220538420 Action Research Fil

Diffun Central School

“Developing the Skills of The Grade Six SPED GT Learners in Writing Business Letters in Filipino Through Module”

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Republic of the Philippines Department of Education

Region 02 Division of Quirino District 1 of Diffun


September 30, 2013

REYNALDA R. BANGUNAN, Ph. D., CESO V Schools Division Superintendent Division of Quirino THRU CHANNELS Madam: I have the honor to request permission to conduct an action research in Filipino 6 entitled: “Develop the Skills of The Grade Six SPED GT Learners in Writing Business Letters Through Module.”

The objective of this research is to develop the passion and writing skills of the Grade Six SPED Gifted and Talented pupils of Diffun Central School for letter writing despite the existence of modern means of communications, like cellular phones and the social network. The result of this study will serve as a guide in the improvement of Filipino instruction specifically in writing business letters. Thank you very much for your favorable consideration on this request. Very truly yours, ELISA S. MARCELINO Master Teacher 1



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“Developing the Skills of The Grade Six SPED GT Learners in Writing Business Letters Through Module”

I. SITUATION

Texting has given the human race a medium that is ideally suited for transmitting short

bursts of information ("Out of milk," "U left water running," "Hurry hm, dog barfed on crpt"),

but electronic messaging has its limitations. It tends to discourage the development of rich,

extended thought and it's a poor substitute for the composition of letters.

Writing helps us express ourselves. Writing can be a great tool to help everyone to know more about the way they think... writing can solidify ideas and thoughts. A traditional and still often used method of communication in the business world is letters. But most of the Grade Six SPED GT pupils hate writing compositions especially business letters. They don’t recognize the importance of writing skills. As one of the SPED Center, there’s a need to look into possible ways and means on how the Grade Six SPED Gifted and Talented pupils of Diffun Central School can acquire the skills and knowledge that will enhance and develop their performance in writing business letters in Filipino. Since writing is the single most durable and transmittable way to convey thoughts, writing well becomes a very important skill set for us to process. As teachers, it is our duty to help our learners develop those skills. Demand success from the learners because someday their livelihood will depend on it. It is in this endeavor that the proponent thought to come up with a module in writing business letter specifically application letter.

II. THE PROBLEM This study aims to develop the skills of the Grade Six SPED Gifted and Talented pupils of Diffun Central School in Writing Business Letters in Filipino. Furthermore, the research will test the effectiveness of using Module in developing the skills of the pupils. More specifically, this study attempts to provide answers to the following problems:

1. What is the degree of learning achieved by the control and experimental group on the development of their skills in Writing Business Letters?

2. Is there a significant difference in the post test mean scores of the control and



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experimental groups on the development of their skills in Writing Business Letters? Hypothesis There is no significant difference in the post test mean scores of the control and experimental groups in the development of their skills in Writing Business Letters. Possible Causes/ Assumptions

a. Low mastery learning on the concepts of writing business letters because of lack of meaningful strategies to teach the skills.

b. Lack of interest in writing letters because of the existence of modern means of communications like cellular phones and the social network.

c. Lack of materials that can develop and support learning experiences and activities

for effective writing.

III. GENERATION OF ALTERNATIVE SOLUTION This study attempts to use Module to develop the skills of Grade Six SPED Gifted and Talented of Diffun Central School in Writing Business Letters specifically application letter. To achieve the goals of education, it is important that learners are engaged in learning experiences which will help develop their understanding of important skills. This implies the introduction of more meaningful and effective teaching-learning strategies in the classroom such as module. As pointed out by Gregorio (1960), teachers are expected to be creative and intelligent enough to look for and make instructional materials to meet the needs of the learners. If pupils are to learn to the best of their abilities, they must be taught in the way they learn best. Module when used in the classroom discussions can provide opportunities for pupils to learn concepts and master certain skills. According to the Multi Sensory Learning of Rose (1995), it will be better if all the ways and means be used in the teaching-learning process. Most of people are expected to learn one of these ways: 40% kinesthetic, 35% visual and 25% auditory. Learning through the use of Module will lead learners to read which will be the key for



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them to develop their thoughts clearly. It reaches learners through variety of senses keeping them appreciate printed materials. It is along this premise that the study will be conducted to explore the effectiveness of using Module as a means to develop pupils’ skills on Writing Business Letters. IV. PLAN OF ACTION

A. Objectives a. To develop the writing skills of the Grade Six SPED Gifted and Talented pupils; b. To develop among them the passion for letter writing despite the existence of

modern means of communications; c. To foster their enjoyment of letter writing; and d. To develop the learner’s skills in writing letters and the ability to express their

thoughts clearly.

B. Time Frame

This study will be conducted for 15 school days on October 14-18 ,21-25 and November 4-8, 2013 during the academic school year 2013-2014.

C. Target Subjects

The target pupils of the study will be the Grade Six SPED Gifted and Talented pupils of Diffun Central School.

D. Activities to be Undertaken (see the table of Activities on the next page)



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Target Group

Person Involved

Activities Expected results

Grade Six Pupils

Elisa S. Marcelino

1.Test construction 2.Administration of the pretest 3.Checking of the results of the pretest 4. Interpretation of pretest results 5.Employing the necessary interventions.

A. Use of Module in teaching concepts and skills in writing business letters among the Grade Six Pupils using the following procedures: a. Prepare a module on

Writing Business Letters.

b. Present/ Discuss the lessons through Module.

c. Give exercises that

will lead to develop their skills in writing after the discussion.

d. Give the pupils

ample time in learning the content

Well-prepared test questions with table of specifications Pretest scores Identification of the pupils’ entry skills on the lessons



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E. Evaluation Criteria

The result of the research will be reported after the 75% of the pupils or more have improved of their skills in writing business letters. Otherwise the design shall be revised by exploring other strategies.

F. Research Design

This study will use the pretest-posttest experimental design to test the

effectiveness of using Module in teaching and developing the skills of learners in writing business letters.

Two groups will be used in the study, the control group and the experimental

group which will be both pre- tested. The topics/ skills on Writing Business Letters will taught to the control group using the traditional method while the Module will be used for the experimental group. A post-test covering the skills in writing business letters will be administered to each group, the result of which will be statistically treated using the t-test to determine the effectiveness of using Module in developing the skills of learners in writing business letters.

The activities to be undertaken in the study, the data to be gathered and the

statistical treatment of these data are shown in the table on the next page.

of the module and process the skills that needs to develop on them.

6. Evaluate the degree of learning achieved by the control and experimental groups by administering the Post test. 7. Determine the effectiveness of using Module in writing Business Letters

Post Test Scores Develop pupils’ skills in writing



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Activities Data to be Collected

Data Analysis

A. Use of Module in teaching/ developing the skills in writing business letters concept among Grade Six Pupils using the following procedures:

1. Test construction 2. Administration of the pretest

3. Checking of the results of the pretest

4. Interpretation of the pretest results 5. Employing the necessary interventions.

B. Use of Module in teaching developing the

skills in writing business letters concept among Grade Six Pupils using the following procedures:

1. Prepare a module on Writing Business

Letters.

2. Present/ Discuss the lessons through Module.

3. Give exercises that will lead to develop

their skills in writing after the discussion. 4. Give the pupils ample time in learning the

content of the module and process the skills that needs to develop on them.

Learning Competencies on writing business letters Pretest results

Mean and Standard Deviation



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G. Research Paradigm

Independent Variable Dependent Variable

Figure 1. The Research Paradigm

The use of Module in teaching is an effective way to improve learners’ knowledge about a particular topic. When pupils are engage in an interactive learning through the use of Module, they have greater chances to perform better and obtained better writing skills.

6. Evaluate the degree of learning achieved by the control and experimental groups by administering the Post test. 7. Determine the effectiveness of using Module in developing the skills in writing Business Letters.

Post test results Pretest and post test results

Mean and Standard Deviation t-test

Use of Module

Developed Pupils’ Skills

in Writing Business

Letters



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V. PRESENTATION OF DATA

The following tables present the results of the investigation:

Table 1

Comparison between the Means and Standard Deviations of Control

and Experimental Groups on the Use of Module In Writing Business Letters

Group Pre Test Post Test Mean Gain

Mean SD Mean SD

Control 19.37 5.25 22.9 5.87 3.03

Experimental 10.97 4 28.6 4.02 17.63

Table 1 represents the comparison between the means and standard deviations of the

control and experimental groups in the pre-post tests on the Use of Module In Writing Business

Letters.

On the basis of the mean scores in the pre test, the control group obtained a mean of

19.37 and the experimental group got a mean of 10.97. The mean score the control was higher

before the experimental treatment/ intervention was conducted.

Looking into the post test result, the control group registered a mean of 22.9 while the

experimental group has a mean of 28.6. This mean results from the two groups show that the

experimental group performed better than the control group on the Use of Module In Writing

Business Letters.

Table 5

Summary Table for the T-Test Analysis of the Pupils’ Post Test Scores

Groups X SD T CV Decision

Control

Group

22.9 5.87

3.55

2.13

Reject Ho

Experimental

Group

28.6 4.02

The data in table 5 shows the post test mean scores of the control and experimental

groups, the standard deviations of their scores, the computed t-value, the tabular value at 0.05

level of significance.

The data reveal that the computed t-value which is 3.55 is greater than the critical value

which is 2.13 at 0.05 level of significance which means that the null hypothesis is rejected.



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Hence, a significant difference exists between the post test scores of the control and experimental

groups.

On the basis of the mean scores and standard deviations, the performance of the

experimental group is better than that of the control group, which implies therefore that the use

of module is effective in enhancing pupils’ skills in writing Business Letters.

Vl. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

FINDINGS

Based from the analysis and interpretation of the data gathered, the following findings

were drawn:

1. The degree of learning achieved by the control group was established by its mean

gain of 3.03 and the experimental group has a degree of learning achieved by its mean

gain of 17.63. The difference in the degrees established by the two groups on the use

of module is 14.6 which implies that the experimental group performed better than

the control group on the use of module.

2. The computed t-value which is 3.55 is greater than the critical value which is 2.13 at

0.05 level of significance, so the null hypothesis is rejected which implies that the use

of module is effective in enhancing the academic performance of pupils especially on

writing Business Letters.

CONCLUSIONS

Based from the findings of the study, the following conclusions were derived:

1. The use of Module enhances the writing skills of pupils.

2. Meaningful presentation of writing business letters through the use of module makes

teaching-learning more meaningful to the pupils.

3. The use of module is an effective teaching-learning strategy in teaching writing

Business Letters.

RECOMMENDATIONS

On the basis of the findings and conclusions generated, the researcher recommends the

following:

1. Teachers should utilize printed materials like module to enhance the writing skills of

pupils.



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2. Teachers should engage their pupils in more meaningful and interesting activities in

the classroom to improve learning outcomes.

3. The Module approach should be used by teachers on other topics in Filipino.



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Talahanayan ng Ispisipikasyon Pauna at Panghuling Pagsusulit



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Inihanda ni:

Gng. Elisa s. Marcelino Guro, Ikaanim na Baitang

Pauna at Panghuling Pagsusulit

Layunin Bahagdan Kinalalagyan ng Aytem

(%) Easy (60%)

Average (30%)

Difficult (10%)

Nakapagbibigay ng reaksyon sa isang tiyak na modelo. (Pagsasalita)

12.5%

1,2,3, 4,5

Nagagamit sa pagsasalaysay ang mga pandiwa na nasa iba’t ibang aspekto. (Pagsasalita)

12.5%

6,7,8, 9,10

Nakasusunod sa tiyak na modelo. (Pagsulat)

25%

11,12,13, 14,15,16,

17,18,19,20

Nakikilala ang iba-ibang uri ng liham pangangalakal. (Pagbasa)

12.5% 21,22, 23,24,

25

Nagagamit nang wasto ang mga kaalaman sa

wastong gamit sa bantas

22.5% 26,27,28, 29,30,31, 32,33,34

Napupunan nang wasto ang mga pormularyo na may wastong baybay

impormasyong pampersonal (Pagsulat)

5%

35,36

Nakasusulat ng liham sa Pangangalakal (Pagsulat)

10% 37,38,39,40

Kabuuan 100% 24 12 4



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Panuto: Basahin ang liham sa loob ng kahon at sagutin ang mga tanong sa ibaba pagkatapos. Piliin at isulat ang letra ng tamang sagot. Setyembre 5, 2013 Dr. Dolores S. Abad Puno, Sangay ng Edukasyong Sekundaryo Pambansang Punong Rehiyon Kagawaran ng Edukasyon Misamis St., Quezon City Mahal na Dr. Abad: Sa ngayon po ay kumukuha ako ng Bachelor of Science in Education sa Philippine Normal University. Ako po ay nagpapakadalubhasa sa Filipino. Bahagi po ng aking pag-aaral ay pagtuklas sa mga naging epekto ng patakarang bilinggwal sa pagtuturo ng Filipino sa hayskul. Sanhi po nito, nais ko po sanang magkaroon ng kabatiran kung ako ay may mga mga talang makukuha sa inyong tanggapan tungkol sa nabanggit na paksa. Nais ko rin po sanang mabatid kung mayroon na pong mga kaukulang batas na ipinatutupad tungkol dito.

Batid ko po na kayo’y lubhang abala sa inyong mga gawain subalit ang inyo pong kasagutan sa aking mga tanong ay makapagbibigay sa akin ng mga sapat na impormasyong kailangan sa aking pag-aaral. Sana po ay huwag ninyo akong bibiguin. Umaasa at nagpapasalamat,

Arturo S. Cabuhat

Mula sa “Komposisyon… Sumulat ka”

Ikaapatna na taon ni: Arturo S. Cabuhat

1. Anong uri ng liham-pangangalakal ang iyong binasa?

A. humihingi ng pahintulot B. naglalahad ng suliranin C. nagtatanong sa isang eksperto D. humihiling ng trabahong mapapasukan

2. Alin sa mga sumusunod ang nararapat ilagay o isulat pagkatapos ng bating pangwakas at lagda?

A. patutunguhan C. sangguniang tao B. katungkulan D. hanapbuhay

3. Ano ang mahihinuha mo sa sumulat sa simula pa lamang ng liham? Siya ay isang taong _____. A. matalino



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B. mapagpaumanhin C. masipag D. magalang

4. Ano ang maaaring isulat sa itaas ng petsa? A. 1420 Molave St., Tondo Manila B. Manila Science High School P. Faura, Taft Ave., Manila C. Western Police Dept.

U.N. Ave., Manila D. Philippine General Hospital Cor. P. Faura, Taft Ave., Manila

5. Anong himig ang nais ipahayag ng sumulat sa liham? A. pagmamakaawa B. pakikiusap C. pagdaramdam D. pagpapakababa

Isulat ang wastong aspekto ng pandiwang nasa loob ng panaklong. 6. (Basa) ko po sa pahayagang Daily Inquirer na ang inyong tanggapan ay nangangailangan ng kalihim. 7. Hindi na po ako (aksaya) ng panahong magpadala ng sulat sa inyo. 8. (Trabaho) po ako bilang kalihim sa tanggapan ng aking kapatid noong bakasyon. 9. (Aral) pa rin po ako ngayon sa Mataas na paaralang Aguinaldo. 10. (Tulong) ako bilang tagapagtinda sa kantina ng aming paaralan. Isaayos ang mga sumusunod na impormasyon batay sa modelong balangkas na ibinigay sa taas. Bilang lamang ang isulat. 11. Nakahanda po akong makipanayam anumang oras na inyong itatakda. 12. Reyes Beauty Salon

514 Tayuman St., Sta. Cruz, Manila



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13. 615 Tindalo St., Tondo, Manila Marso 28, 2005 14. Lubos na gumagalang, Rodelia Volante 15. Tinitiyak ko po sa inyong magiging masipag po ako sa trabahong inyong ipagkakatiwala sa akin. 16. Ako po ay 18 taong gulang at nakapagtapos ng isang taong kursong kosmetolohiya sa panggabing klase sa Mataas na Paaralang Araullo. 17. Mapatutunayan po iyan ni Gng. Atienza, ang aking guro sa H.E. at ni Gng. Murillo, na aking tagapayo. 18. Nakapagtrabaho na rin po ako bilang beautician sa loob ng 8 buwan sa Ellen’s beauty Parlor

sa Sta. Cruz, Maynila. 19. Mahal na Ginoo: 20. Napag-alaman ko po sa aking kaibigan na ang inyong shop ay nangangailangan ng

beautician. Interesado po ako sa posisyong ito. Isulat kung anong uri ng liham ang mga sumusunod na pahayag.Tingnan ang mga salita sa loob ng kahon sa ibaba ang pagpipilian. 21. Ako po ay labing-anim na taong gulang at kasalukuyang nag-aaral sa Mataas na paaralang Magsaysay. Nais ko po sanang padalhan niyo ako buwan-buwan ng inyong magasin. 22. Dito po sa aming pook ay napakaraming mga kabataang tumigil sa kanilang pag-aaral. Kadalasa’y maghapon silang nakaistambay sa kalye kaya hindi maiwasang sila ang karaniwang pinagmumulan ng gulo. 23. Nais ko pong ipaabot sa inyong tanggapan ang pasasalamat dahil sa pagtalakay ninyo sa karagdagang buwis na nais ipataw ng pamahalaan sa mga alak at sigarilyo. Panahon na upang mamulat ang ating mga mamamayan sa iba’t ibang sakit na dulot ng mga bisyong ito. Kung mataas nga naman ang presyo’y siguradong magdadalawang-isip na silang bumili. 24. Kayo po ang napili naming anyayahan dahil batid po namin ang inyong kakayahan at lawak ng karanasan sa paksang tungkol sa mga batas sa paggawa.



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25. Nais po sana naming magamit ang silid-aralan upang pagdausan ng halalan para sa kinatawan ng samahang Gabay ng Wika. Liham sa Patnugot Liham-Kahilingan Liham- Subskripsyon Liham Pag-aaplay Liham-Pagtatanong Liham-Pahintulot Lagyan ng kaukulang bantas ang mga patlang sa bawat bilang. G. Arsenio L. Cruz Personnel Officer LJF Publishing House 2341 Sampaguita St (26) (27) Mandaluyong City Mahal na G (28) Cruz (29) Ito po ay bilang pagpapahayag ko ng interes na maging kawani ng inyong kompanya bilang isang Executive Assistant (30) Batid ko po na tinataglay ko ang mga katangiang hinahanap ng inyong kompanya para sa nabanggit na posisyon. Kung bibigyan po ng pagkakataon (31) maipapakita ko sa inyo ang aking dedikasyon at kakayahan. Kalakip po nito ang aking bio (32) data at mahahalagang dokumentong hinihingi ng inyong tanggapan. Umaasa po ako na bibigyan ninyo ng atensyon ang liham kong ito. Nagpapasalamat (33) Mariano H. Santos Aplikante Sanggunian (34) Nora R. Esteban Professor, MLQ University Hidalgo, Quiapo, Manila 35-36-Punan ang sumusunod na pormularyo sa loob ng kahon na humihingi ng



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impormasyong personal. 2 puntos kung nasagot nang tama at walang mali. I. Mga Datos na Personal

A. Pangalan: _________________/_________________________/__________________ (Apelyido) (Pangalan) (Gitnang Pangalan)

B. Tirahan: ___________ _______/________ _______________/___________________ (numero) (kalye) (barangay) C. Petsa ng kapanganakan: ________ ____/______ ______/___________

(buwan) (araw) (taon) D. Katayuang Sibil: __________ Lahi: ________ E. Taas: _______ Timbang: _____ F. Mga Magulang:

Ama: ___________________ Hanapbuhay: _____________ Ina: ____________________ Hanapbuhay: _____________

II. Pag-aaral Paaralan A. Elementarya: _________/_________ Taon nang matapos: __/___ B. Sekondarya: _________/__________ Taon nang matapos: __/___ C. Kolehiyo: ________________

Kurso: ______________ 37-40. Sumulat ng isang liham pangangalakal batay sa isa sa sumusunod na sitwasyon.

1. Nag-aaplay ka sa pagpasok sa isang paaralan sa hayskul. 2. Nais mong bumili ng mga halamang patanim. 3. Sinulatan mo ang principal upang magpaalam sa paggamit ng inyong awditoryum para

sa palabas ninyo sa Filipino. 4. Nag-aaplay kang maging isang turor ng mga bata sa isang pamilya. 5. Nais mong sabihin sa mga mag-aaral sa ibang seksyon na ipinagbibili ng inyong klase ang

mga kakaning ginawa ninyo sa H.E.

Inihanda ni:

Gng. Elisa s. Marcelino Guro, Ikaanim na Baitang

Rubrics:



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1 puntos 2 puntos 3 puntos 4 puntos 5 puntos

Hindi nakasunod sa tiyak na modelo; Hindi nagamit nang wasto ang mga kaalaman sa wastong gamit sa bantas; at Hindi naipahayag nang maayos sa kinauukulan ang mga dapat maiparating.

May kaunting pagkakamali sa pagsunod sa tiyak na modelo; Maraming kamalian tungkol sa kawastoan ng mga kaalaman sa wastong gamit sa bantas; at

May bagay na hindi

naipahayag nang maayos sa kinauukulan ang

mga dapat maiparating.

Nakasunod sa tiyak na modelo; May 4-6 kamalian tungkol sa kawastoan ng mga kaalaman sa wastong gamit sa bantas; at May mga bagay

na hindi naipahayag

nang maayos sa kinauukulan ang

mga dapat maiparating.

Nakasunod sa tiyak na modelo; May 1-3 kamalian tungkol sa kawastoan ng mga kaalaman sa wastong gamit sa bantas; at May 1-3 bagay na hindi naipahayag nang maayos sa kinauukulan ang mga dapat maiparating.

Nakasunod sa tiyak na modelo; Nagamit nang wasto ang mga kaalaman sa wastong gamit sa bantas; at Naipahayag nang maayos sa kinauukulan ang mga dapat maiparating.

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