I.

Research Title

Writing Proficiency Level of Grade 11 HUMSS Students:

Ground for Contextualized Teaching Learning Module

II. Abstract

This study determined the writing proficiency level of 177 Grade 11 Humanities

and Social Sciences (HUMSS) students of Koronadal National Comprehensive High

School-Senior High School department, Koronadal City. Four out of eight sections in

HUMSS strand were used as respondents of the study. A descriptive method of

research was utilized in this study. The said respondents were given 45-item

assessment test, which measures their writing proficiency level in three aspects—

grammar, mechanics of writing, and organization. Furthermore, the results of the study

revealed that Grade 11 HUMSS students had high proficiency level in both grammar

and mechanics of writing, whereas in organization they had only moderate proficiency

level. Since organization was the least developed writing skill of the students, a

contextualized teaching-learning module to enhance such aspect was crafted. Based

on the evaluation done, the module attained very good content, technical as well as

instructional qualities. Moreover, it was recommended that this module must be used

in teaching Reading and Writing as well as English for Academic and Professional

Purposes to further enhance learners’ organization in writing.

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III. Acknowledgment

This study would not have been possible without the guidance and support of

various individuals who in one way or another contributed and extended their valuable

assistance in the preparation and completion of this action research.

First, to the Omnipotent Father, who bequeathed the researcher indispensable

knowledge as well as wisdom accompanied with great love and care in order for her

to finish all her responsibilities;

Dr. Arturo B. Bayocot, CESO V, Dr. Allan G. Farnazo, and the Regional

Research Committee for approving the research proposal and giving her the

opportunity to pursue the study;

Gildo G. Mosqueda, CEO VI, Schools Division Superintendent of the City

Division of Koronadal for allowing her to conduct the research;

John Gregory G. Jabido, Division Research Coordinator, for continuously

guiding and supporting her throughout the study;

Valentin C. Dignadice Jr., Principal IV, Fernando L. Nequinto, and Giovanni R.

Estaris, the principal and assistant principals of Koronadal National Comprehensive

High School (KNCHS), for their invaluable support bestowed to her from the beginning

up to the end of the study;

Eleanor T. Estandarte and Roberto M. Estandarte, her parents, whose undying

support and encouragement motivated the researcher to do well in her study;

Jennifer, Viannie, Dave, Ida, Mary Ann, Jean, her friends, for their unending

assistance and motivation to finally accomplish the study; and

To everyone who has been part of this meaningful research journey, her
heartfelt gratefulness.

Charmaine Rose T. Estandarte

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IV. Context and Rationale

Writing is said to be one of the macro skills needed for the total language

development of the learners which is essential for them to communicate effectively

(Sarmiento, 2016). In effective writing, grammar, organization, and structure are

essential to express ideas clearly and logically (Papa, 2017). It is considered to be

the most complex and difficult skill to master, for writing lies not only in

generating and organizing of ideas, but also in translating these ideas into

readable texts (Richards & Renandya, 2002). Furthermore, written expression is

considered as a vital part of communication and critical thinking. Developing

strong writing skills for high school students does not only help improve their

grades, but also prepares them for their academic and professional futures .

Thus, writing skill must be given significant attention especially that it is an

inevitable part of every educational institution’s curriculum, for it is necessary in

producing globally competitive individuals.

With such goal, the Department of Education (DepEd) in the Philippines

updates its Revised Basic Education Curriculum into the K to 12 curriculum

wherein there is a required kindergarten level and additional two years in

secondary level, the so-called Senior High School years which are composed of

Grade 11 and Grade 12. In the Senior High School (SHS) Curriculum, there are

four tracks—the academic track composed of General Academic Strand (GAS),

Accountancy and Business Administration (ABM), Humanities and Social

Sciences (HUMSS), Science, Technology, Engineering, and Mathematics

(STEM) strands; the Technical Vocational Livelihood (TVL) Track which is made

up of Home Economics, Agri-Fishery, Industrial Arts and ICT strands; the Sports

Track; and Arts and Design Track (Velasco, 2012). There are eight learning

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areas in the SHS core curriculum that are needed to be taught well in all tracks,

and one of these is Language wherein one of its subject is Reading and Writing.

In its performance standard, learners are expected to produce each type of

academic writing and professional correspondence following the properties of

well-written texts and process approach to writing. Moreover, in the

contextualized or applied subjects of the four tracks, there is English for

Academic and Professional Purposes (EAPP). In the competencies of this

highlighted subject, learners are required to write a comprehensive review

/reaction paper, produce a well-balanced concept paper in a specific discipline,

and produce a well-written report for various disciplines. The performance

standards set for the learners in those fields show that there is a need to help

learners improve and develop their writing skills. In addition, these mentioned

skills are significant for the learners to have life skills as well as to help them

prepare for the world of work, entrepreneurship, or higher education. When they

apply for work, they need an application letter, and when they are already

working, they need to do a project proposal or concept paper. Their academic

writing skills are essential. Those are not just simple recall concepts, bu t those

are applied in the real world.

In fact, Salazar (2007) revealed that based on March 2006 SWS survey on

the Filipino's self-assessed proficiency in the English language showed a decline

over the last twelve years if compared to SWS surveys in December 1993 and

September 2000. The decline is manifested in all aspects of English proficiency

from ability to speak and write as well as to think in English. No wonder that

Filipinos could not land to a job despite the thick pages of the newspaper’s

classified ads section, for only few can be qualified to have an effective

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communication skills in both speaking and writing. Such scenario, is an eye

opener that indeed, writing skills play a major role in finding a better job in the

future.

According to Battaglia (2017), writing is the most challenging skill that

learners of any foreign language may face because writing requires fluent

grammar structure which is too different from one’s mother tongue. Also,

learners feel that writing is boring. With this, teachers must find ways on how to

address the writing difficulties of the learners in such a way that learners will be

motivated and can relate well to the given instructions. It is then crucial to

provide a teaching-learning process that will help learners to have a meaningful

and stimulating learning.

Contextualized teaching-learning or contextualized instruction is now used

to ensure that learning is more effective because instructional contents are

related to learners’ interests and experiences which keep them to be motivated

(Wlodkowski, 2008). Contextualization is defined as a diverse family of

instructional strategies designed to more seamlessly link the learning of

foundational skills and academic or occupational content by focusing teaching

and learning squarely on concrete applications in a specific context that is of

interest to the student (Mazzeo, Rab, & Alssid, 2003).

Moreover, Goode (2000) said that people learn when they have a need that

is meaningful and real. For many students, what is real is their career goals,

which are furthered by the completion of a specific degree or certificate program.

Thus, using authentic materials may result in more active, generalizable

learning, and more positive learning outcomes (Simpson & Nist, 2002). A

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meaningful material is indeed beneficial to ensure a significant progress in

learners’ writing skills.

The above concepts are the reasons why the researcher embarked to study

to find out the writing proficiency level of Grade 11 students under HUMSS

strand in the academic track in terms of the structure, grammar and mechanics

as well as to make a contextualized teaching-learning module on the least

developed writing aspect/s of the students. Also, the researcher would like to

assess the quality of the developed module in improving the writing skills of the

students as part of their core, contextualized as well as specialized subjects.

Such module, would be directly related to the learners’ real -life experiences,

future career and would make learning more fun, inspiring and relevant to their

everyday lives.

Review of Related Literature

This part presents the related concepts, theories, observations, and studies to support

the conceptual foundations of the study.

Writing

Harmer (2007) stated that writing is considered as a productive skill along with

speaking. When students deal with language production, it means that they should

use their knowledge to produce the language to achieve a communicative purpose

either in the form of spoken or written language.

According to Richards and Renandya (2002) among the four language skills,

“writing” is the most difficult skill for second or foreign learners to master. It is because

writing is considered as a complex process of putting ideas down on paper to transform

thoughts into words (Brown, 2001). Since the idea or thought is an abstract thing which

6
comes from our mind, it is not easy to transform it into understandable or readable

form. The similar definition also stated by McDonald & McDonald (2002). He points

out that writing is usefully described as a process of putting thoughts into words and

words into papers.

Moreover, writing can be seen as two different views. Brown (2001) and Harmer

(2007) stated that they are the product of that writing and the process of writing. When

writing is seen as the product, the attention is placed on the final product of writing

such as the essay, the report, the story or what the product should look like. It means

that the writing should have these elements, meet certain standard of prescribed

English rhetorical style, reflect accurate grammar, and be organized in conformity with

what the audience would be conventional. In other words, the value of the end product

is the main thing to be focused on rather than the process of writing itself.

Brown (2001) explained that when writing is seen as a process, it focuses on the

various stages that any process of writing goes through, such as putting ideas down

on paper to transform thoughts into words. It means that the process of writing is more

valuable than the end of the product. Since writing is a way to communicate with others

in the written form, everything should be clear. Unlike speaking that the message of

the communication can be grasped through non-verbal language, such as gestures,

body languages or facial expressions, in writing the message is conveyed through the

written form. Therefore, the writer should be able to make his or her reader understand

the message conveyed.

Based on Oshima and Hoguen (2006), making a good piece of writing is a

complex process. It requires the ability to write grammatically correct sentences and

organize them logically into paragraphs or essays. McCarthy (2000) and Harmer

(2007) point out that there are two important aspects in writing. In order to make writing

7
to be successful, it has to be both coherent and cohesive. Coherent is the feeling that

the elements of texts are bound together in which the reader can follow the sequence

of ideas or points. While cohesive is the surface links between the clauses and

sentences of a text. It is a more technical matter since it deals with the various linguistic

ways of connecting ideas across phrases and sentences, such as using pronoun and

connector.

Effective Written Communication

Effective written communication entails appropriate spelling, punctuation and

grammar. It relays information in such a way that the reader can understand, logically

organizes the information, takes into consideration the format and style of writing

based on the who it is intended for and accurately outlines the information.

Furthermore, the aim of effective written communication is to send a message to the

receiver, and let the receiver understands it as well as responds to it. For example, if

a supervisor needs to get a profit-and-loss statement to her manager, she may print it

out, email it or fax it with the required information in writing. If the purpose of the written

communication is not achieved, the needed information may not be understood, which

can cause the manager to appear to her superior as being unorganized or unable to

perform her duties appropriately (Papa, 2017).

Writing Competence

Ramelan (2003) explained that writing competence is a continuous process of

thinking and organizing, rethinking and reorganizing. Through writing, an individual

8
can inform others, carry out transactions, persuade, infuriate, and tell what one feels.

However, everybody knows that writing or learning to write especially in a second

language is not simply a matter of writing things down. It is one of the four basic skills

that are very complex and difficult to be learnt. Folse, Solomon, Clabeaux (2010)

describes the elements of good paragraph: (1) unity which begins with the topic

sentence. Every paragraph has one single, controlling idea that is expressed in its

topic sentence, which is typically the first sentence of the paragraph. A paragraph is

unified around this main idea, with the supporting sentences providing detail and

discussion. In order to write a good topic sentence, think about the theme and all the

points that one wants to make. Decide which point drives the rest, and then write it as

the topic sentence; (2) order that refers to the way one organizes the supporting

sentences. Whether one chooses chronological order, order of importance, or another

logical presentation of detail, a solid paragraph always has a definite organization. In

a well-ordered paragraph, the reader follows along easily, aided by the pattern one

has established. Order helps the reader grasp your meaning and avoid confusion; (3)

coherence which is the quality that makes one’s writing understandable. Sentences

within a paragraph need to connect to each other and work together as a whole. One

of the best ways to achieve coherency is to use transition words. These words create

bridges from one sentence to the next. You can use transition words that show order

(first, second, third); spatial relationships (above, below) or logic (furthermore, in

addition, in fact). Also, in writing a paragraph, using a consistent verb tense and point

of view are important ingredients for coherency; and (4) completeness that means a

paragraph is well-developed. If all sentences clearly and sufficiently support the main

idea, then one’s paragraph is complete. If there are not enough sentences or enough

information to prove one’s thesis, then the paragraph is incomplete. Usually three

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supporting sentences, in addition to a topic sentence and concluding sentence, are

needed for a paragraph to be complete. The concluding sentence or last sentence of

the paragraph should summarize the main idea by reinforcing the topic sentence.

Furthermore, writing needs learning and practicing. It is not skill that people can

get without practicing and drilling. Even the psycholinguist Eric Lenneberg (2001)

compares writing to swimming. He elaborated that human beings universally learn to

walk and to talk, but swimming and writing are culturally specific learned behaviors.

Humans learn to swim if there is a body of water available and usually only if someone

teaches us. People learn to write if they are a member of a literate society and usually

only if someone teaches us. Writing is important skill in English. Now days, it is not

only seen as a skill but also as the academic requirement in literate world. Since it is

approved as productive skill, it has developed further to improve writer’s abilities

(Fahmi, 2016).

Micro skill and Macro skill of Writing

Brown (2003) points out some micro- and macro skills of writing. The micro skills

refer to producing the basic skills of writing, such as forming letters, words, or simple

sentences. The micro skills are: a) producing graphemes and orthographic patterns

of English; b) producing writing at an efficient rate of speed to suit the purpose; c)

producing an acceptable core of words and use appropriate word order patterns; d)

using acceptable grammatical system (e.g. tense, agreement, pluralization), patterns,

and rules; e) expressing a particular meaning in different grammatical forms; and f)

using cohesive devices in written discourse.

On the other hand, macro skills refer to producing a text at or beyond the

discourse level that is producing a meaningful text. The macro skills of writing are: a)

using the rhetorical forms and conventions of written discourse; b) appropriately

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accomplishing the communicative functions of written texts according to form and

purpose; c) conveying links and connections between events, and communicate such

relations as main idea, supporting idea, new information, given information,

generalization, and exemplification; d) distinguishing between literal and implied

meanings when writing; e) correctly conveying culturally specific references in the

context of the written text; and f) developing and using a battery of writing strategies,

such as accurately assessing the audience’s interpretation, using prewriting devices,

writing with fluency in the first draft, using paraphrases and synonyms, soliciting peer

and instructor feedback, and using feedback for revising and editing.

Teaching writing means teaching the micro and macro skills of writing as well.

Therefore, the teacher should provide activities and materials which cover those micro

and macro skills in order to make the students come to the productive stage, producing

a text, without finding great difficulties.

Contextualized Teaching and Learning (CTL)

It is identified as a promising strategy that actively engages students and

promotes improved learning and skills development. CTL has been defined in different

ways, based on the intent of the group championing its use. Most recently, the United

States Department of Education Office of Vocational and Adult Education (2001)

characterized CTL as a “conception of teaching and learning that helps teachers relate

subject matter content to real world situations” (Berns & Erickson, 2001, p. 2). Mazzeo

(2008) broadened the definition, describing CTL as a “diverse family of instructional

strategies designed to more seamlessly link the learning of foundational skills and

academic or occupational content by focusing teaching and learning squarely on

concrete applications in a specific context that is of interest to the student” (p. 4).

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While much of the research on CTL is fairly recent, student engagement in

contextual learning has deep roots. John Dewey introduced experiential learning at

the turn of the century as the most sensible and effective way to make learning

meaningful for students. In 1916, Alfred North Whitehead told the Mathematical

Association of English that “the second-handedness of the learned world is the secret

of its mediocrity”— hitting on a central feature of contextual learning: the best learning

is that which can be used. In the 1970s, functional context education entered the

education and training community and served as a pre-cursory to what is now known

as CTL. Based on lessons learned from the U.S. military’s efforts to raise the skill

levels of its soldiers (Sticht & Kern, 1970), functional context education is defined as

“an instructional strategy that integrates the reaching of literacy skills and job content

to move learners more successfully and quickly toward their education and

employment goals” (Wider Opportunities for Women, 2009).

Effects of Contextualized Instruction

One of the goals and effects of a contextualized approach is to capture a

student’s attention by illustrating the relevance of the learning experience. CTL helps

students find and create meaning through experience, drawing from prior knowledge

in order to build upon existing knowledge. A primary principle of CTL is that knowledge

becomes the students’ own when it is learned within the framework of an authentic

context.

In CTL, the traditional curriculum is “…placed in a broader framework that

integrates other subject content into the learning process for the students. Learning

goals are elevated to higher order thinking skills in the process of learning to find

information, adapt to change, and communicate effectively while relating to others”

(Berns & Erickson, 2001, p. 5). In the traditional classroom, students often struggle to

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connect with abstractions. An authentic context helps the learner see the relevance of

information and creates a pathway for them to understand the material.

Moreover, the SSE Instructional Design Series (2007, p. 2) articulates several

characteristics of contextualized learning frameworks including: 1) problem-solving

within realistic situations, 2) learning in multiple contexts, 3) content derived from

diverse work and life situations and 4) authentic assessment. More broadly, Johnson

describes CTL as a “holistic system” (2002, p. 24) with several components working

together to create a systemic learning approach—suggesting that instruction and

learning derives from the whole and not from a discreet part. She argues that together,

these components create a network by which students are better able to create

meaning and retain information. These components include: 1) making meaningful

connections, 2) doing significant work, 3) self-regulated learning, collaborating, 4)

critical and creative thinking, 4) nurturing the individual, 5) reaching high standards

and 6) using authentic assessment.

Furthermore, many instructors are accustomed to addressing questions from

students like “Why do I need to know this?” or “When am I going to use this?” or “Will

this be on the test?” Students who learn in a contextual environment are

simultaneously introduced to the relevance of the learning content, which

commensurately improves motivation. Predmore asserts, “Students are learning

material within a concrete, memorable context…Once they see the real-world

relevance of what they’re learning, they become more interested and motivated”

(2005, p. 22-23). In turn, contextual learning has the potential to motivate and

effectively engage students who view school as boring or non-essential, or who have

struggled to make the connections between the demands of the classroom and their

own personal goals and aspirations.

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V. Innovation, Intervention, and Strategy

This study crafted a contextualized teaching-learning module on the least

learned writing skill of the Grade 11 HUMSS students, which apparently was the

organization aspect. Such module aimed to further improve students’ organization in

writing through considering their situation or nature as learners. The module consisted

four elements in developing a paragraph, which would help enhance their writing

organization. These were unity, completeness, coherence, and order. The teachers

and learners were provided with concepts to better understand the processes in

making an organized paragraph or composition as well as exercises to apply their

learning and assess their skill.

VI. Action Research Questions

This study aimed to determine the writing proficiency level of Grade 11 HUMSS

students of Koronadal National Comprehensive High School-Senior High School

department.

Specifically, this study sought to answer the following:

1) determine the writing proficiency level of Grade 11 HUMSS students in terms

of:

a) grammar;

b) mechanics;

c) organization;

2) make a contextualized teaching-learning module on the least developed writing

skill/s of Grade 11 HUMSS students; and

3) assess the module through its contents and technicalities

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Scope and Delimitation

This study focused only on the writing proficiency level of students in English in

terms of grammar, which included subject-verb agreement, verbs/tenses of verbs,

adjectives, adverb, and pronoun; mechanics of writing that entailed capitalization,

punctuation and spelling; and organization, which involved unity, completeness,

coherence and order. The Grade 11 HUMSS students of Koronadal National

Comprehensive High School were the respondents of the study. The researcher’s

validated questionnaire was used to assess learners’ writing proficiency level. Only

the least learned area of writing was addressed using the researcher’s developed

contextualized module.

VII. Action Research and Methods

A. Respondents

The respondents of the study were the 177 Grade 11 HUMSS students of

KNCHS-Senior High School Department. They came from four out of eight sections of

HUMSS strand.

B. Sampling

The researcher used a cluster sampling technique wherein only four sections out

of eight sections of Grade 11 HUMSS will be used as respondents of the study. These

four sections were randomly selected. The Grade 11 HUMSS students were the

respondents because HUMSS students will become future teachers, lawyers,

psychologists, authors/editors, politicians, criminologists or journalists in which these

jobs required a lot of writings to do. Also, Grade 11 was selected as a grade level, for

the researcher will still have another year to address the writing deficiencies of these

students.

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C. Research Instrument

The researcher’s validated assessment test was used to determine the writing

proficiency level of the Grade 11 HUMSS students in terms of grammar, mechanics of

writing, and organization. It was a 45-item test that measured the three mentioned

skills.

This was utilized to identify the least learned aspect/s of students’ writing skills.

After the module was done, it underwent the quality assurance assessment in terms

of its contents and technicalities by the experts.

RATING SCALE AND DESCRIPTION FOR STUDENTS’

WRITING PROFICIENCY LEVEL
MEAN GAIN LEVEL DESCRIPTION

1.00 – 3.99 Very Low  Knowledge on English grammar, mechanics of

writing, and organization is critically scarce.
 Teacher exhibits deficiency in grammar, mechanics
of writing, and organization
 Rigid intervention is needed.
4.00 – 7.99 Low  Knowledge on English grammar, mechanics of
writing, and organization is poor.
 Teacher exhibits difficulty in applying grammar,
mechanics of writing, and organization.
 Rigid intervention is need.
8.00 – 11.99 Moderate  Knowledge on English grammar, mechanics of
writing, and organization is good.
 Teacher exhibits notable errors in grammar,
mechanics of writing, and organization concepts.
 Reinforcement on the following aspects is needed.
12.00 – 15.00 High  Knowledge on English grammar, mechanics of
writing, and organization is excellent.
 Teacher exhibits minimal errors in grammar,
mechanics of writing, and organization concepts.
 Enhancement may not be needed.
Adopted from: Prodigo, D. C. (2018). Grammatical Competence of Rotonda Elementary School Teachers

RATING SCALE AND DESCRIPTION FOR THE

EVALUATION OF THE MODULE
RATING DESCRIPTION
1 Strongly Disagree
2 Disagree
3 Agree
4 Strongly Agree
Adopted from: Peli, C. (2017). Development of edukasyon sa pagpapakatao module in blaan. Koronadal city: Region XII BERF.

16
RANGE AND DESCRIPTION FOR THE
EVALUATION OF THE MODULE
RANGE DESCRIPTION
3.26-4.00 Very Good
2.51-3.25 Good
1.76-2.50 Poor
Adopted from: Prodigo, D. C. (2018). Grammatical Competence of Rotonda Elementary School Teachers

D. Ethical Issues

The respondents were given parent’s permit for them to be allowed to participate

in the study. Also, the results were kept confidential, for them not to be bullied if ever

they have gotten poor results. Students were oriented at the beginning, during and

ending of the study to ensure that they could not feel tension or any emotional

disturbances. In the making of the contextualized module, it was ensured that

passages contain no discrimination, harsh or destructive language, and it is fair

considering various genders, races, learning styles, religions, economic status, and

cultural backgrounds.

E. Statistical Treatment

The mean and percentage accompanied with descriptions were used to

determine the writing proficiency level of Grade 11 HUMSS students in terms of

grammar, mechanics of writing, and organization. Benchmark for the writing

proficiency level of the students was also provided. The module went through quality

assurance in terms of its content and technicalities using rating scale and descriptions.

The mean and percentage were used to evaluate the status of the module in terms of

the mentioned areas.

F. Data Gathering Procedure

The researcher asked permission first from the school’s assistant principal for

academics to conduct the study. After it was approved, the crafting of assessment test

to measure the writing proficiency level of the students was done. It was then validated

17
and used to measure students’ writing skills. Then, the results were interpreted, and

the module was created to address students’ least learned writing skill.

VIII. DISCUSSION OF RESULTS AND REFLECTION

Table 1. Writing Proficiency Level of Grade 11 HUMSS Students

WRITING CLASS CLASS CLASS CLASS OVERALL DESCRIPTION

SKILLS A B C D MEAN
(n=45) (n=41) (n=40) (n=51) (N= 177)
GRAMMAR 12.08 12.03 11.02 13.50 12.16 HIGH
MECHANICS OF 13.00 11.00 12.02 12.11 12.03 HIGH
WRITING
ORGANIZATION 10.60 10.00 9.80 11.50 10.48 MODERATE

The table displays that students have already high proficiency level in terms of

grammar and mechanics of writing, which attained 12.16 and 12.03 mean respectively.

On the other hand, students’ organization still need further enhancement, for it only

gained 10.48 mean, which signifies a moderate proficiency level.

The result simply implies that Grade 11 HUMMS students must be provided with

intervention in improving their writing organization. Organization is said to be important

in writing to give sense to the whole passage. Order, which is part of organization,

helps the reader grasp meaning and avoid confusion. The same with coherence still

under organization, which makes one’s writing understandable (Folse, Solomon, &

Clabeaux, 2010). Without organization, nothing can be conveyed in the article. Thus,

students’ skills in this area must be given immediate attention, for they will be doing

lot of technical writing in their chosen strand.

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Table 2. Content Evaluation of the Module

INDICATORS RATING DESCRIPTION

1. Exhibit understanding of the 3.83 Very Good
content.
2. Learners are encouraged to Very Good
perform various drills or 3.83
activities.
3. The activities will develop Very Good
the knowledge and skills of 3.83
learners to perform
effectively and achieve the
desired result.
4. The resources are best 3.83 Very Good
suited to accomplish the
goals.
5. The module is related to 3.67 Very Good
learners’ track and strand.
6. The module provides clear, Very Good
accurate and adequate 3.83
discussion about the topic
being discussed.
7. Learners can apply their 3.83 Very Good
knowledge effectively in the
real world.
8. Integrates knowledge and 3.67 Very Good
competencies across all
discipline.
9. Includes knowledge and 3.83 Very Good
skills which are valid-
relevant and applicable to
real life situation.
10. Provides the essential Very Good
knowledge that learners
3.67
need to succeed in the next
level of their life.
OVERALL MEAN 3.78 Very Good

The table exhibits that the contextualized module aimed to improve learners’

organization skill has a very good content with a rating of 3.78, which means that the

concepts provided were varied, sufficient, accurate, and relevant to the needs of the

learners. The concepts were parallel to the learning goals or competencies expected

to be acquired by the students.

This signifies that the module could be utilized as one of the instructional

materials that could help address the organization problem of the learners.

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Table 3. Technical Qualities Evaluation of the Module

INDICATORS RATING DESCRIPTION

1. The objectives are stated in 3.83 Very Good
a measurable, reliable, and
time bound manner.
2. The objectives are stated in Very Good
terms of learners learning 3.83
outcomes.
3. The objectives guide the Very Good
teachers on what they 3.83
ought to cover in the class.
4. The topics in each module Very Good
are parallel to specific 3.83
objectives given.
5. The text is readable to the 3.67 Very Good
learners, free from
grammatical flaws, and
arranged logically.
6. The format of the module is 3.83 Very Good
attractive and interesting.
7. The use of the margins, Very Good
print style and graphics 3.67
increase the usability of the
module.
8. The instructions are clear, Very Good
and examples given support 3.67
the instruction.
9. The module uses a line Very Good
spacing that ensures easy 3.67
reading.
10. The module uses a Very Good
language that is appropriate 3.67
for the learners’ reading
level.
OVERALL MEAN 3.75 Very Good

The table shows that the contextualized module has a very good technical

qualities that attained an overall mean of 3.75, which suggests that the objectives are

clear and relevant, the text is readable considering learners’ level, free from

grammatical errors and provide amiable format.

This signifies that the module is suitable instructional materials to the kind of

respondents.

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Table 4. Instructional Qualities Evaluation of the Module

INDICATORS RATING DESCRIPTION

1. The activities in the learning module are 3.83 Very Good
appropriate in helping learners to understand
concepts and principles.
2. The learning module is expected to capture the Very Good
interest of the reader. 3.67
Very Good
3. The contents are appropriate to meet the
3.83
objectives of the facilitated learning modules.
4. The learning module covers the important Very Good
concepts and principles for Reading and Writing 3.83
as well as English for Academic and
Professional Purposes subjects.
5. The writer has developed a unique way of 3.67 Very Good
presenting the concepts and principles.
6. The module provides meaningful activities that 3.83 Very Good
enhances the learners to participate.
Very Good
7. The module lets the learners appreciate the
3.83
value of writing skills.
8. The lessons in the module help the learners to Very Good
understand better about developing and 3.83
enhancing organization in writing.
9. The lessons in the module enable the learners Very Good
to appreciate the importance of writing skills as 3.83
a whole.
10. The strategies offer opportunities for the Very Good
learners to apply the lesson in as natural and 3.67
realistic situation possible.
OVERALL MEAN 3.78 Very Good

The table reveals that the contextualized module has a very good instructional

qualities with 3.78 overall mean, which means that the exercises given covered the

needed skill to be acquired, and provide varied activities that enable the learners to

apply their learning.

This signifies that the module is a helpful material to address learners’ problem

in organization.

21
IX. ACTION PLAN

Objectives: To disseminate the results of the study; and

To try out the module.

PERSONS TIME RESOURCES SUCCESS

STAGES
INVOLVED FRAME NEEDED INDICATORS

I. Discuss results of Researcher, March Bond paper  Letter of Permission

the study to the principal 2019 DLP, Laptop had been signed and
School Principal, Assistant SHS Amount approved
Assistant School Principal for needed:
Principal for Academics 500.00
Academics, and
Subject Group Head
in Humanities and
Social Sciences
(HUMSS)

II. Discuss results of Research, March Bond paper  Results of the study
the study to the Assistant SHS 2019 Amount were disseminated
KNCHS-SHS faculty Principal for needed: to the teachers
Academics, 2000.00
Subject Group
Head-HUMSS,
KNCHS-SHS
English
teachers

III. Use the module in

Teachers April Replicated  Reproduction of
teaching the 2019- module the module and
teaching
competencies in March having answered
Reading and
Reading and Writing 2020 activity sheets
Writing and
as well as English for from the module
EAPP
Academic and
Professional
Purposes (EAPP),
which are anchored
to the said module.

22
X. REFERENCES

Battaglia, S. (2017). Importance of Written Expression Skills in High School Students.

Retrieved from https://classroom.synonym.com/importance-written-expression-
skills-high-school-students-15200.html.

Berns, R., & Erickson, P. (2001). Contextual teaching and learning: Preparing
students for the new economy. The Highlight Zone: Research @ Work, 5, 2-9.
(ERIC Document Reproduction Service No. ED452376)

Brown, D. (2003). Language Assessments: Principles and Classroom Practices.

New York: Longman.

Cabansag, J. (2013). Written Language Proficiency of Laboratory High School

Students in a State University in Cagayan Valley Philippines. Retrieved from
http://www.researchersworld.com/vol4/issue2/Paper_12.pdf.

Fahmi, R. (2016). Students’ Writing Competence in Writing Daily Journal. Retrieved

from https://repository.ar-raniry.ac.id/1673/1/Rizal%20Fahmi.pdf.

Mazzeo, C., Rab, S., Alssid, J. (2003). Building bridges to college and careers:
contextualized basic skills programs at community colleges. Workforce
Strategy Center, Brooklyn: NY.

Mazzeo, C., Rab, S., & Alssid, J. (2003). Building bridges to college and careers:
Contextualized basic skills programs at community colleges. Brooklyn, NY:
Workforce Strategy Center. Retrieved from
http://www.workforcestrategy.org/images/pdfs/publications/
Contextualized_basic_ed_report.pdf

Mazzeo, C. (2008). Supporting student success at California community colleges.

Prepared for the Bay Area Workforce Funding Collaborative Career by the
Career Ladders Project for California Community Colleges.

Papa, N. (2017). The Importance of Effective Written Communication. Retrieved from

https://bizfluent.com/about-6690331-importance-effective-written-
communication.html.

Peli, C. (2017). Development of edukasyon sa pagpapakatao module in blaan.

Koronadal city: Region XII BERF.

Prodigo, D. C. (2018). Grammatical Competence of Rotonda Elementary School

Teachers. Koronadal City: DepEd Region XII

Richards, J., & Renandya, W. (2002). Methodology in Language Teaching: An

Anthology of Current Practice. Cambridge: Cambridge University Press.

23
Salazar, M. (2007). The decline of English proficiency. Retrieved from
http://www.academia.edu/7010906/Local_studies_study-shows-filipino-
college-studes-not-proficient-
_english_On_the_decline_of_English_proficiency.

Sarmiento, C. (2016). Writing is the Most Challenging Macro Skill to Learn! Retrieved
from https://markanthonypasubillo.blogspot.com/2016/08/writing-is-most
challenging-macro-skill.html

SSE Design Series. The importance of contextualized learning: An instructional

design perspective. Retrieved from
http://www.sselearn.net/assets/pdfs/WhitePaperContextualizedLearning.pdf

Sticht, T., & Kern, R. (1970). Project realistic: determining literacy demands of jobs.
Journal of Reading Behavior. 2(3), 191-212.

Velasco, P. (2012, March 6). A primer on the new K-12 Philippine education
curriculum. Retrieved from www.smartparenting.com.ph

Wider Opportunities for Women (2009). Strategies for family economic self-
sufficiency. Retrieved from
http://www.wowonline.org/ourprograms/fess/sfess.asp

Wlodkowski, R. (2008). Enhancing adult motivation to learn: A comprehensive guide

for teaching all adults (3rd ed.). San Francisco, CA: Jossey-Bass.

24
XI. FINANCIAL REPORT

Sheet No:
Period
Covered: AUGUST 10, 2018-March 6, 2019 Report No:

OR/RER Nature of
DATE No.
Payee Amount
Payment/particulars

8/10/2018 RER Amy Lauron Internet Load

600.00
9/3/2010 RER Amy Lauron Internet Load
500.00
10/5/2018 RER Amy Lauron Internet Load
550.00
10/16/2018 35531 GREENWHICH SNACKS
499.00
10/17/2018 1683 FRONTLAKE, INC MEALS
264.00
10/25/2018 0758462 KCC MALL OF MARBEL BALLPEN
180.00
11/7/2018 20284 ACJ FOODIES VENTURES MEALS
600.00
11/8/2018 RER Amy Lauron Internet Load
500.00
11/20/2018 20251 ACJ FOODIES VENTURES MEALS
750.00
12/3/2018 RER Amy Lauron Internet Load
550.00
12/7/2018 20257 ACJ FOODIES VENTURES MEALS
650.00
12/13/2018 1101533 CHOWKING KORONADAL SNACKS
112.00
ASSORTED OFFICE
12/14/2018 142128860 KCC MALL OF MARBEL
SUPPLIES 454.00
12/14/2018 1244 JOLLIBEE MEALS
700.00
12/16/2018 344945 BJ'S LECHON HOUSE MEALS
960.00
VOUGH COPY CENTER AND SCHOOL
1/3/2019 894 PRINTING
SUPPLIES
4,300.00
2/8/19 32535 ALVIN PHOTOCOPY CENTER PHOTOCOPY
3,000.00
2/9/19 32534 ALVIN PHOTOCOPY CENTER BONDPAPERS
1,200.00
2/10/19 3047 COFFEE TABLE CAFÉ MEALS
460.00
ASSORTED OFFICE
2/23/19 0776508 KCC MALL OF MARBEL
SUPPLIES 561.50
2/26/19 57191 PROJECT R INTERNET CAFÉ PC RENTAL
126.60

25
EMR-CENTER BLUGRE
3/4/19 21681 MEALS
COFFEE 375.00
EMR-CENTER BLUGRE
3/4/19 21683 MEALS
COFFEE 265.00
EMR-CENTER BLUGRE
3/4/19 21682 MEALS
COFFEE 190.00
EMR-CENTER BLUGRE
3/5/19 21687 MEALS
COFFEE 455.00
3/6/19 3411 CELEMA'S PLACE & CATERING SERVICES MEALS
1,165.00
EMR-CENTER BLUGRE
3/6/19 74185 SNACKS
COFFEE 155.00
TOTAL
20,122.10

26
APPENDICES

27
APPENDIX A

Letter of Request to the Assistant Principal to Conduct the Study

Republic of the Philippines

Department of Education
Region XII
City Schools Division of Koronadal
KORONADAL NATIONAL COMPREHENSIVE HIGH SCHOOL
Senior High School
City of Koronadal

August 2, 2018

FERNANDO L. NEQUINTO
Asst. SHS Principal for Academics

Sir:

The undersigned is a BERF recipient of Region XII. I am currently working on my action

research entitled, “Writing Proficiency Level of Grade 11 HUMSS Students: Ground for
Contextualized Teaching-Learning Module.”

With this, I would like to ask permission from your good office to allow me to conduct my study
in our school from August 2018-March 2019. I will be using four sections of HUMSS strand
enrolled in our school in the School Year 2018-2019 to be the respondents of my study.

Your positive response on this undertaking would be of great help to the success of this study.

Thank you and God Bless!

Very truly yours,

(SGD.) CHARMAINE ROSE T. ESTANDARTE

Researcher

Noted:

(SGD.) MARY FAITH E. UY, MT-II

Subject Group Head-HUMSS

Approved:

(SGD.) FERNANDO L. NEQUINTO

Asst. SHS Principal for Academics

28
APPENDIX B
Module Evaluation Form

Name of evaluator: _____________

Direction: Please encircle the number of the rating that corresponds to your choice using the
rating provided below:

CONTENT OF THE MODULE

Rating Description

4 Strongly Agree

3 Agree

2 Disagree

1 Strongly Disagree

INDICATORS RATING

4 3 2 1
11. Exhibit understanding of the content.
12. Learners are encouraged to perform 4 3 2 1
various drills or activities.
13. The activities will develop the
knowledge and skills of learners to 4 3 2 1
perform effectively and achieve the
desired result.
14. The resources are best suited to 4 3 2 1
accomplish the goals.
15. The module is related to learners’ track 4 3 2 1
and strand.
16. The module provides clear, accurate
4 3 2 1
and adequate discussion about the
topic being discussed.
17. Learners can apply their knowledge 4 3 2 1
effectively in the real world.
18. Integrates knowledge and 4 3 2 1
competencies across all discipline.
19. Includes knowledge and skills which
4 3 2 1
are valid-relevant and applicable to
real life situation.
20. Provides the essential knowledge that
4 3 2 1
learners need to succeed in the next
level of their life.

Signature of Evaluator:

29
Module Evaluation Form

Name of evaluator: _____________

Direction: Please encircle the number of the rating that corresponds to your choice using the
rating provided below:

TECHNICAL QUALITIES OF THE MODULE

Rating Description

4 Strongly Agree

3 Agree

2 Disagree

1 Strongly Disagree

INDICATORS RATING

11. The objectives are stated in a

4 3 2 1
measurable, reliable, and time bound
manner.
12. The objectives are stated in terms of 4 3 2 1
learners learning outcomes.
13. The objectives guide the teachers on 4 3 2 1
what they ought to cover in the class.
14. The topics in each module are parallel 4 3 2 1
to specific objectives given.
15. The text is readable to the learners,
4 3 2 1
free from grammatical flaws, and
arranged logically.
16. The format of the module is attractive 4 3 2 1
and interesting.
17. The use of the margins, print style and
4 3 2 1
graphics increase the usability of the
module.
18. The instructions are clear, and 4 3 2 1
examples given support the instruction.
19. The module uses a line spacing that 4 3 2 1
ensures easy reading.
20. The module uses a language that is
4 3 2 1
appropriate for the learners’ reading
level.

Signature of Evaluator:

30
Module Evaluation Form

Name of evaluator: _____________

Direction: Please encircle the number of the rating that corresponds to your choice using the
rating provided below:
INSTRUCTIONAL QUALITIES OF MODULE

Rating Description

4 Strongly Agree

3 Agree

2 Disagree

1 Strongly Disagree

INDICATORS RATING

11. The activities in the learning module

4 3 2 1
are appropriate in helping learners to
understand concepts and principles.
12. The learning module is expected to 4 3 2 1
capture the interest of the reader.
13. The contents are appropriate to meet
4 3 2 1
the objectives of the facilitated learning
modules.
14. The learning module covers the
important concepts and principles for
4 3 2 1
Reading and Writing as well as English
for Academic and Professional
Purposes subjects.
15. The writer has developed a unique way
4 3 2 1
of presenting the concepts and
principles.
16. The module provides meaningful
4 3 2 1
activities that enhances the learners to
participate.
17. The module lets the learners 4 3 2 1
appreciate the value of writing skills.
18. The lessons in the module help the
learners to understand better about 4 3 2 1
developing and enhancing organization
in writing.
19. The lessons in the module enable the
4 3 2 1
learners to appreciate the importance
of writing skills as a whole.
20. The strategies offer opportunities for
4 3 2 1
the learners to apply the lesson in as
natural and realistic situation possible.
Signature of Evaluator:

31