu, E., Amy Bentz, A., & Sparks, K. (2014). Pedagogy of science teaching tests: Formative assessments of science teaching orientations. Taylor & Francis publications. Retrieved from http://www.oecd.org/edu/ceri /ITEL_ brochure_final.pdf Denton, P. (2017). Open-ended questions in action. https://www.responsiveclassroom.org/open-ended-questions/
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Educational Researcher (2009). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. American Educational Research Association. Retrieved from http://www.ascd.org/publications/ books/109007/chapters/MI-Theory-andTeaching-Strategies.aspx Evans D.J., Zeun P., Stanier R..A.,& Anat. J. (2014). formative assessment journey. https://www.ncbi.nlm.nih.gov/pubmed/24111930
Motivating student learning using a Retrieved from
Harris, J. B., Mishra, P., Koehler, M. J., (2007). Teachers‘ technological pedagogical content knowledge: Curriculum-based technology integration reframed. Retrieved from http://www.matt-koehler.com/publications/ Harris_Mishra_Koehler_2007.pdf Hennessy, S., Wishart, J., Whitelock, D., Deaney, R., Brawn, R., la Velle, L., Ruthven, K., & Winterbottom, M. (2004). Pedagogical approaches for technology-integrated Science teaching. Retrieved from http://www.educ.cam.ac.uk/istl/pub.html Henriksson, H.W., Hemmo, V., Csermely, P., Rocard, M., Jorde, D., & Lenzen, D. (2007). Science education now: A renewed pedagogy for the future of Europe. European research. Retrieved from http://ec.europa.eu/research/ sciencesociety/document_library/pdf_06/report-rocard-on-science-education_en.pdf Hill, R. (2011). Successful schooling; Techniques & tools for running a school to help students from disadvantages & low socio-economic backgrounds succeed. Melbourne Victoria Australia. Retrieved from www.effective philanthropy.com.au/.../12-successfulschooling-toolkit-oct-2012
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Dayot, 2018 Hipkins, R., Bolstad R., Barker R., JonesA., Barker M., Bell B., Coll R., Cooper R., FerretM., Harlow A., Taylor I., France B.,& Haigh M., (2012). University of Waikato and New Zealand. Retrieved from http://www.educationcounts.govt.nz/publications/literacy/5811 Loughran, J., Berry, A., & Mulhall,P. (2012). Understanding and developing science teachers’ pedagogical content knowledge 2nd Ed. Sense publishers. Monash University, Clayton, Australia. Retrieved from www.sensepublishers.com/media/1219-understanding-anddeveloping-science-teachers-pedagogical-content-knowledge.pdf Masters, G. N. (2010). Teaching and learning school improvement. Australian Council for Educational Research (ACER). Retrieved from http://www.google.com.ph/url?url=http://research.acer.edu.au/cgi/viewcontent.cgi%3Farti cle%3D1015%26context%3Dmonitoring_learning&rct=j&frm=1&q=&esrc=s&sa=U&ve d=0ahUKEwiHya_fxqXMAhUDLpQKHd4bDisQFggWMAA&usg=AFQjCNFOKqluwx N8bjO7cZJeDXKl5sDOsg Mc
Sweeney, F. (2014). Students arrow.dit.ie/aaschssloth/12
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Mc Sweeney, K. (2012). Assessment for learning: from theory to practice. Retrieved fromwww.teachingcouncil.ie/en/_fileupload/Research/Bursary-Summaries/WEB-FinalTeaching-Council-Report-2012-Kathryn-McSweeney.pdf Miqdadi R. & Al-Omari W. (2014). Examining mathematics and science teachers’ perceptions of their pedagogical content knowledge. Yarmouk University, Irbid,
Jordan.Accepted Date: 26/6/2014. http://journals.yu.edu.jo/jjes/Issues/2014/ Vol10No3/E.pdf
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Noordink, M. (2010). Different ways of teaching, different pedagogical approaches. Retrieved from http://marlijnenoordink.blogspot.com/2010/10/ different-ways-of-teachingdifferent.html Reid, N. (2006). Getting started in pedagogical research in the physical sciences. from https://www.heacademy.ac.uk/sites/.../getting started_ ped_research.pdf
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Seidel, S., Hetland, L., Palmer, P., Tishman,S., & Winner, E. (2009) . The qualities of quality: understanding excellence in arts education. Retrieved from www.wallacefoundation.org/...instruction/.../ understanding-excellence-in-artseducation.pdf
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Dayot, 2018 Simmons, N. (2017). Defining the scholarship of teaching and learning. http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1384&context=cjsotl_rcacea
Retrieved from
Tomlinson, C. (2017). Differentiation of instruction in the elementary grades. Retrieved fromhttps://eric.ed.gov/?id=ED443572 Trochim, W. (2006). Research methods knowledge base. Ithaca, New York. Retrieved from http://www.socialresearchmethods.net/kb/statcorr.php C. Journals and Articles Boundless 2016. Rogers' humanistic theory of personality. Boundless Psychology. Boundless, 28 Apr. 2016. Retrieved 29 Apr. 2016 from https://www.boundless.com/psychology /textbooks /boundless-psychology-textbook/personality-16/humanistic-perspectives-on personality-78/rogers-humanistic-theory-of-personality-308-12843/ Brailsford, S. C., Harper, P. R., Patel, B. & Pitt, M., 2009. An analysis of the academic literature on simulation and modeling in health care. Vol III no. 3. pp 130-140. Palgrave Macmillan UK. Retrieved from https://doi.org/10.1057/jos.2009.10 Foran, J. 2012. The case method and the interactive classroom. Volume XVII no. 1 p41. NEA Higher Educational Journal. Retrieved from http://web.stanford.edu/dept/CTL/cgibin/docs/newsletter/case_studies.pdf... Goodenough, D. A. 2014. Teaching with case studies. Speaking of Teaching. vol. V. No. 2. CLT Standford University Newsletter on Teaching. p. 1 Journal of Research in Science Teaching (JRST), (2016). The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/tea.21378/full National Council of Educational Research and Training (NCERT), (2013). Pedagogy of science: physical science part II. Retrieved from http://www.ncert. nic.in/departments/nie/desm/ publication/pdf/phy_sci_PartII.pdf ORBIT: Open Resource Bank for Interactive Teaching (2012). Pedagogy and ICT a review of the literature. Retrieved from http:/ /oer.educ. cam.ac.uk/wiki/ Pedagogy _and _ICT_a_ Review_of_the_Literature
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Dayot, 2018 Saiz, L & Klein M. L. (2010). Computer simulations can be as effective as direct observation at teaching students. Science daily. Retrieved from .
TES (think, educate and share) Magazine (2010). Pedagogy: Using theories in the classroom. TES Global Ltd. 26 Red Lion Square London. Retrieved from https://newteachers.tes.co.uk/news/pedagogy-using-theories-classroom/23183 The State of Queensland (Department of Education and Training) (2017). Pedagogy – teaching and learning strategies. Retrieved from http://education.qld.gov.au/curriculum/learning/teaching/technology/pedagogy/index.ht ml Zhang, L. Sci & Educ (2016). Is Inquiry-Based Science Teaching Worth the Effort?Volume 25, Issue 7–8, pp 897–91525: 897. https://doi.org/10.1007/s11191-0169856-0. D. Unpublished MA Thesis Arago, J. A. (2012). Peer teaching and performance in mathematics of third year students of Puerto Galera National High School: a proposed pear teaching program. Unpublished MA Thesis, Divine Word College of Calapan, GLT AR12p Canuel, C. R. (2011). Problem solving approach in relation to the mathematics performance of first year students of DYCNHS Matulatula, Annex. Basis for proposed program for innovation in math teaching. Unpublished MA Thesis, Divine Word College of Calapan, GLT C169p Casapao, C. C. (2012). Core values integration and academic performance in English of the students of Good Shepherd Academy. A proposed core value-based teaching guide in English. Unpublished MA Thesis, Divine Word College of Calapan, GLT C26c Cuasay, M. C. (2015). Extent of students participation in the activities of the youth for the environment in schools organization (YES-O) program in Canubing National High School: Basis for a comprehensive calendar of annual proposed activities (CAPA). Unpublished MA Thesis, Divine Word College of Calapan, GST C891 De Villa, W. F. (2007). Approaches used in teaching culinary arts in relation to the performance of the third year and fourth year students of Inarawan National High School. Unpublished MA Thesis, Divine Word College of Calapan, GST D49a
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Dayot, 2018 E. Other references AAMNHS NAT result compilation 2011-2014 AAMNHS, (2014). AAMNHS school improvement plan, SY 2011-2014 DepEd Order No. 8 series of 2015. Policy guidelines on classroom assessment for the K to 12 basis education program. DepEd. (2013). K to 12 curriculum guide science DepEd Hand-out, (2014). Mass training of grade 9 teachers on the K to 12 enhanced basic education program DepEd Hand-out, (2015). Mass training of grade 10 teachers on the K to 12 enhanced basic education program
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Exploring the Language of Poems Through Content Analysis of Maya Angelou’s Works Lenningay D. Pascua (2018) MAED – Teaching English Language This study titled, ―Exploring the Language of Poems through Content Analysis of Maya Angelou‘s Works‖ focused on the analysis of the poetic language in the selected works of Maya Angelou. Anchored on the theories of structuralist, pragmatic and feminist, the author was able to analyze the imagery, figurative language, structure, theme, tone and the feminist perspectives in the poems Mother: A Cradle to Hold Me, Still I Rise, Life Doesn‘t Frighten Me, Phenomenal Woman and Woman Work. The study made use of qualitative content analysis to address the problem of the complexity of poetic language. Based on the content analysis, various kinds of imageries such as sense imageries, kinesthesia and synaesthesia were employed in the poems; figures of speech were also evident; the poems were considered free verse because of its non-compliance to fixed metrical pattern and rhythm. Themes of the poem were about women and the positive qualities that a person should have in life. Feminist perspectives deduced from the poems included female realization, celebration of womanhood and femininity, and the reflection of courageous, hardworking women and the significant roles of women in society. A sample learning module was made as output of the content analysis done. The module focuses on poems of Maya Angelou and contains several activities that could be used in analyzing the different elements of poems. References A. Books Applebee,A., Bermudez, A., Blau, S., Caplan, R., Elbow, P., Hynds, S……. Marshall, J. (2003). The language of literature. Georgia Edition. McDougal Littell, Houfton Mifflin Company. United States of America Chin, B. A., Wolfe, D., Copeland, J., Dudzinki, M.A., Ray, W., Royster, J.J., & Wilhelm, J. (2002). Glencoe literature. The reader’s choice. The McGraw-Hill Companies, Inc. United States Of America Duer, A., Moulton, C., Hutchinson, E., Markham, L., Oshinsky, E., Hefele, J. & McIlwaine, R. (2000). Prentice hall literature. Timeless voices, timeless themes. Pearson Education, Inc. Pearson Prentice Hall, Upper Saddle River, New Jersey 07458 Heidegger, M. (2001). Poetry, language, thought. First Perennial Classics edition. Perennial Inc. an imprint of HarperCollins. United States of America
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Pascua, 2018 Ferguson, M., Salter, M.J.,& Stallworthy, J.(2005). The Norton anthology of poetry. Fifth Edition. Copyright © 2005, 1996, 1983, 1975, 1970 by W. W. Norton & Company, Inc. Kinsella, K., Feldman, K., Shea Stump, C.,Carroll, J.A.,& Wilson, E.(2003). Prentice Hall Literature. Timeless voices, timeless themes. Pearson Education, Inc. Pearson Prentice Hall, Upper Saddle River, New Jersey 07458 B. Journals Jain, U. & Singh, L.R. (2016). The use of aesthetic symbols and imagery in the poems of Dylan Thomas. International Journal of English Language, Literature and Humanities. Volume IV, Issue VI, 2321-7065 Jefferson Holdridge, J. (2001). An island once again: The postcolonial aesthetics of contemporary Irish poetry. Colby Quarterly, Volume 37, no.2, June 2001, p.189- 200 Kao, J. & Juafsky, D. (2012). A computational analysis of style, affect, and imagery in contemporary poetry. Workshop on computational linguistics for literature, pages 8–17, Montre´al, Canada, June 8, 2012. c 2012 Association for Computational Linguistics Kraxenberger, M. & Menninghaus, W. (2017). Affinity for poetry and aesthetic appreciation of joyful and sad poems. Frontiers in Psychology. Volume 7, Article 2051. FrontiersinPsychology|www.frontiersin.org Rahmanyan, Z. (2016). Study the aesthetic aspects of Goethe’s poem. International of Asian Social Science, 2016, 6(6): 347-358
Journal
Rasheed, A. M. (2013). A note on the poetic aesthetic of Faiz. Pakistaniaat: A Journal of Pakistan Studies Vol. 5, No. 2 (2013) Shuixiang, P. (2015). On Ezra pound’s aesthetic identity with classical Chinese poetry. Studies in literature and language. Vol. 10, No. 3, 2015, pp. 44-49 .DOI:10.3968/6671. Canadian Academy of Oriental and Occidental Culture Timucin, M. (2010). Exploring the language of poems: a stylistic study. Novitas-ROYAL (Research on Youth and Language), 2010, 4 (2), 129-140. Willey, J. V. (2010).Writing and rebellion in Plácido’s poetry. A Master‘s thesis. Graduate School of Vanderbilt University. Nashville, Tennessee
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Pascua, 2018 Zalipur, A. (2011). From poetic imagination to imaging: Contemporary notions of poetic imagination in poetry. Rupkatha Journal on interdisciplinary studies in Humanities. volume 3, No.4 (ISSN 0975-2935) C. Unpublished Thesis Basilio, L. (March, 2012). The analysis of the language of selected Philippine poems in English: Basis for an enhanced English classroom instruction. Master‘s Thesis. Graduate School of Divine Word College of Calapan. Calapan City. Philippines. Hernandez, G. (March , 2008). Deconstructing Shakespearean sonnets as a guide to understanding and appreciation. Master‘s thesis. Graduate School of Divine Word College of Calapan. Calapan City. Philippines. Quinzon, J. (March 2004). The style employed by Jose Garcia Villa in his selected lyric poems: an analysis. Master‘s Thesis. Graduate School of Divine Word College of Calapan.Calapan City. Philippines. Redublo, M. (2008). Filipinos love of freedom and equality as reflected from the selected novels of F. Sionil Jose. Master‘s Thesis. Graduate School of Divine Word College of Calapan. Calapan City. Philippines. Tenedora, E. (October, 2012). Analysis of selected post EDSA poetry for appreciation and understanding. Master‘s thesis. Graduate School of Divine Word College of Calapan. Calapan City. Philippines. D. Electronic Sources Al-Zubaidy, A. S. (2014). The language of poetry: Tool or performance? A stylistic analysis of classical Arabic line of verse. Procedia- social and Behavioral Sciences 158. Retrieved from www. sciencedirect.com Cali, K. (2017).Style. Retrieved from http://www.learnnc.org/lp/editions/few/684 Coodin, D. (2005).Analysis of the structure of poems. http://penandthepad.com/analysis-structure-poems-3287.html
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Gellman, R. (2013).Relationship between a poem's form & its content. Retrieved from http://penandthepad.com/relationship-between-poems-form-its-content-3122.html Harris,
R. (2013).The traditional theory http://www.virtualsalt.com/poetrytheory.html
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Hess, G. (n.d.). How to explicate a poem: Analyzing poetry tips. Retrieved from http://www.poemofquotes.com/articles/analyzing-poetry-tips.php Johnfield (2012). Elements of poetic language. The trouble with poetry-how we get teaching it wrong. Retrieved from https://johnfield.org/2012/08/12/the-trouble-withpoetry-how-we-get-teaching-it-wrong/ Kurland, D. (2000). How the language really works: The fundamentals of critical reading and effective writing. Reading Poetry: Structure. Retrieved from www.criticalreading.com LaMarque,P. (n.d). Aesthetics and philosophy of the arts. Poetry and private language. Retrieved from https://www.bu.edu/wcp/Papers/Aest/AestLam2.html Livergood, N. (2017). Language press.com/PTpoetry_index.htm
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Locklear, S. (2017). How to analyze a poem. eNotes Publishing Ed. eNotes.com, Inc. Retrieved from http://www.enotes.com/topics/how-analyze-poem#how-to- how-analyze-poem Mayring, P. (2000). Qualitative content analysis [28 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 1(2), Art. 20, http://nbnresolving.de/urn:nbn:de:0114-fqs0002204. Retrieved from http://www.qualitativeresearch.net/index.php/fqs/article/view/1089/2385 McLaughlin, K. (2014). Preface to poetic force. Excerpt from poetic force: Poetry after Kant. Copyright © Stanford University Press (2014). Retrieved from http://arcade.stanford.edu/content/preface-poetic-force Nicol, A. (2017).Poetic power: Poetry defines limits of expression. Retrieved from iline.cfschools.org/2017/04/poetic-power-poetry-defines-limits-of- expression/
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Obermeier,C., Menninghaus, W.,Koppenfels,V .M., Raettig, T., Maren, S.K., Otterbein, S. &Kotz, S.A. (2013). Aesthetic and emotional effects of meter and rhyme in poetry. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3560350/
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Pascua, 2018 Phillip, B. (2007). Poetry and the problem of taste. Prose From Poetry Magazine. Retrieved from https://www.poetryfoundation.org/poetrymagazine/articles/detail/68917 Pinksy, R. (2007). In praise of difficult poetry . Retrieved fromhttp://www.slate.com/articles/arts/culturebox/2007/04/in_praise_of_difficult_poetry. html Regis, A. (2013). Why do students fear poetry and how can they access it better? Retrieved from https://www.theguardian.com/higher-educationnetwork/blog/2013/mar/21/worldpoetry-day-student-occupy Riddell, R. (2010). The language of poetry. Retrieved http://www.ronriddell.com/publications/articles/34-the-language-of-poetry.html
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Timpane, J. (2017). Snuggling up to the language of poetry. Retrieved from http://w ww.dummies.com/education/language-arts/poetry/snuggling-up-to-the-language- ofpoetry/ White, A. (2014). John Clare and poetic 'genius'. Vol 3, No 2 (2014) >White by a Creative Commons Attribution 4.0 International License. Retrieved from http://www.authorship.ugent.be/article/view/1085/110
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Stylistic Analysis of Selected Poems in English 9 Focusing on Linguistics’ Theoretical Points: Basis for a Sample Course Material Ma. Ginalyn J. Quiñones (2018) MAED – Teaching English Language This study is a qualitative research using stylistic analysis focusing on Linguistics‘ theoretical points such as Internal Linguistic Context, Reference and Representation, Verbal Patterning and Representational Meaning, Linguistic Markers of Perspective and Positioning of the Reader and Deixis and Perspective in the Poem and Style and Meaning. Data were gathered through a comprehensive stylistic analysis of selected poems in Grade 9 English such as The Seven Ages of Man, The Man with the Hoe, The Telephone and Dreams Deferred. In conclusion, it was found out that there are differences in typography, sounds in the poem, the choice of words of the poet, the phrases that make up the sentences and the sentences that convey messages. Further, the study shows that all poems are representations of a different alternative world. The study concludes that each poem depicts different verbal patterns and has unique linguistic markers giving rise to different perspectives to the readers made possible through the use of deictic. Moreover, poets have their own unique style as projected in their poems and that they differ on their use of the unconventional language of poetry. Based on the findings and conclusions, it is recommended that Grade 9 students be given varied learning activities in analyzing poems using stylistic analysis. Thus, the sample course material as the output of the study can be used as reference in creating learning activities in English 9. References A. Books Burke, M., Csabi, S., Week, L., & Zerkowitz, J. (2012). Pedagogical stylistics: Current trends in language, literature and ELT. Deanta Global Publishing Services. Clark, U. (2006). Discourse stylistics and detective fiction: a case study. no publication. De Capua, A. (2016). Grammar for teachers: A Guide to American English for native non-native speakers. Springer.
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Quiñones, 2018 Dudley, L., Faricy, A., & Rice, J. G. (2000). The humanities. Philippines: Mcgraw Hill Company. JMC Press Inc.
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Grbich, C. (2013). Qualitative data analysis. London: SAGE Publication Ltd. Kearney, R. (1994). Modern movements in European philosophy. Manchester and New Manchester University Press.
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Missikova, G. (2003). Linguistic stylistics. Filosoficka Fakulta UKF Nitra. O'Dwyer, B. (2006). Modern English structures - Second Edition: Form, Function, and Position. Broadview Press. Reading, M. (2009). The complete prophecies of Nostradamus. Watkins Publishing,
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Rich, J. (2007). An introduction to critical theory. Tirril Hall, Tirril, Penrith CA 10 2JE: Humanities-Ebooks.co.uk. Thornborrow, J. & Wareing, S. (1998). Patterns in language: an introduction to language literary style. Routledge, London.
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Tiempo, E.K., Miguel, B.A., & Tiempo, E. L. (2000). Introduction to literature. Quezon city: Rex printing company Inc. Verdonk, P. (2002). Stylistics. Oxford, New York: Oxford University Press. Carrol, J., Wilson, E., & Forlini, G. (2004). Writing and grammar communication in action. Pearson Education Inc. B. Articles Duriau, V., Reger, R. & Pfarrer, M. (2007). A content analysis of the content analysis literature in organization studies: Research Themes, Data Sources, and Methodological Refinements. Organization Research Methods, 10: 5–34. McIntyre, D. 2012. Linguistics and literature: Stylistics as a tool for the literary critic. SRC Working Papers. 1: 1-11 Waugh, P. (2006). Literary theory and criticism. Pp. 259-260.
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Quiñones, 2018 C. Journals Batool, S., Khan, A.B., Iqbal, A., Ali, K. and Rafiq, R.M.H (2014). Stylistic Analysis of Robert Frost’s poem: “The Road Not Taken”. Journal of ELT and Applied Linguistics (JELTAL). 2 (4). 52-64. Bilal, H.A & Cheema, A. (2012). Stylistic analysis of Wordsworth‘s poem: ―Early Spring‖. British Journal of Humanities and Social Sciences. 5(2). 25-34. Hsieh, H. & Shannon, S. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15 (9), 1277-1288. Mayring, Philipp (2000). Qualitative content analysis [28 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 1(2), Art. 20, http://nbnresolving.de/urn:nbn:de:0114-fqs0002204. Shaik, N. U. (2011). Role of stylistics in learning English as a second language. In M. S. Thirumalai (Ed.), Language in India: Strength for today and bright hope for tomorrow.259-272. Timucin, M. (2010). Exploring the language of poems: a stylistic study. NovitasROYAL(Research on Youth and Language). 4 (2), 129-140. Zyngier, S. & Fialho, O. (2010). Pedagogical stylistics, literary awareness and empowerment: a critical perspective. Language and literature. 19(1), 13-33. D. Electronic sources Brewton, V. (2016). Literary theory. Internet Encyclopedia of Philosophy and its Authors. Retrieved from http://www.iep.utm.edu/literary/ Buttericks, M. (2010). Practical https://practicaltypography.com/index.html#toc
typography. 567-587.
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N. (2006). Response to literature. www.nancyfetzer.com/pdf/writing/response_to_lit.pdf
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E. (2018). The significance of modern painting. fromhttps://www.catholicculture.org/culture/library/view.cfm?recnum=10871
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Quiñones, 2018 Irvine, M. (2012). Structural linguistics, semiotics, and communication theory: Basic outlines and assumptions. Retrieved from http://faculty.georgetown.edu/irvinem/theory/Semiotics_and_Communication.html Johnson, R. (2004). Stylistic analysis- How to do it. Retrieved http://www.mantex.co.uk/2009/09/13/english-language-stylistic-analysis/
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Khader, K. T. (2014). The need for the study of stylistics. Retrieved from http://site.iugaza.edu.ps/kkhader/files/2011/10/The-need-for-the-study-ofstylistics.pdf Koch, K. (1998). The language of poetry. The New York Review of Books. Retrieved from http://www.nybooks.com/articles/1998/05/14/the-language-of-poetry/ McManus, B.(1998). Structuralist approach. Retrieved from http://www2.cnr.edu/home/bmcmanus/structuralism.html Paddock, O. 2011. Rural heritage. Retrieved from https://www.ruralheritage.com/ox_paddock/ox_whatis.htm Pound, E. (2018). Poetry express: Stanza breaks. Retrieved from https://www.poetryexpress.org/index.php/poetry-writing-tips/stanza-breaks. Riddell, R. (2010). The language of poetry. Retrieved fromhttp://www.ronriddell.com/publications/articles/34-the-language-ofpoetry.html Samson, K. I. (2015). Understanding poetry: The place of punctuation in a poem. Retrieved from https://www.linkedin.com/pulse/understanding-poetry-placepunctuation-poem-kukogho-iruesiri-samson/ Victor, W. (2010). Poem structure, lines and stanzas. Retrieved from http:/www.creativewriting/poem-structure.html. E. Unpublished thesis Agemo, S. (2011). A stylistic analysis of some selected poems Of Wole Soyinka. thesis. University of Ilorin, Ilorin.
Unpublished
Basilio, L., (2012). The analysis of the language of selected Philippine poems in English: Basis for an enhanced English classroom instruction. Unpublished thesis. Divine Word College of Calapan.
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Quiñones, 2018 Dela Cruz, R. (2012). An analysis of Dante Alighieri’s The Divine Comedy using Archetypal, Formal-Thematic and reader-response criticisms: Implications on the teaching of literature, Literary Appreciation and Christian Living. Unpublished thesis. Divine Word College of Calapan. Tenedora, E. (2012). Analysis of selected Post EDSA poetry for appreciaction and understanding. Unpublished thesis. Divine Word College of Calapan.
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Motivating Factors and Willingness to Continue Education of Students in Cawayan National High School Placida De Silva (2018) MAED – Mathematics This study titled ―MOTIVATING FACTORS AND WIILINGNESS TO CONTINUE EDUCATION OF STUDENTS IN CAWAYAN NATIONAL HIGH SCHOOL‖ determined the relationship between motivating factors in terms of self-efficacy, home situation, classroom environment and teaching approach and extent of willingness to continue education of selected students in Cawayan National High School for the school year 2017-2018. Findings of the study revealed that the extent of the students motivating factors in terms of home situation and classroom environment were described as always and interpreted as very high extent whereas self-efficacy and teaching approach were described as sometimes and interpreted as high extent. The study revealed that the extent of students‘ willingness to continue education was described as sometimes and interpreted as high extent. It has been found that there was a significant relationship between the motivating factors which are self-efficacy, home situation, classroom environment and teaching approach and students‘ willingness to continue education. Based on the findings and conclusions of the study, an enhancement program was proposed. References A. Books Acero, V. & Leuterio, F. (2006). Methods of research: Descriptive research. (1st ed.). Manila: Rex Book Store Calderon, F. and Gonzales (2007). Methods of research and thesis writing. Mandaluyong National Bookstore, Inc. Calmorin and Piedad (2009). Statistics with computer. Manila: Rex Bookstore, INC. Corpuz, B. (2013). Principles of teaching I. Manila. Lorimal Publishing Inc. Salandanan (2006). The teaching profession. Manila. Lorimal Publishing Inc. Salandanan (2013). Principles of teaching. 3rd edition. Manila. Lorimal Publishing Inc. Watson, (1913). Behaviourism. Read Books LTD.
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City:
De Silva, 2018 B. Published and Unpublished Thesis Ablay. (2014). Role of parents on the performance of pupils with difficulties in Mathematics in the selected school of Sibulan District, Negros Oriental Division. Compendium of abstracts. SEAMEO RECSAM Adeva, C. (2016). Students‘ motivation towards Science learning and academic achievement: Basis for learning module. Unpublished Master‘s Thesis. Divine Word College of Calapan. Oriental Mindoro. Alejo, B. (2014). Parenting style and academic performance of grade VI pupils of public and private elementary schools. Compendium of abstracts. SEAMEO RECSAM Beresford, J. (2000). Students perspectives on school improvement. British Educational Research Association Conference, Cadiff University Boekaerts, M. (2002). Motivation to learn. Brussels, Belgium: International Academy of Education Chantsuwannos, S. and Suasungnern, S. (2011). The motivation and satisfaction of the students towards MBA at Karlstad University. Karlstad, Sweden. Colby, J. Witt, M. & Associates (2000). Defining quality education. UNICEF. The International Working Group of Education. Florence, Italy Gonzales, L. (2016). Mastery learning approach and Mathematics achievement of grade 10 students in Oriental Mindoro National High School: A Basis for an Intervention Matrix. Unpublished Master‘s Thesis. Divine Word College of Calapan. Oriental Mindoro. Rehman, A. & Haider, K. (2005). The impact of motivation on learning of secondary school students in Karachi: An analytical study Ishak, N. M. (2011). Teaching-student relationship factor affecting motivation and academic achievement in ESL. Knutsen, D. (2011). Motivation to pursue higher education. Olivet Nazarene University Labuschagne, M. (2003). Motivational factors affecting a student‘s choice between print And online modes of delivery in distance education. South Africa
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De Silva, 2018 Lee, P. L. & Pang, V. (2013). Motivational factors in continuing education an academic achievement of adult learners. Center for Academic Advancement University. Malaysia Sabah Liwanag, L. (2014). Factors affecting the development of the students of Calamba Bay Side National High School in Mathematics subject for the S.Y. 2013-2014: A Basis for an action plan. Compendium of abstracts. SEAMEO RECSAM Rahimi, M. (2013). The role of teachers‘ classroom discipline in their teaching effectiveness and students‘ language learning motivation and achievement: A path method. Shahid Rajaee Teacher Training University, Iran Sogundro,Ph.D.. (2014). Motivating factors for adult learners in higher education Taylor, E. (2014). The Correlation between self-efficacy and the academic success of students Yazon, Alberto D. (2014). ―Self-esteem, self-efficacy, and academic performance of the college of teacher education students at the Laguna State Polytechnic University, Los Baňos Campus, AY 2013-2014‖, Laguna State Polytechnic University. C. Journal References Bandura, (1977). Self-efficacy: Towards a unifying theory of behavioural change. Psychological Review, 84(2), 191-215 Bandura, (1997). Self-efficacy: The exercise of control. W.H. Freeman, New York Bandura & Adams, (1977). Analysis of self-efficacy theory of behavioural change. Cognitive therapy and research 1, 287-308. Beck. (2004). Motivation: Theories and principles. Upper Saddle River, NJ: Printice Hall Brown, Malouf and Schutte. (2013). Self-efficacy theory: University of New Zealand, Australia Deckers. (2005). Motivation: Biological, psychological, and environmental (2nd Ed.). Pearson
Boston:
Deci, E. L. & Ryan, R. M.(2002). The paradox of achievement: The harder you push, the worse it gets. IN J. Aronson (Ed.) Improving academic achievement: Contributions of Social Psychology. New York: Academic Press
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De Silva, 2018 Hull, C.L. (1943). Principles of behaviour. New York: Appleton – Century Crofts. Hunt, J. M. (1953). Intrinsic motivation and its role in psychological development. Nebraska symposium on Motivation, 13, 189-282 Lancaster & Stillman, D. (2010). The m- factor. How the millennial generation is rocking the workplace. New York, NY: Harper Collins Mangaoang-Boado. (2012). Factors influencing the academic performance in Physics of DMMMSU-MLUC laboratory high school fourth year students S.Y. 2011-2012. International Scientific Research Journal, Volume V, isuue-2, 2013, ISSN 2094-1749 Margolis, H. & McCabe, P. (2006). Intervention in school and clinic, 41(4), 218-227 Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 0(4), 370-96. McClelland, (1985). Human motivation, Scott, Foresman, Glenview, IL. Melucci. (2010). E-Z Psychology. New York: Barron‘s Educational Series, Inc. Myers, K.K. & Sadaghaini, K. (2010). Millennials in workplace. A communication perspective on millennial organizational relationships and performance. Journal of business and Psychology, 25(3), 225-238.doi:/0.1007/s10869-010-9172-7 Odaci, H. (2011). Academic self-efficacy and academic procrastination as predictors of problematic internet use in university students, computers and education. Vol. 57, pp. 1109-1113 Oriental Mindoro Facts and Figures (2016). Provincial Planning and Development Office. Calapan City Palmers, D. (2007). What is the best way to motivate students in Science? Teaching – The Journal of Australian Science Teachers Association, 53(1), 38-42
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Philippines in Figures (2017). Philippine Statistics Authority. Quezon City. Philippine Statistics Yearbook (2011). National Statistics Coordination Board. Makati City 1200. Reeve, J. & Jang, H. (2006). Journal of Educational Psychology, 98(1), 202, Vol. 2 No. 2 ISSNL: 2307.3713, ISSN: 2307.3721
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De Silva, 2018 Ryan & Stiller, (1991). The social contexts of internalization: Parent and teacher influences in autonomy, motivation and learning. In P.R. Pintrich & M.L. Maehr (eds.), Advance in Motivation and Achievement (Vol. 7, pp 115-149). Greenwich CT: JAI Press. Salami, S.O. (2010). ―Emotional intelligence, self- efficacy, psychological well-being and students‘ attitudes: Implications for quality education‖. European Journal of Educational Studies. Shunk, Pintrich and Meece. (2008). Motivation in education: Theory, research, and applications. Upper Saddle River, NJ: Pearson Prentice Hall Skinner, (1953). Science and human behaviour. New York: Macmillan. Strauss, W. & Howe, N. (2000). Millennials rising: The next generation. New York: Books
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Svinicki. (2004). Learning and motivation in the postsecondary classroom. Bolton, MA: Anker Thorndike, (1905). The elements of psychology. New York: A. G. Seiler Williams, K. (2011). Five key ingredients for improving students motivation. Research in Higher Education Journal, p. 104-122 Zajonc, R. B. (1965). Social facilitation science. 149, 269-274. D. DEpEd Orders, Memoranda and Documents DepEd Order No.36, S 2016, ―Policy guidelines on awards and recognition for K to 12 basic education program‖ DepEd Order No. 4, S 2014, ―Adaptation of the modified school forms (SFs) for public elementary and secondary school effective end of school year 2013-2014‖ E. Electronic References Almeida. (2008). Motivation and learning in mathematics pre-service teachers. Retrieved fromhttp://digitalcommoms.uconn.edu/srhonors_these/62 Burnett, P.C. (2002). Teacher praise and feedback and the students‘ perceptions of the Classroom Environment. Educational Psychology, 22(1), 5.16. Retrieved from http:/dx.doi.org/10.1081/01443410120101215
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De Silva, 2018 Cherry, K. (2012). Educational psychology. Retrieved fromhttp://psychology.about.com Hannah. (2013). The effect of classroom environment on student learning. Retrieved from http://scholarworkswmlch.edu. Kaufmann, S. (2006). Improving students‘ relationship with teachers to provide essential supports for learning. Retrieved from http://www.apa.org/education.k12.relationships.aspx. Lai. (2011). Motivation: A literature review. Retrieved from http://www.pearsonassessment.com Ladyrhiannon824. (2013).The http://.dailykos.com/stories
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Rahimpoor, H. (2014).‖The relationship between classroom psychosocial climate and shyness with academic performance among students. Thesis. Department of Psychology―. Semnan University. Retrieved from: http://www.noormags.ir/view/en/articlepags/1056172/the.relationship-betweenclassroompsychosocial.climate-and-shyness-with-academic-performance-among. Sammons, P. et. Al. (2016). Inspiring teaching learning from exemplary practitioners. Journal of Professional Capital and Community, Vol. 1issue 2, 124-144. Retrieved from http:/doi.org/10.1108/JPCC-09-2015-0005 Sharma, A. (2015). Learning: Meaning, nature, types and theories of learning. Retrieved from http://www.psychologydiscussion.net
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De Silva, 2018 Stronge, J. Tucker, P. & Hindman, J. (2004). Classroom management and organization Handbook for qualities of effective teachers. Retrieve from www.ascad.org/publications/book/10 4135/chapter/aspx. Vroom,
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