Effective Strategies in Teaching Literature to Non-Language Major Students

7/21/2019 Effective Strategies in Teaching Literature to Non-Language Major Students

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P O L Y T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S

Chapter 1

The problem and its background

Introduction

Howard Gardner's M!t"p!e Inte!!"#en$e Theor% te!!s s that e&er% !earner "s

n"e and "s #"(ted w"th d"((erent s)"!!s* There(ore+ ed$ators sha!! "nte#rate the"r

tea$h"n# strate#"es and too!s w"th the"r stdents' "nte!!"#en$es* Tea$h"n# !"teratre to

non,!an#a#e -a.or stdents (or e/a-p!e sha!! 0e pa$)ed w"th strate#"es that w"!!

he!p the- to appre$"ate "t*

Sopho-ore stdents o( PUP Co!!e#e o( H-an "net"$s pro0a0!% wonder wh%

the% ha&e !"teratre $orses* The% "ns"st that "t "s not s"#n"("$ant to the"r ("e!d2 that "s

wh%+ so-e (a"! to pass the s0.e$t* The otat"on 0% 3r"stot!e2 4The roots o(

ed$at"on are 0"tter+ 0t the (r"t "s sweet5 $an "n(er that non !an#a#e -a.or

stdents -a% not nderstand at !east (or now how !"teratre $an a"d the- w"th the"r

$hosen ("e!d* Moreo&er+ peop!e who wr"te !"terar% p"e$es 0e$o-e &o$a! "n e/press"n#

the"r e-ot"ons to papers and ha&e n-eros d"((erent st%!es "n wr"t"n# !"teratre

wh"$h $an 0e the w"ndow (or peop!e to &"ew aspe$ts o( !"(e %ears 0a$)* Hope Towner

6778+ stated "n her art"$!e that !"teratre "s the re(!e$t"on o( one's $!tre* It "s the

e&"den$e o( h"stor%+ and h"stor% te!!s s stor"es o( e/per"en$es* 9e"n# the 0est

tea$her+ e/per"en$es tea$h s how to so!&e pro0!e-s+ pred"$t other pro0!e-s that

-a% o$$r ne/t+ and how th"n#s are to 0e done* Hen$e+ !"teratre he!ps s de&e!op

or $apa0"!"t"es and "-pro&e or se!(,$o-peten$%* L"teratre "s not a s"-p!e s0.e$t




that stdents .st need to pass* Frther-ore+ these stdents need to rea!":e that as

a F"!"p"no and soon to 0e tea$hers+ one o( the"r dt"es "s to pro-ote nat"ona!"s- to

the"r stdents* It "s a tra"t that sho!d 0e )ept "n(!a-e thro#h #enerat"ons*

It "s "-portant (or !an#a#e -a.ors to )now and see that non,!an#a#e -a.ors

a!so need to e/per"en$e and !earn !"teratre* Th"s std% "s a0ot en#a#"n# non,

!an#a#e stdents to 0etter nderstand"n# o( d"((erent $!tres o( the wor!d* In th"s

wa%+ the% $an a!so de&e!op the"r a0"!"t% and s)"!!s "n e/press"n# the"r (ee!"n#s and

the"r poet"$ s"des* Th"s std% a"-s to see) and $"te d"((erent strate#"es "n tea$h"n#

!"teratre to non,!an#a#e -a.or stdents as we!! as to pro&e the "-portan$e o(

!"teratre to the-* 3!so+ "t a"-s to 0ene("t not on!% the tea$hers pon the e((e$t"&e

tea$h"n# o( !"teratre 0t a!so the non,!an#a#e -a.or stdents thro#h he!p"n# the-

appre$"ate the 0eat% o( !"teratre or o( read"n# "n #enera!*

Background of the Study

9e"n# "n th"s #enerat"on+ we $annot den% the (a$t that stdents $an;t hard!%

nderstand !essons "( the% are not rea!!% (o$sed and "nterested and a!so "( the"r

!e$trers don;t #"&e the"r (!! attent"on to tea$h"n# $erta"n top"$s* It $o!d a!so

0e$ase o( the -odern te$hno!o#% rap"d!% do-"nat"n# a!! o&er e&er%where* It $an

a!so 0e 0e$ase o( the"r d"((erent !"(est%!es* 3!tho#h the% are std%"n#+ so-e

stdents #"&e -ore "-portan$e to the"r e/tra$rr"$!ar a$t"&"t"es that are -ore

appea!"n# to the- rather than the"r other s0.e$ts* Th"s "s wh% we (o$sed on th"s

top"$* The "-portan$e o( th"s std% "s to "dent"(% and de&e!op <"( not the -ost




a$$rate> the -ost re!at"&e!% a$$rate strate#"es "n tea$h"n# !"teratre espe$"a!!% to

those who are non,!an#a#e -a.ors s$h as the stdents who are ta)"n# p

9a$he!or o( Ph%s"$a! Ed$at"on* ?e want to "dent"(% these strate#"es that w"!! -a)e

the- appre$"ate std%"n# !"teratre desp"te the"r &er% a$t"&e !"(est%!e and s$hed!es*

?e want to arran#e strate#"es $o-pat"0!e to the"r !earn"n# st%!es* In that wa%+

the% w"!! ("nd std%"n# a0ot !"teratre en.o%a0!e*

Theoretical Framework

In spport"n# a std%+ we need to ("nd proo(s to show that or std% "s

a$h"e&a0!e* Here are so-e theor"es that are re!ated to or std%@

Transactional Theory

Transa$t"ona! theor%+ as "t app!"es to !"terar% $r"t"$"s- and the tea$h"n# o(

!"teratre+ s##ests a re$"pro$a!+ -ta!!% de("n"n# re!at"onsh"p 0etween the reader

and the !"terar% te/t* The ter- A"ntera$t"on; $on.res a p"$tre o( separate o0.e$ts

en$onter"n# one another 0t re-a"n"n# essent"a!!% n$han#ed !")e 0"!!"ard 0a!!s

0on$"n# o(( one another+ and ths "s an "nadeate and -"s!ead"n# !a0e! (or the

-ta!!% shap"n# e/$han#e 0etween reader and te/t <Rosen0!att+ 18B>* Thate/$han#e+ a transa$t"on+ "s -ore a$$rate!% $hara$ter":ed 0% 3nn"e D"!!ard's

-etaphor* She wr"tes@




The -"nd ("ts the wor!d and shapes "t as a r"&er ("ts and shapes "ts own 0an)s

<18B6>*

Transa$t"ona! theor% proposes that the re!at"onsh"p 0etween reader and te/t

"s -$h !")e that 0etween the r"&er and "ts 0an)s+ ea$h wor)"n# "ts e((e$ts pon the

other+ ea$h $ontr"0t"n# to the shape o( the poe-* Th"s theor% states that when a

stdent or reader "s read"n# a !"terar% te/t+ "t "s not on!% the te/t wh"$h #"&es an

"n(or-at"on or "ns"#ht a0ot a $erta"n top"$ 0t the reader "s a!so a0!e to $o-pare

what he )nows a0ot the top"$ to what "s wr"tten on the te/t* The tea$her !ets the

stdent to $reate h"s own p"$tre "n h"s -"nd+ a$$ord"n# to how he nderstands the

te/t*

9% do"n# th"s+ "n(or-at"on "n a stdent o&er (!ow and he "s a0!e to we"#h

whether a !"terar% p"e$e "s #ood or #reat* 3t the sa-e t"-e+ the athor $an $ons"der

the reader;s tho#hts* In other words+ there "s an "ntera$t"on that o$$rs* In re!at"on

to or std%+ th"s theor% "-p!"es that peop!e ha&e d"((erent "deas a0ot $erta"n th"n#s*

?e sppose 0% tea$h"n# !"teratre+ tea$hers $an en$ora#e the stdents to ponder

the"r tho#hts w"th the e/"st"n# ones to th"n) $r"t"$a!!%*

Social Learning Theory




So$"a! Learn"n# Theor%+ de&e!oped 0% S"r 3!0ert 9andra+ states that a !earner

!earns 0% o0ser&"n# 0eha&"ors+ pra$t"$es+ and the ot$o-es o( those 0eha&"ors* Th"s

theor% shows three )"nds o( e((e$t "n e/pos"n# a stdent to a -ode!* These are

-ode!"n# e((e$t+ where0% a !earner a$"res new )"nds o( response patterns2

"nh"0"tor% or d"s"nh"0"tor% e((e$t+ where0% the !earner de$reases or "n$reases the

(reen$%+ !aten$% or "ntens"t% o( pre&"os!% a$"red responses2 and e!"$"t"n# e((e$t+

where0% the !earner -ere!% re$e"&es (ro- the -ode! a $e (or re!eas"n# a response

that "s ne"ther new nor "nh"0"ted* Th"s theor% "s now $oord"nated w"th tea$h"n#

thro#h -ode!"n#2 a tea$her;s 0as"$ te$hn"e* In re!at"n# the theor% to or std%+

those ot$o-es o( 0eha&"ors o( $erta"n persons $an 0e !"terar% p"e$es* 9% read"n#

these p"e$es+ a !earner "s a0!e to &"ew one;s wa% o( wr"t"n# e-ot"ons* In tea$h"n#

!"teratre+ these !"terar% p"e$es stand as -ode!s and as the theor% sa%s+ !earners $an

0e a0!e to e&a!ate whether what the% are read"n# "s a$$epta0!e or not* 3!so+ the%

are a0!e to de$"de whether a $erta"n p"e$e "s worth% o( appre$"at"on or not*




Conceptual Framework

INPUT THROUGHPUT OUTPUT

Respondents Pro("!e@

1*1 Na-e

1*6 3#e

1*= Gender

1* Se$t"on

Sr&e% est"onna"res

For-!at"n# o(

est"onna"res*

D"str"0t"on o( sr&e%

est"onna"res to the

respondents*

Co!!e$t"on o( the sr&e%

est"onna"res*

Ta!!%"n# o( the res!ts (ro-

the data #athered*

3na!%:"n# the ta!!"ed data*

S--ar":"n# a!! the data*

The E((e$t"&e Strate#"es "n

Tea$h"n# L"teratre to

Sopho-ore Stdents o(

PUP Co!!e#e o( H-an

"net"$s S$hoo! Year 671,

671




Statement of the Problem

The std% a"-s to answer the (o!!ow"n# s0 pro0!e-s@

1* ?hat "s the de-o#raph"$ pro("!e o( the stdents "n ter-s o( na-e+ a#e+

se$t"on6* ?hat are the $o--on #enres or p"e$es o( !"teratre that are 0e"n# ta#ht to

non,!an#a#e $orses




=* ?hat are the 0ene("ts o( !earn"n# !"teratre to non,!an#a#e* ?hat "s the -a"n prpose o( non,!an#a#e stdents "n std%"n# !"teratre* How the (a$tors are "n tea$h"n# !"teratre a((e$t the non,!an#a#e stdents "n

std%"n# !"teratre $orses* ?hat are the e((e$t"&e strate#"es "n tea$h"n# !"teratre to 9PE sopho-ore

stdents

Hypothesis

The std% tested the (o!!ow"n# h%potheses@

There are $erta"n strate#"es that are (reent!% sed 0% ed$ators and are

0e!"e&ed to 0e e((e$t"&e and 0ene("$"a! to the stdents and that w"!! he!p the- "n

std%"n# and appre$"at"n# !"teratre*

Scope and Limitations

The respondents o( th"s std% are the sopho-ore non,!an#a#e -a.or

stdents o( Po!%te$hn"$ Un"&ers"t% o( the Ph"!"pp"nes Co!!e#e o( H-an "net"$s2

spe$"("$a!!% the 9a$he!or "n Ph%s"$a! Ed$at"on II,1+ II,6+ and II,=+ s$hoo! %ear 671,

671* The std% (o$sed on the strate#"es that are -ost!% sed "n tea$h"n# !"teratre

to the-* It a!so "n&o!&ed the stdents; "ns"#hts a0ot the need to std% !"teratre

desp"te not 0e"n# !an#a#e -a.ors* The std% d"d not "n&o!&e !an#a#e -a.ors and

other $orses "n Po!%te$hn"$ Un"&ers"t% o( the Ph"!"pp"nes e/$!d"n# sopho-ore 9PE*

Th"s std% has no "ntent"on to pro&e or "ns"st that a part"$!ar strate#% "s not e((e$t"&e

to 0e o( se*




Significance of the Study

To the Teachers@

9% std%"n# the per$ept"ons o( the stdents and strate#"es sed "n tea$h"n#+

!e$trers w"!! 0e a0!e to 0"!d the"r )now!ed#e o( poss"0!e wa%s to "-p!e-ent -ore

e((e$t"&e and -ot"&at"ona! strate#"es "n tea$h"n# !"teratre to stdents o( an% -a.or*

To the Students@

The -ater"a! $an #"&e the stdents a new perspe$t"&e a0ot !"teratre as th"s

std% re!ates the s0.e$t onto the"r ("e!d*

To the Parents@

The res!ts o( th"s std% -a% #"&e the- &"ews on what are the (a$tors that

a((e$ts the"r $h"!dren and the"r per(or-an$e "n !"teratre s0.e$ts*

To the Future esearchers@

Th"s std% -a% ser&e as a re(eren$e -ater"a! (or (tre std"es re#ard"n#

tea$h"n# strate#"es*

!efinition of Terms

"id to pro&"de w"th what "s se(! or ne$essar% "n a$h"e&"n# #oa!s*

"spect a part"$!ar stats or phase "n wh"$h so-eth"n# appears or

-a%0e re#arded*

#ffecti$e prod$"n# a res!t that "s wanted*

#ngage to #et and )eep so-eone's attent"on+ "nterest+ et$*




Integrate to -a)e so-eth"n# a part o( another !ar#er th"n#*

Literature wr"tten wor)s s$h as poe-s+ p!a%s+ and no&e! that are

$ons"dered to 0e &er% #ood and to ha&e !ast"n# "-portan$e*

Poetic ha&"n# a 0eat"(! or #ra$e(! a!"t%*

Promote to he!p so-eth"n# happen+ de&e!op+ or "n$rease*

Significant ha&"n# a spe$"a! or h"dden -ean"n#*

Strategy a $are(! p!an or -ethod (or a$h"e&"n# a part"$!ar #oa! sa!!%

o&er a !on# per"od o( t"-e*

%ocal e/press"n# op"n"ons "n a p0!"$ and (or$e(! wa%*




Chapter 6

#%I#& 'F #L"T#! LIT#"T(# ")! ST(!I#S

The re&"ew o( re!ated !"teratre and std"es o( th"s std% (o$ses on the

E((e$t"&e Strate#"es "n Tea$h"n# L"teratre Sopho-ore Stdents o( Po!%te$hn"$

Un"&ers"t% o( the Ph"!"pp"nes Co!!e#e o( H-an "net"$s S$hoo! Year 671,671*

"* elated LiteratureForeign LiteratureL"teratre o((ers a 0ont"(! and e/tre-e!% 0od% o( wr"tten -ater"a! wh"$h "s

"-portant "n the sense that "t sa%s so-eth"n# a0ot the (nda-enta! "sses+ and

wh"$h the endr"n# rather than ephe-era! <R%!an$e and S"-ons+ 18BB>* L"teratre

)eeps or h"stor% "nta$t and "n re$ord* Crrent "sses and trends o( the past are

re$orded thro#h !"teratre (or the readers o( the (tre2 "t "--orta!":es the e&ents*

3$$ord"n# to Gada-er 18+ the wa% to esta0!"sh a $onne$t"on to the wor)s o( the

past "s to $ons"der that the% are $onne$ted to the present* M"sta)es o( the past !ea&e

!essons (or the (tre* L"teratre does not on!% )eep re$ord 0t "t he!ps s ta!) to the

hearts* 3s tea$hers+ we o#ht to &a!e or &a!es (or we are to 0e$o-e ro!e -ode!s

o( or stdents* L"teratre "s a #ood -ater"a! that wo!d he!p to "n(!en$e the

!earners; !"(e* 3 (a$tor to $ons"der "s to e&a!ate whether a part"$!ar wor) w"!! 0e a0!e to

st"-!ate the )"nd o( persona! "n&o!&e-ent we ha&e .st des$r"0ed2 0% aros"n#

!earners' "nterests and pro&o)"n# stron#+ pos"t"&e rea$t"ons (ro- the- and the

a&a"!a0"!"t% o( &ar"et% o( a$t"&"t"es ena0!es the tea$her to $on$entrate on -eet"n#




stdents' wea)nesses "n part"$!ar s)"!! areas* To oanne Co!"e and Stephen Ca-+

a$$ord"n#!% 18B+ tea$h"n# !"teratre w"th en.o%a0!e stdent,$entered a$t"&"t"es "s

"-portant when tea$h"n# non,!an#a#e spe$"a!"sts 0e$ase s"n# the tea$her,

$entered approa$h s$h as est"on and answer on!% -a)e the stdents -ost!% (a"!

to "nterna!":e the te/t* In add"t"on+ stdents who do not see the"r $!tre re(!e$ted "n

!"teratre -a% 0e!"e&e that the% ha&e no &a!e and !"tt!e or no "-portan$e "n so$"et%

and s$hoo! <9"shop+ 1886>* The reader shares trad"t"on "n wh"$h he !"&es "n*E&er% #ood tea$her sha!! 0e a0!e to &ar% peda#o#"$a! pra$t"$es to -eet the

needs o( stdent !earn"n#+ not a$$ord"n# to so-e a0stra$t de("n"t"on s$h as

A$o!!a0orat"&e !earn"n# "s a!wa%s 0est; and so-e "deo!o#"$a! $o--"t-ent to a s"n#!e

-ethod !")e the Ade-o$rat"$ stdent,$entered $!assroo-; <Gre#or%+ 6771>* The

e/per"-enta! natre o( tea$h"n# sho!d a!wa%s 0e re#arded as a &"rte <Da&"es+

671>*

Local LiteratureSo$"a! ?or) "s spposed to !oo) at !"(e as a who!e* 9t to see and dea! w"th

!"(e as a who!e+ two th"n#s are ne$essar%2 the $!tre o( art+ espe$"a!!% as per$e"&ed

"n $reat"&e !"teratre2 and the order o( s$"en$e <Yasas+ 677B>* Th"s state-ent

spports the "dea that !"teratre was one o( the 0ene("$"a! (a$tors that we sho!d

$ons"der "n !"(e* ?e $an "-p!% that !"teratre was "nta$t to or wa% o( !"(e* It $o!d

s"-p!% -ean that "n order (or s to e/p!ore what !"(e "s+ we sho!d )now ("rst!% how to

appre$"ate "t+ and w"th th"s+ we $an se !"teratre as a wa% to appre$"ate !"(e* Th"s

state-ent "s a!so app!"$a0!e not .st w"th spe$"("$ #rop o( peop!e 0t w"th e&er%one*

In the Ph"!"pp"ne sett"n#+ "t was sa"d that the taste o( %oth to !"teratre de$reases as




t"-e #oes 0% 0e$ase o( the -odern":at"on* Th"s was pro&ed 0% Ca!"n#a$"on;s

$"tat"on (ro- an art"$!e o( Ga-a!"nda* He stated that the present #enerat"on has 0een

ra"sed "n ("!- and te!e&"s"on+ and the "n(r"n#e-ent o( these &ar"os -ed"a has

d"stra$ted attent"on awa% (ro- read"n# <677>* 3!so+ there were on!% (ew non,

!an#a#e stdents who are en#a#"n# the-se!&es to !"teratre and -ost o( the-

0e!"e&e "n the stereot%pe that !"teratre "s not essent"a! on the"r $hosen ("e!d* Desp"te

o( the stereot%pes+ st"!!+ !"teratre $an 0e 0ene("$"a! (or e&er%one* ?e $an sa% that

!"teratre -"rrors how we !"&ed "n the past and how the (tre w"!! 0e thro#h the

otat"on@ The% e&o)e those "-a#es o( orse!&es as we !"&e !"(e da% and n"#ht+ those

"-a#es o( orse!&es wh"$h we share and 0% wh"$h we re$o#n":e or nat"&"t%* ?e are

or own 0est "nterpreters o( or h"stor% and $!tre 0e$ase "t "s we who ha&e !"&ed

thro#h that h"stor% and $reated or own &a!es 0% wh"$h we !"&e <30ad+ 677=>*It "s a 0"# he!p (or the (tre #enerat"on to ha&e an "ns"#ht o( how the"r $!tre

was (or-ed (or the- to 0e a0!e to d"s$o&er and rea!":e th"n#s* It a!so he!ps and

$ontr"0tes to (or-"n# the &a!es o( the "nd"&"da!* 3nother 0ene("t o( !earn"n#

!"teratre was art"$!ated "n Pe("an$o Mart"n;s 0oo) AThe L"teratre F"!"p"no Stdents

Do Not Read; "n 677* It "s ar#ed+ as "t was stated "n that 0oo)+ that !"teratre

pro&"des not on!% a wea!th o( )now!ed#e a0ot other $!tres 0t a!so an e/posre

to e/$e!!ent En#!"sh* Ths+ !"terar% te/ts are presented as -ode!s on wh"$h stdents

-st pattern the"r !an#a#e* L"teratre does not .st (o$s on o0ta"n"n# )now!ed#e

and !earn"n# the past 0t a!so "t "s $ons"dered as an e/posre and a #ood tra"n"n#

#rond to !earn deeper nderstand"n# o( En#!"sh !an#a#e* So-e stdents -"#ht not




(ee! the 0ene("t o( !"teratre as the% std% the $orse* 9t then+ "n the (tre+ the% w"!!

sre!% 0are the (r"t o( "t and $an app!% "t "n the"r $hosen ("e!d*

?hen "t $o-es to approa$hes and te$hn"es+ there were a !ot o( F"!"p"nos

who a$ta!!% ha&e so-eth"n# to sa% or pro&e "n tea$h"n# !"teratre* La:aro as what

stated 0% Fernande: 18B+ e/p!a"ned that the te/t "tse!( "s noth"n# n!ess

appre$"ated 0% the readers* Readers sho!d )now how to !"sten $reat"&e!% "n order

(or the- to 0e a0!e to nderstand the essen$e o( the te/t* 3n approa$h was

des$r"0ed 0% Ca!"n#a$"on $"t"n# Poo!e%;s state-ent that he presented as the need o(

the ora! or per(or-ed approa$h o( tea$h"n# !"teratre as@L"teratre has to #et nder the h"de to 0e tr!% e/per"en$ed and appre$"ated+

and (or those o( to#h h"de+ s"!ent std% o( the pr"nted pa#e "s rare!% eno#h <18>*He "ns"sts that stdents $an !earn 0% per(or-"n# !"teratre and 0% the se o( s"!ent or

"nd"&"da! read"n#*

B* elated StudiesForeign Studies

Ro0son <18B8> e/p!"$ates that s"n$e there are a host o( s%nta$t"$ and !e/"$a!

d"(("$!t"es "nherent "n !"teratre+ "t $an do !"tt!e or noth"n# to he!p !earners 0e$o-e a

$o-petent sers o( En#!"sh !an#a#e*

There are n-eros 0ene("ts o( tea$h"n# !"teratre "n the $!assroo-* 3part

(ro- o((er"n# a d"st"n$t !"terar% wor!d wh"$h $an w"den !earners; nderstand"n# o( the"r

own and other $!tres+ "t $an $reate opportn"t"es (or persona! e/press"on as we!! as

re"n(or$e !earners; )now!ed#e o( !e/"$a! and #ra--at"$a! str$tre* Moreo&er+ an

"nte#rated approa$h to the se o( !"teratre o((ers !earners strate#"es to ana!%:e and

"nterpret !an#a#e "n $onte/t "n order to re$o#n":e not on!% how !an#a#e "s




-an"p!ated+ 0t a!so wh%* 3n "nte#rated approa$h to the se o( !"teratre "n the

!an#a#e $!assroo- o((ers (ore"#n !an#a#e !earners the opportn"t% to de&e!op not

on!% the"r !"n#"st"$ and $o--n"$at"&e s)"!!s 0t a!so the"r )now!ed#e a0ot

!an#a#e "n a!! "ts d"s$orse t%pes* The se o( !"terar% te/ts "n the !an#a#e

$!assroo- $an 0e a potent"a!!% power(! peda#o#"$ too! <Sa&&"do+ 677>*

The std"es -ent"oned "n o( Har"." <677=> stated that $h"!dren who read

re#!ar!% "n ho-e are %on#sters who 0e$o-e ear!% readers+ show a natra! "nterest

"n 0oo)s and are -ot"&ated to read* Th"s was pro&en 0% the o!d std"es -ent"oned "n

Sa&&"do;s "n$!d"n# those o( Cha-0ers; "n 18B=+ wh"$h he stated that readers are

-ade and not 0orn2 and o( G!a:er;s "n 18B+ wh"$h he stated that !"teratre "s -ore

e/per"en$ed than ta#ht* The sooner !earners $an start to en.o% !"teratre+ the 0etter*

Sa&&"do <677> #a&e )e% po"nts "n h"s std% (or tea$hers "n tea$h"n#

!"teratre* To h"-+ tea$hers -st en$ora#e $h"!dren to see the"r read"n# o( !"teratre

as a sor$e o( est"ons to th"n) a0ot rather than answers to a$$ept+ as) $h"!dren

to Aparrot; the responses and "nterpretat"ons o( other peop!e part"$!ar!% those w"th

athor"t% o&er the-+ en$ora#e $h"!dren to ha&e the"r own "deas a0ot what the%

read+ en$ora#e $h"!dren to e/$han#e the"r &"ewpo"nts w"th others and respe$t the

d"((eren$es+ and pro&"de $h"!dren w"th d"&erse e/per"en$es o( !"teratre* 3!so+ "t wo!d

0e 0ene("$"a! to ta)e ad&anta#e o( the (a$t that -an% stdents are "nsp"red 0% &"sa!

and e!e$tron"$ resor$es and respond sens"t"&e!% to s$h -ater"a!s* Var"et% o(

en.o%a0!e stdent,$entered a$t"&"t"es "s part"$!ar!% "-portant when wor)"n# w"th

stdents who are not !"teratre spe$"a!"sts2 s$h as ro!e,p!a% "-pro&"sat"on+ $reat"&e




wr"t"n#+ d"s$ss"on+ and est"onna"res* The a&a"!a0"!"t% o( &ar"ed a$t"&"t"es ena0!es

the tea$her to $on$entrate on -eet"n# stdents; wea)nesses "n part"$!ar s)"!! areas*

3$t"&"t"es tr% to he!p stdents a$"re the $on("den$e to de&e!op+ e/press and &a!e

the"r own responses "nte#rat"n# !an#a#e and !"teratre*

Ne"! He((er-an d"s$ssed "n h"s std% he he!d "n 677 the e((e$t 0a$)#rond

)now!ed#e or s$he-ata ha&e on !earn"n#* The -ore (a-"!"ar readers are w"th the

$ontent o( the te/t 0e"n# read+ the 0etter are the"r o&era!! read"n# $o-prehens"on*

Learners who ha&e at !east so-e )now!ed#e "n one part"$!ar $ontent area w"!!

pro0a0!% $o-prehend a te/t d"((erent!% (ro- !earners who ha&e no )now!ed#e at a!!

"n the sa-e area* D"s$ss"n# appropr"ate &o$a0!ar% and phrases and h%pothes":"n#

a te/t are a!so se(! te$hn"es the tea$her -a% a!so e-p!o%* He ad&"sed that

tea$hers need to 0e aware o( the !"n#"st"$ !e&e!s and read"n# a0"!"t"es o( the"r

stdents*




Local Studies

3$$ord"n# to the std% $ond$ted 0% Ms* Gt"erre: "n 677+ "t was &a!"dated

that the tea$her;s $o#n"t"on has a ro!e "n tea$h"n# !"teratre "n whate&er the -a.or "s*

The tea$her;s "nstr$t"ona! pra$t"$e and de$"s"on -a)"n# pro$ess are shaped 0% the"r

0e!"e(s s%ste-* Tea$hers are essent"a! to the !earn"n# pro$ess as the !earners

the-se!&es* The "-portan$e o( tea$her;s awareness o( the"r own 0e!"e(s s%ste-+

tea$hers who nderstand the $o#n"t"on nder!%"n# the"r tea$h"n# pra$t"$e and

de$"s"on -a)"n# pro$ess are "n 0etter pos"t"on to e&a!ate the"r own de&e!op-ent as

tea$hers* 3s s$h+ the% $an deter-"ne what aspe$ts o( the"r tea$h"n# need to 0e

$han#ed* It "s the ro!e o( the !"teratre tea$her to !et the stdents nderstand and

-a)e the- appre$"ate the p"e$e+ as th"s "s a wa% o( !earn"n# a0ot so$"et%;s &a!es

and 0e!"e(s* The std% o( te/ts "n&o!&es )now!ed#e o( $r"t"$a! $on$epts+ $on&ent"ons

and the -eta!an#a#e o( !"terar% $r"t"$"s- and e&en "n(or-at"on a0ot h"stor% o( the

tar#et !"teratre+ "ts trad"t"ons+ or "ts her"ta#e* Mo.ares <671> stated that !"teratre

$an 0e sed "n tea$h"n# !an#a#e part"$!ar "n &o$a0!ar%+ str$tre or !an#a#e

-an"p!at"on* It was e/p!a"ned that !"teratre "s -ade (ro- !an#a#e "n wh"$h+ -ore

stdents $an read "n and thro#h !an#a#e+ the 0etter a0!e the% w"!! 0e to $o-e to

ter-s w"th a !"terar% te/t as !"teratre*




CH3PTER =

esearch +ethodology

Th"s $hapter presents the -ethod o( the resear$h that was sed+ pop!at"on

and sa-p!e s":e o( the std%+ resear$h "nstr-ents+ data #ather"n# pro$edres and

stat"st"$a! treat-ent o( data*

+ethod of esearch

Th"s std% -ade se o( Des$r"pt"&e Method* S$h -ethod w"!! ena0!e p"$tre

or do$-ent $rrent $ond"t"ons or att"tdes thro#h des$r"pt"on o( what e/"st at the

-o-ent* 3(ter #ather"n#+ ana!%s"n#+ $!ass"(%"n#+ and ta0!at"n# data a0ot the

pra$t"$es+ $ond"t"ons+ pro$esses+ 0e!"e(s+ trends and $ase and e((e$t re!at"onsh"ps+

the resear$hers o( th"s std% then -ade adeate "nterpretat"on o( the data

#athered* 3"ded w"th th"s -ethod+ those data #athered w"!! 0e sed as 0as"$s (or

what w"!! 0e the e((e$t"&e strate#"es "n tea$h"n# !"teratre to sopho-ore stdents o(

Po!%te$hn"$ Un"&ers"t% o( the Ph"!"pp"nes Co!!e#e o( H-an "net"$s S$hoo! Year

671,671*

Population and Sample Si,e

The so$"o,de-o#raph"$ $hara$ter"st"$s o( th"s std%'s respondents are as

(o!!ows* Under the 9PE II,1 there are ("(teen -a!e and n"ne (e-a!e whose a#es are




ran#"n# (ro- 1 to 67* The tota! respondents (or th"s se$t"on are twent% (or* 3nother

se$t"on wh"$h "s 9PE II,6 has ("(teen -a!e and th"rteen (e-a!e+ whose a#es are at

!east 1 and at -ost 67* The tota! respondents (or th"s se$t"on are twent% e"#ht* 3nd

!ast!%+ se$t"on 9PE II,= has ("(teen -a!e and ten (e-a!e+ whose a#e ran#e (ro- 1 to

67+ w"th a tota! o( twent% ("&e respondents2 ths+ the tar#et respondents (or s$h "s

stdents

a!! "n a!!*

Ta0!e 1

So$"o,De-o#raph"$ Chara$ter"st"$s o( Stdent Respondents

Th"s ta0!e presents the de-o#raph"$ pro("!e o( the stdent respondents+

$!ass"("ed a$$ord"n# to the"r $orse and se$t"on+ n-0er o( respondents+ n-0er o(

tar#et stdents+ a#e and #ender*

Sampling Techni-ue

The (o!!ow"n# (or-!a w"!! 0e sed "n the std%@

Corse and

Se$t"on

N-0er o(

Respondents

N-0er o(

tar#et stdents

3#e Ma!e Fe-a!e

9PE II,1 B 6 1,67 1 89PE II,6 6B 1,67 1 1=9PE II,= 7 6 1,67 1 17




n J N

1+ N (e)2

?here"n@

nJ n-0er o( sa-p!es

NJ tota! pop!at"on

EJ -ar#"n o( error <*7K>

Strat"("ed rando- sa-p!"n# "s sed to se!e$t rando-!%+ sa-p!es (ro- the

d"((erent strata o( the pop!at"on* Th"s t%pe o( sa-p!"n# "s sed when the pop!at"on

has $!ass strat"("$at"ons or #rop"n# e"ther hor":onta!!% or &ert"$a!!%*

!escription of the respondents

The tar#et respondents o( th"s std% are+ te$hn"$a!!%+ se!e$ted non,!an#a#e

-a.or stdents o( Po!%te$hn"$ Un"&ers"t% o( the Ph"!"pp"nes+ Co!!e#e o( H-an

"net"$s2 s$h as o( 9a$he!or "n Ph%s"$a! Ed$at"on* In part"$!ar+ these are ha!( o(

the who!e $!ass and were rando-!% se!e$ted+ o( an% #ender+ whose a#es are ran#"n#

(ro- 1 to 67 (ro- ea$h sopho-ore !e&e! se$t"ons spe$"("$a!!% se$t"ons 1+ 6 and = o(

the a$ade-"$ %ear 671,671*




Instrumentation

The resear$hers $a-e p w"th the"r own des"#ned est"onna"res that the%

w"!! se "n $ond$t"n# the std% to #ather the (a$ts needed* The est"ons were

art"$!ated to -eet the need o( the state-ent o( the pro0!e- that the resear$hers

de&e!oped and std"ed* The sa"d sr&e% est"onna"res were the "nstr-ent sed to

he!p the resear$hers to ("nd and a$$-!ate the "n(or-at"on+ "deas+ 0e!"e( and

op"n"ons o( the tar#et respondents* ?"th the (a$ts #athered (ro- the respe$t"&e

respondents+ the resear$hers w"!! 0e a0!e to ta0!ate+ ana!%:e then $an $o-e p w"th

an a$$rate res!t*

The resear$hers prepared two pa#es est"onna"re to 0e answered 0% the

respondents* Ea$h part o( the sa"d sr&e% $ontr"0tes "nto answer"n# the pro0!e-s

that was e/pressed "n the state-ent o( the pro0!e-* The ("rst part o( the

est"onna"re "s the respondents; pro("!es where the% w"!! 0e ("!!"n# p $erta"n

"n(or-at"on wh"$h "n$!des the"r na-es+ a#es+ #ender+ $orse and se$t"ons* The ne/t

part w"!! 0e the ta0!e $onta"n"n# the (a$tors that a((e$t the stdents "n tea$h"n#

!"teratre* Th"s w"!! 0e (o!!owed 0% the se!e$t"on o( d"((erent strate#"es that are

(reent!% sed and s"n# the 4L")ert s$a!e5+ the resear$hers w"!! a0!e to )now "( a

part"$!ar strate#% "s e((e$t"&e (or the respondents* Last "s the ta0!e $onta"n"n# the

prpose and the 0ene("ts that we $an o0ta"n (ro- std%"n# !"teratre* Th"s two ta0!es

w"!! 0e answered 0% %es+ no+ or -a%0e* 3!! o( the est"oned were as)ed to he!p the

resear$hers to answer and arr"&e w"th the (a$ta! data that w"!! answer the state-ent

o( the pro0!e-*




!ata./athering Procedure

The resear$hers o( th"s std% ha&e (or-!ated a est"onna"re that wo!d

respond to the state-ent o( the pro0!e-* The est"onna"res are to 0e d"str"0ted to

rando- -a!e and (e-a!e stdents o( e&er% se$t"on@ 9PE =,1+ 9PE =,6 and 9PE =,=+

a!! (ro- the Po!%te$hn"$ Un"&ers"t% o( the Ph"!"pp"nes Sta* Mesa+ Man"!a+ Co!!e#e o(

H-an "net"$s to ser&e as a sr&e%* 3(ter $o!!e$t"n# the sr&e% est"onna"res+ the

resear$hers are tas)ed to ta!!% the res!t (ro- d"((erent se$t"ons then ana!%:e the

data #athered to re&"ew and to std% the data* 3(ter do"n# the ana!%s"s+ the

resear$hers are "n need to s--ar":e the res!ts #athered (ro- the sr&e% and

$o-e p w"th a #raphs that w"!! represent the ("nd"n#s that the% #athered* Fro- the

s--ar% o( the ("nd"n#s+ the resear$hes wo!d now 0e a0!e to $o-e p w"th an

a$$rate $on$!s"on and (or- so-e re$o--endat"ons*

Statistical Treatment of !ata

?e -ade sed o( the we"#hted -ean and (reen$% (or-!a to pro&e the

&a!"d"t% o( the data #athered* It "s a pro$edre where"n we $o-0"ne the -eans o( two

or -ore #rop o( d"((erent s":es* It ta)es the d"((erent s":es as an a$$ont "n

$o-pt"n# the o&era!! or the #rand -ean* The !"st o( n-0ers are pt "n a (reen$%

ta0!e+ th"s (reen$% represents on how o(ten the% o$$r* So-e &a!es ha&e the

poss"0"!"t% to o$$r not .st on$e n!")e the other+ so $orrespond"n# (reen$"es are

a!!otted to ea$h &a!e* The / w"th 0ar stands (or the we"#hted -ean+ " stands (or the




"te-s #"&en and (" stands (or the (reen$% $orrespond"n# to the #"&en "te-s and

Σ or s"#-a stands (or the s- p* The ("na! res!t "s the -ean or the a&era#e o(

the n-0ers* S$h as@

?here+ x J we"#hted -ean*

/" J /1+/6+/=****** J Ite-s #"&en*

and ( " J ( 1+( 6+( =+****** J Freen$"es $orrespond"n# to the #"&en "te-s*




Chapter

P#S#)T"TI')0 ")"L1SIS ")! I)T#P#T"TI') 'F !"T"

Th"s $hapter dea!s w"th the presentat"on+ ana!%s"s and "nterpretat"on o(

res!ts o( the std% on the E((e$t"&e Strate#"es "n Tea$h"n# Sopho-ore Stdents o(

Po!%te$hn"$ Un"&ers"t% o( the Ph"!"pp"nes Co!!e#e o( H-an "net"$s* The resear$h

pro0!e-s en-erated "n Chapter 1 ser&e as the #"de (or the presentat"on+ ana!%s"s

and "nterpretat"on o( data*

3#e Ran#e Freen$% Per$ent1 1 1*=

1 *B

1B = B*1

18 66 6B*

67 B 17*

61 6 6*

66 1 1*=

Tota! 177*7

Ta0!e 6

Des$r"pt"&e Stat"st"$s o( 3#e

The ta0!e 6 shows the a#e o( the respondents* 3s shown a0o&e+ ot o(

respondents+ B*1K or = o( the- are 1B %ears o!d+ 6B*K or 66 are 18 %ears o!d+




17*K or B o( the- are 67 %ears o!d+ 6*K or 6 o( the- are 61 %ears o!d and !ast!%+

0oth 1 and 66 %ears o!d are 1*=K or 1 o( the-*

Ta0!e =

Des$r"pt"&e Stat"st"$s o( Gender

The ta0!e = presents the (reen$% o( the respondents and the

$orrespond"n# per$enta#e a$$ord"n# to #ender2 or B*K are Ma!e and =6 or

1* K are Fe-a!e*

Ta0!e

Des$r"pt"&e Stat"st"$s o( Se$t"on

The ta0!e shows the (reen$% and the $orrespond"n# per$enta#e o( the

respondents a$$ord"n# to the"r se$t"on* The respondents are d"&"ded "n = se$t"ons+

Gender Freen$% Per$entMa!e B*

Fe-a!e =6 1*

Tota! 177*7

Se$t"on Freen$% Per$entIII, 1 6 =1*6

III,6 6B =*

III,= 6 =6*

Tota! 177*7




wh"$h the 6 or =1*6 K are (ro- se$t"on III,1+ 6B or =* K are (ro- se$t"on III,6 and

re-a"n"n# 6 or =6*K are (ro- III,= se$t"on*

Genres o( L"teratre 7 J not answered 1 J answeredDra-a = =

Le#end = 1

Fa0!e B 18

Poe- ==

Fa"r%ta!e 1 1

Fantas% 61

Short stor% = =

H-or 619"o#raph% 8 6B

Narrat"&e 7 1

3to0"o#raph% 67

Spee$h 8 1B

Essa% 1 6

Ta0!e

Des$r"pt"&e Stat"st"$s o( Freent!% Used Genres

The ta0!e shows the s--ar% o( the responses o( the $rrent stats o( the

(reent!% sed !"teratre #enres* It shows that Poe- "s the -ost (reent #enre

ta#ht "n 9a$he!or "n Ph%s"$a! Ed$at"on* It was (o!!owed 0% Short stor%+ Le#end+

Dra-a+ 9"o#raph%+ Essa%+ Fantas%+ H-or+ 3to0"o#raph%+ Fa0!e+ Spee$h+

Narrat"&e+ and Fa"r%ta!e*




Ta0!e

Des$r"pt"&e Stat"st"$s o( 9ene("ts o( L"teratre

The ta0!e shows the stdents; a#ree-ent a0ot the 0ene("ts o( std%"n#

!"teratre* Most the respondents ha&e answered Yes+ 0t we $an see to these

ta0!es that -ost o( the stdents a#reed that se!(,re!a/at"on "s not a part o( the

0ene("ts o( std%"n# !"teratre+ wh"!e so-e stdents answered Ma%0e+ wh"$h pro&es

9ene("ts o( L"teratre Ma%0e No Yes

Se!(,Re!a/at"on 18 1=

E/pand"n# Vo$a0!ar% B =

H"#h Grades 67 8 B

Lan#a#e F!en$%11 8

C!tre Preser&at"on 1

Enterta"n-ent1 B 6

I-pro&e Read"n# 30"!"t% and 3tt"tde 16 B

I-pro&e ?r"t"n# S)"!!s 1 8

Freedo- o( E/press"on 1B 11 B

Va!es For-"n# 1

I-pro&e Co--n"$at"on S)"!!s 6= B

I-pro&e Se!(,Con("den$e 67 17

P!easre to the Reader 1 11 7

De&e!op Cr"t"$a! Th"n)"n# S)"!!s 17 =

De&e!op-ent o( E-phat"$ E-ot"ons6




that the de&e!op-ent o( e-phat"$ e-ot"on "s part o( the 0ene("ts o( std%"n#

!"teratre*

Prposes Ma%0e No Yes

Se!(,Re!a/at"on6= 16 6

Le"sreEnterta"n-ent 67 1=

Ho00%18 61 =

3$ade-"$ Prposes 11 7

C!tre Preser&at"on 1 1

Past t"-e 6= 6= =1

To #et a!on# w"th others 6B 6 66

E/p!or"n# new !earn"n# 11 16

So$"a! prposes 1 61 7

Peer pressre 67 =7 6

De&e!op s)"!!sa0"!"t% 1 8 1

To pass the s0.e$t11 17

Co-p!et"on o( n"tsB 8 7

D"s$o&er d"((erent $!tres 1= 1

S"-p!% (or re"re-ents 1 1B

Ta0!e

Des$r"pt"&e Stat"st"$s o( Prpose o( Std%"n# L"teratre

The ta0!e shows the stdents; a#ree-ent a0ot the prpose o( std%"n#

!"teratre* Most the respondents ha&e answered Yes 0t we $an see that -ost o(




the stdents a#ree that peer pressre "s not part o( the prpose on std%"n#

!"teratre+ wh"!e so-e stdents sa"d+ who has answered Ma%0e+ that to Get a!on#

"s part o( the prpose o( std%"n# !"teratre*

Ta0!e B

Des$r"pt"&e Stat"st"$s o( Fa$tors 3((e$t"n# Stdents

The ta0!e B shows the -ean s--ar% o( the responses o( the $rrent stats

o( the (a$tors that a((e$t the stdents "n std%"n# and appre$"at"n# !"teratre* It shows

that the Tea$hers were -ost e((e$t"&e (a$tor to the stdents "n std%"n# !"teratre*

Fa$tors ?e"#hted Mean Ver0a! Interpretat"on

Parents 6*B1 S!"#ht!% E((e$t"&e

Tea$hers =*= Ver% E((e$t"&e

Se!(,Mot"&at"on =*77 S!"#ht!% E((e$t"&e

Peer Pressre 6*=B E((e$t"&e

Go&ern-ent 6*61 E((e$t"&e

S$hoo! 3d-"n"strat"on 6* S!"#ht!% E((e$t"&e

Co!!ea#e 6*= S!"#ht!% E((e$t"&e

Te$hno!o#% 6*BB S!"#ht!% E((e$t"&e

Re!at"&es 6*6 E((e$t"&e

Modern":at"on 6*B S!"#ht!% E((e$t"&e

En&"ron-ent 6*= S!"#ht!% E((e$t"&e

So$"a! Trends 6*BB S!"#ht!% E((e$t"&e

?eather Cond"t"ons 6*1 E((e$t"&e

Genera! ?e"#hted Mean 6*B S!"#ht!% E((e$t"&e




3!so+ the stdents a#ree that Parents+ Se!(,-ot"&at"on+ S$hoo! ad-"n"strat"on+

Co!!ea#e+ Te$hno!o#%+ Modern":at"on+ En&"ron-ent+ and So$"a! trends are s!"#ht!%

e((e$t"&e (a$tor*

Strate#"es Mean Ver0a! Interpretat"on

Pane! D"s$ss"on 6*87 S!"#ht!% E((e$t"&eReport"n#

6*B6 S!"#ht!% E((e$t"&e

Co!!a0orat"&e Learn"n# 6*B S!"#ht!% E((e$t"&e

Use o( Graph"$ Or#an":ers6*1 S!"#ht!% E((e$t"&e

Grop"n#s 6*8 S!"#ht!% E((e$t"&e

Pen and Paper

<orna! ?r"t"n#>6*B1 S!"#ht!% E((e$t"&e

Present"n# S!"des <Power po"nt> 6*B S!"#ht!% E((e$t"&e

Dra-aOra! Presentat"ons =*7= S!"#ht!% E((e$t"&eTho#ht 900!es D"a!o#e 6* S!"#ht!% E((e$t"&eS$!pt"n# 6*6 E((e$t"&e

?or)sheets 6*1 S!"#ht!% E((e$t"&e

De0ateOpen D"s$ss"on 6*81 S!"#ht!% E((e$t"&eGenera! we"#hted -ean = S!"#ht!% E((e$t"&e

Ta0!e 8

Des$r"pt"&e Stat"st"$s o( E((e$t"&e Strate#"es

The Ta0!e 8 shows the -ean s--ar% o( the responses o( the $rrent stats o(

the e((e$t"&e strate#"es sed "n tea$h"n# !"teratre to 9PE stdents* It shows that

a!-ost a!! the strate#"es were s!"#ht!% e((e$t"&e (or the stdents "n std%"n# !"teratre*




3!so+ the stdents a#ree that s$!pt"n# "s an e((e$t"&e wa% to tea$h !"teratre to

stdents*




Chapter

Summary of Findings0 Conclusions and ecommendations

Th"s $hapter $o-0"nes the h"#h!"#hts o( the s"#n"("$ant ("nd"n#s o( the std%+

$on$!s"ons and the re$o--endat"ons presented 0% the resear$hers* 3!so+ th"s wor)

was nderta)en to "n&est"#ate the e((e$t"&e strate#"es "n tea$h"n# !"teratre to non,

!an#a#e sopho-ore stdents o( po!%te$hn"$ n"&ers"t% o( the Ph"!"pp"nes Co!!e#e o(

H-an "net"$s S$hoo! %ear 671,671

Spe$"("$a!!%+ "t so#ht to answer the (o!!ow"n# est"ons@

1* ?hat "s the de-o#raph"$ pro("!e o( the stdents "n ter-s o( na-e+ a#e+

se$t"on

,3#e

,Gender

,Se$t"on

6* ?hat are the $o--on #enres or p"e$es o( !"teratre that are 0e"n# ta#ht to

non,!an#a#e $orses

F"$t"on@

Dra-a

Le#end

Fa0!e




Poe-

Fa"r%ta!e

Fantas%

Short stor%

H-or

Non("$t"on@

9"o#raph%

Narrat"&e non,("$t"on

3to0"o#raph%

Spee$h

Essa%

=* ?hat are the 0ene("ts o( !earn"n# !"teratre to non,!an#a#e stdents

* ?hat "s the -a"n prpose o( non,!an#a#e stdents "n std%"n# !"teratre

Q Se!(,Re!a/at"on

Q Le"sreEnterta"n-ent

Q Ho00%




Q 3$ade-"$ Prposes

Q C!tre Preser&at"on

Q Past t"-e

Q To #et a!on# w"th others

Q E/p!or"n# new !earn"n#

Q So$"a! Prposes

Q Peer Pressre

Q De&e!op s)"!!sa0"!"t%

Q To pass the s0.e$t

Q Co-p!et"on o( n"ts

Q D"s$o&er d"((erent $!tres

Q S"-p!% (or re"re-ents




* How the (a$tors "n tea$h"n# !"teratre a((e$t the non,!an#a#e stdents "n std%"n#

!"teratre $orses

Q Parents

Q Tea$hers

Q Se!(,-ot"&at"on

Q Peer pressre

Q Go&ern-ent

Q S$hoo! 3d-"n"strat"on

Q Co!!ea#e

Q Te$hno!o#%

Q Re!at"&es

Q Modern":at"on

Q En&"ron-ent

Q So$"a! Trends

Q ?eather $ond"t"on




Summary of Findings

3(ter the data ha&e 0een ta!!"ed and "nterpreted+ the ("nd"n#s o( the std%

as (or the pro("!e o( the respondents are2 "n 0etween 1 to 61 o( a#e+ the n-0er o(

-a!e "s -$h !ar#er than o( the (e-a!e+ and 9PE III,6 has the !ar#est pop!at"on

n-0er a-on# the three se$t"ons (o!!owed 0% 9PE III,= and 9PE III,1*

In #enres sed "n tea$h"n# !"teratre to 9PE stdents+ a$$ord"n# to the sr&e%

#"&en to the respondents+ the Poe- was the -ost (reent #enre 0e"n# ta#ht "n

9a$he!or "n Ph%s"$a! Ed$at"on* The #enres are arran#ed (ro- the -ost to !east

(reent!% se@ Poe-+ Short stor%+ Le#end+ Dra-a+ 9"o#raph%+ Essa%+ Fantas%+

H-or+ 3to0"o#raph%+ Fa0!e+ Spee$h+ Narrat"&e+ and Fa"r%ta!e* Most o( the non,

("$t"on #enres are p!a$ed at the !east (reent!% sed s$h as the ato0"o#raph%+

spee$h and narrat"&e*

3s (or the 0ene("ts o( std%"n# !"teratre a$$ord"n# to the respondents;

responses to the #"&en est"onna"re+ 4de&e!op"n# e-phat"$ e-ot"on5 has the

h"#hest rate (or the answer 4Ma%0e5 wh"!e 4se!(,re!a/at"on5 #ot the h"#hest rate (or the

answer 4No5* So-e o( the- do not th"n) that std%"n# !"teratre $o!d 0r"n# the-

se!(,re!a/at"on and so-e o( the- $o!d on!% pt "n $ons"derat"on the de&e!op-ent o(

e-phat"$ e-ot"on as a 0ene("t o( std%"n# !"teratre* In ter-s o( the prposes o(

std%"n# !"teratre+ 43$ade-"$ prposes5 #ot the h"#hest answer (or 4Yes5* Most o(

the respondents see- to ha&e a#reed that 0e"n# peer pressred does not 0e!on# to




the"r prpose o( std%"n# wh"!e to 4Get a!on#5 as the prpose o( std%"n# !"teratre

ha&e 0een pt to $ons"derat"on (or "t #ot the h"#hest rate (or the answer 4Ma%0e5*

Thro#h est"onna"res+ respondents ha&e 0een presented poss"0!e (a$tors

that -"#ht a((e$t the"r std%"n# !"teratre* 3-on# the (a$tors #"&en+ 4Tea$hers5 "s the

on!% (a$tor that #ot the &er0a! "nterpretat"on o( 4Ver% e((e$t"&e5 w"th the we"#hted

-ean o( =*=* Peer Pressre+ Go&ern-ent+ Re!at"&es+ ?eather Cond"t"ons #ot the

&er0a! "nterpretat"on o( 4E((e$t"&e5 w"th the we"#hted -ean o( 6*1,6*6B wh"!e the rest

and -ost!% #ot the &er0a! "nterpretat"on o( 4S!"#ht!% e((e$t"&e5* 3nd as (or the

e((e$t"&eness o( the strate#"es 0e"n# sed "n tea$h"n# 9PE stdents+ the% a#reed

that a!! o( the strate#"es #"&en ha&e to 0e !a0e!!ed as 4S!"#ht!% e((e$t"&e5 w"th the

we"#hted -eans o( 6*1,=*7= e/$ept (or the strate#% 4S$!pt"n#5 wh"$h was a#reed

to 0e the on!% strate#% as 4E((e$t"&e5 w"th the we"#hted -ean o( 6*1* Upon $hoos"n#

the 0est strate#% to tea$h !"teratre 0% $ons"der"n# the stdents the tea$her are

#o"n# to tea$h+ the stdents; "nterests and (o$s sha!! 0e $aptred*

Conclusion

9ased on the data ("nd"n#s -ent"oned a0o&e the resear$hers -ade the

(o!!ow"n#@

2* The -a.or"t% o( the respondents o( th"s std% are "n the a#e o( 1B* 3!so+ -ore

than ha!( o( the- are -a!e* ?"th re#ards to se$t"on+ there are -ore

respondents "n se$t"on III,6 than the other two se$t"ons*




3* Poe- has the -ost (a&ora0!e "n the ta0!e ("&e wh"$h -ade "t one o( the

(reent #enres o( !"teratre that are 0e"n# ta#ht "n 9PE sopho-ore stdents

to#ether w"th Le#end and Short stor%*4* Most o( the respondents th"n) that e/pand"n# &o$a0!ar% "s the 0est 0ene("t

that the% $an #a"n pon !earn"n# !"teratre* 3s what was re(!e$ted "n the

"nterpretat"on+ (ewer stdents were $on&"n$ed that se!(,re!a/at"on $an 0e one

o( the 0ene("ts o( !"teratre*5* ?"th re#ards to the prpose o( std%+ -a.or"t% o( the respondents 0e!"e&e that

the -a"n prpose (or the- to std% !"teratre "s (or a$ade-"$ prposes and (or

$o-p!et"on o( the n"ts* So-e stdents are not sre "( 4#ett"n# a!on# w"th

others5 "s part o( the prpose wh"$h -ade "t the h"#hest n-0er o( 4-a%0e5 "n

the ta0!e*6* In (a$tors that a((e$t the respondents+ "t was pro&en that ?eather $ond"t"ons+

Re!at"&es+ Go&ern-ent+ and Peer pressre do not rea!!% a((e$t -$h the

stdents n!")e the other opt"ons*7* For the e((e$t"&e strate#"es+ a!-ost a!! o( the strate#"es -ent"oned "n the

sr&e% are s!"#ht!% e((e$t"&e w"th Dra-a as the -ost h"#h!% per$enta#e

strate#% 0t none o( "t was $ons"dered as &er% e((e$t"&e* Ma%0e th"s "s

0e$ase the respondents are -ore "nto a ps%$ho-otor t%pe o( !earn"n#*

ecommendation

9ased on or $on$!s"on+ we $o-e p w"th these re$o--endat"ons@

1* The std% re$o--ends that (or the (tre stdents+ the% sho!d 0e a0!e to pa%

attent"on to a!! o( the"r s0.e$t re#ard!ess o( -a.or"t% or -"nor"t% o( "t*




6* Tea$hers -st !et the"r stdents e/p!ore and )now d"((erent #enres o( !"teratre so

that the"r )now!ed#e w"!! not 0e !"-"ted to spe$"("$ #enres*

=* Stdents sho!d "nterna!":e and appre$"ate !"teratre (or the- to 0e a0!e to en.o% the

!e"sre and the 0ene("ts o( std%"n# "t+ s$h as de&e!op"n# $r"t"$a! th"n)"n# s)"!!s and

e/pand"n# &o$a0!ar%** Tea$hers -st -a)e the stdents nderstand that !"teratre "s not .st a s0.e$t to

pass2 "t "s a tra"n"n# #rond "n !earn"n# d"((erent pr"n$"p!es and s0.e$ts* Th"s $an 0e

a$h"e&ed thro#h -a)"n# the stdents appre$"ate !"teratre** Tea$hers are the -ost "n(!ent"a! o( a!! the (a$tors #"&en and 0e$ase o( "t+ the%

sho!d 0e the ro!e -ode! o( the"r stdents* Tea$hers are o0!"#ator% to appre$"ate

!"teratre so that the% w"!! 0e a0!e to tea$h and he!p the"r stdents to appre$"ate

L"teratre** Tea$hers -st #"&e arra% o( &ar"et% o( !"teratre #enres and t%pes* Thro#h th"s

te$hn"e+ -!t"p!e "nte!!"#en$es o( the !earners are spported and "n se* The

tea$hers -a% se !earners' stren#ths to ("!! "n the"r wea)nesses* There(ore+ !"teratre

$!ass w"th these stdents -st 0e pa$)ed w"th d"((erent !earner,$entered a$t"&"t"es so

the% wo!d appre$"ate !"teratre*




Bibliography

Ca!"n#a$"on+ 9* <6776>* Literature alive: a performative approach in teaching

literature* Retr"e&ed (ro-

http@-a#%ars:a)*n"-"s)o!$*h)"ad&an%o)dra-a6776ea

0e!en*ht-

Co!!"e+ *+ Ca-+ S* <18B>* Tea$h"n# !"teratre@ wh%+ what+ how* In Literature In The

Language Classroom (A Source Of Ideas And Activities)* Ca-0r"d#e@

Ca-0r"d#e Un"&ers"t% Press*

Da&"es+ R* <n*d*>* Ne a!s of teaching literature* Retr"e&ed (ro-

https@www*!!as*a$*)resor$es#p#68=

Gada-er's Her-enet"$s* <n*d*>* Retr"e&ed !% 1+ 671*

Har."+ M* 9* <Mar$h 677=>* The stor%0oo) e/per"en$e o( !6 $h"!dren@ a spe$tr-

-ot"&at"on to read* The "nglish Teacher International #ournal * <1>*

Internat"ona! Read"n# 3sso$"at"on* <671>* #ournal of Adolescent $ Adult Literac!% &'

<>*

Marsha!!+ G* <6771>* Cr"t"$a! approa$hes to tea$h"n# !"teratre !an#a#e $o-pos"t"on

and $!tre* edagog! *<1>*

Mart"n+ I* P* <677>* The literature filipino students do not read * Retr"e&ed (ro-

http@www*a$ade-"a*ed1767TheL"teratreF"!"p"noStdentsDoNot

Read677




Pan#a!an#an+ E* <677B+ O$t 11>* Teaching strategies and techni+ues: philippine

experience* Retr"e&ed (ro- http@www*tand(on!"ne*$o-do"(!!17*17B7

7BB16=7B76171a0stra$t

Pro0st* <18B>* Transa$t"ona! theor% "n the tea$h"n# o( !"teratre* ",IC -igest *

Ra-sden+ P* <671=>* Learning to Teach in .igher "ducation <Se$ond ed*>* New Yor)+

Un"ted States@ Ps%$ho!o#% Press*

R"d#ewa%* <671>* One tea$her's .orne%* #ournal of Adolescent $ Adult Literac! &/ +

=,=B*

Rsse!!+ D* L* <6778>* Literature for children: a short introduction* Retr"e&ed (ro-

http@www6*n)(st*ed*twe-$henCL"tTea$h"n#*ht-

Sa&&"do+ C* <677+ De$ 16>* 3n "nte#rated approa$h to tea$h"n# !"teratre "n the e(!

$!assroo-* The Internet T"SL #ournal% 17 (*0)* Retr"e&ed (ro-

http@"tes!.*or#Te$hn"esSa&&"doL"teratre*ht-!

R*R%!an$e *S"-ons* <6771>* In R* R%!ans * S"-ons <Eds*>+ Literature in

context * New %or)@ Pa!#ra&e Ma$-"!!an*




"ppendices

Letter to Cond$t Std%




Survey QuestionnaireDear Respondents,Good day! We, students from BSEDEN 3-1N under the Ed of "#" $ani%a &ou%d %i'e to

(ondu(t a survey to support out resear(h on )*he E+e(tive Strateies in *ea(hiniterature to Sophomore Students of "o%yte(hni( #niversity of the "hi%ippines o%%ee of.uman /ineti(s S(hoo% 0ear 21-21456 We assure you that a%% the data that &i%% 7eathered &i%% remain (on8dentia% and 7e used for resear(h purposes on%y6

Respondents 9nformationName :ptiona%;< ================================= ourse and Se(tion<

============ Gender< ============== >e< ========== When did you ta'e up %iterature su7?e(t@sA =========================

16 What are the freuent enres of %iterature that youCve en(ountered in your %iteraturesu7?e(tA

9nstru(tion< "ut a (he('☑

on the spa(e provided 7e%o&6 :0ou may (hoose 1 or more;

i(tion< == Drama == eend == a7%e == "oem == airyta%e == antasy == Short story == .umorNon i(tion<

== Bioraphy == Narrative non-8(tion == >uto7ioraphy ==Spee(h

== Essays

6 .o& do the fo%%o&in fa(tors a+e(t the students in appre(iatin %iteratureA9nstru(tion< "ut a (he(' on the 7o dependin on ho& you see the e+e(tiveness of thefo%%o&in fa(tors<

36 .o& e+e(tive are the fo%%o&in strateies that &ere used in tea(hin %iterature to thestudentsA

a(tors that a+e(t the students inappre(iatin %iterature Ferye+e(tive:;

S%iht%yE+e(tive:3;

E+e(tive

:;

Not thatE+e(tive

:1;"arents

*ea(hersSe%f-motivation"eer pressureGovernmentS(hoo% >dministrationo%%eaue

*e(hno%oyRe%atives

$oderniationEnvironment

So(ia% *rendsWeather (onditions




9nstru(tion< "ut a (he(' on the 7o dependin on ho& e+e(tive you thin' are the

strateies used in studyin %iterature6

6 What are the studentsC purposes in studyin %iteratureA9nstru(tion< "ut a (he(' on the 7o dependin on &hat you thin' is the purpose and7ene8t of studyin %iterature6

5. What are the benefits that can be obtained in studying literature?

"en and "aper:Hourna%Writin;"resentin S%ides :"o&erpoint;Drama@ra% "resentations

*houht Bu77%es Dia%oueS(u%ptinWor'sheetsDe7ate

*e(hniues@Strateies FeryE+e(tive

:;

S%iht%yE+e(tive

:3;E+e(tive

:;

Not thatE+e(tiv

e:1;

"ane% Dis(ussionReportino%%a7orative earnin#se of raphi( oraniers

Groupins

"urposes of Studyin iterature 0es:3;

No:;

$ay7e:1;

Se%f-Re%[email protected]>(ademi( "urposesu%ture "reservation"ast time

*o et a%on &ith othersEp%orin ne& %earninsSo(ia% "urposes"eer "ressureDeve%op s'i%%s@a7i%ity

*o pass the su7?e(tomp%etion of unitsDis(over di+erent (u%turesSimp%y for reuirements

Bene8ts in Studyin iterature 0es:3;

No:;

$ay7e:1;

Se%f-Re%aationEpandin Fo(a7u%ary.ih Gradesanuae Iuen(yu%ture "reservationEntertainment9mprove readin a7i%ity and attitude9mprove &ritin s'i%%sreedom of EpressionFa%ues formin9mprove ommuni(ation S'i%%s9mprove Se%f-on8den(e"%easure to the readerDeve%op (riti(a% thin'in s'i%%sDeve%opment of empathi( emotions







F"#re 6

Des$r"pt"&e Stat"st"$s o( 9ene("ts Ga"ned Fro- L"teratre

3*2 Self.ela8ation

Freen$

% Per$ent Va!"d Per$ent

C-!at"&e

Per$entVa!"d Ma%0e 18 6* 6* 6*

No 1= 1*8 1*8 1*

Yes B* B* 177*7

Tota! 177*7 177*7

3*3 #8panding %ocabulary

Freen$


C-!at"&e

Per$entVa!"d Ma%0e *B *B *B

No B 17* 17* 1B*6

Yes = B1*B B1*B 177*7

Tota! 177*7 177*7




3*4 High /rades

Freen$


C-!at"&e

Per$entVa!"d Ma%0e 67 6*7 6*7 6*7

No 8 11* 11* =*

Yes B 6*= 6*= 177*7

Tota! 177*7 177*7

3*5 Language Fluency

Freen$


C-!at"&e

Per$entVa!"d Ma%0e 11 1*= 1*= 1*=

No 8 11* 11* 6*7

Yes *7 *7 177*7

Tota! 177*7 177*7




3*6 Culture Preser$ation

Freen$


C-!at"&e

Per$entVa!"d Ma%0e 1 1B*6 1B*6 1B*6

No *B *B 6*7

Yes *7 *7 177*7

Tota! 177*7 177*7

3*7 #ntertainment

Freen$


C-!at"&e

Per$entVa!"d Ma%0e 1 66*1 66*1 66*1

No B 17* 17* =6*

Yes 6 * * 177*7

Tota! 177*7 177*7




3*9 Impro$e eading "bility and "ttitude

Freen$


C-!at"&e

Per$entVa!"d Ma%0e 16 1* 1* 1*

No 8*1 8*1 6*

Yes B *= *= 177*7

Tota! 177*7 177*7

3*: Impro$e &riting Skills

Freen$


C-!at"&e

Per$entVa!"d Ma%0e 1 1B*6 1B*6 1B*6

No 8 11* 11* 68*8

Yes 7*1 7*1 177*7

Tota! 177*7 177*7




3*; Freedom of #8pression

Freen$


C-!at"&e

Per$entVa!"d Ma%0e 1B 6=* 6=* 6=*

No 11 1*= 1*= =*

Yes B 6*= 6*= 177*7

Tota! 177*7 177*7

3*2< %alues Forming

Freen$


C-!at"&e

Per$entVa!"d Ma%0e 1 66*1 66*1 66*1

No *B *B 68*8

Yes 7*1 7*1 177*7

Tota! 177*7 177*7




3*22 Impro$e Communication Skills

Freen$


C-!at"&e

Per$entVa!"d Ma%0e 6= 68*8 68*8 68*8

No *B *B =*

Yes B 6*= 6*= 177*7

Tota! 177*7 177*7

3*23 Impro$e Self.confidence

Freen$


C-!at"&e

Per$entVa!"d Ma%0e 67 6*7 6*7 6*7

No 17 1=*7 1=*7 =8*7

Yes 1*7 1*7 177*7

Tota! 177*7 177*7




3*24 Pleasure to the eader

Freen$


C-!at"&e

Per$entVa!"d Ma%0e 1 67*B 67*B 67*B

No 11 1*= 1*= =*1

Yes 7 *8 *8 177*7

Tota! 177*7 177*7

3*25 !e$elop Critical Thinking Skills

Per$ent Va!"d Per$ent

C-!at"&e

Per$entVa!"d Ma%0e 17 1=*7 1=*7 1=*7

No *6 *6 1B*6

Yes = B1*B B1*B 177*7

Tota! 177*7 177*7




3*26 !e$elopment of #mphatic #motions

Freen$


C-!at"&e

Per$entVa!"d Ma%0e 6 ==*B ==*B ==*B

No * * 7*=

Yes 8* 8* 177*7

Tota! 177*7 177*7

F"#re =

Des$r"pt"&e Stat"st"$s o( Prpose

4*2 Self.rela8ation

Freen$% Per$entVa!"d Ma%0e 6= 68*8

No 16 1*

Yes 6 *

Tota! 177*7

4*3 Leisure=#ntertainment

Freen$% Per$entVa!"d Ma%0e 67 6*7

No 1= 1*8

Yes *1

Tota! 177*7

4*4 Hobby




Freen$% Per$entVa!"d Ma%0e 18 6*

No 61 6*=Yes = B*1

Tota! 177*7

4*5 "cademic purposes

Freen$% Per$entVa!"d Ma%0e 11 1*=

No *B

Yes 7 *8

Tota! 177*7

4*6 Culture preser$ation

Freen$% Per$entVa!"d Ma%0e 1 67*B

No 1 1B*6

Yes 1*7

Tota! 177*7

4*7 Past timeFreen$% Per$ent

Va!"d Ma%0e 6= 68*8

No 6= 68*8

Yes =1 7*=

Tota! 177*7

4*9 To get along with others

Freen$% Per$entVa!"d Ma%0e 6B =*

No 6 =*1

Yes 66 6B*

Tota! 177*7

4*: #8ploring new learning

Freen$% Per$ent




Va!"d Ma%0e 11 1*=

No 16 1*

Yes 7*1Tota! 177*7

4*; Social purposes

Freen$% Per$entVa!"d Ma%0e 1 67*B

No 61 6*=

Yes 7 1*8

Tota! 177*7

4*2< Peer pressure

Freen$% Per$entVa!"d Ma%0e 67 6*7

No =7 =8*7

Yes 6 =*1

Tota! 177*7

4*22 !e$elop Skills="bilityFreen$% Per$ent

Va!"d Ma%0e 1 66*1

No 8 11*

Yes 1 *6

Tota! 177*7

4*23 To pass the sub>ect

Freen$% Per$ent

Va!"d Ma%0e 11 1*=No 17 1=*7

Yes 6*

Tota! 177*7

4*24 Completion of units




Freen$% Per$entVa!"d Ma%0e B 17*

No 8 11*Yes 7 *8

Tota! 177*7

4*25 !isco$er different cultures

Freen$% Per$entVa!"d Ma%0e 1= 1*8

No 1 66*1

Yes 1*7

Tota! 177*7

4*26 Simply for re-uirements

Freen$% Per$entVa!"d Ma%0e 1 18*

No 1B 6=*

Yes *1

Tota! 177*7




Ra!ph Har&e% L"-os Fe!"$"ano

7=7 e Grande St*+ U#on#+ Va!en:e!ara!phhar&ee#-a"!*$o- W=8=117116

EDUC3TION3L 93CGROUND

Tert"ar% Ed$at"on@

Polytechnic (ni$ersity of the Philippines

Santa Mesa+ Man"!a 9a$he!or "n Se$ondar% Ed$at"on Ma.or "n En#!"sh

Se$ondar% Ed$at"on@

'ur Lady of Lourdes College

T* De Leon+ Va!en:e!a C"t% C!ass o( 671=

Pr"-ar% Ed$at"on@

Sil$estre La,aro #lementary School

U#on#+ Va!en:e!a C"t% C!ass o( 6778

CO,CURRICUL3R 3CTIVITIES

Affiliations:

+ember + Ep"ste-"$ Lea#e o( Intera$t"&e Tea$hers "n En#!"sh+ PUP




Seminars:

1ALS and the A2OT3ALA4 ,O5,A46 DepEd X 3LS+ PUP+ Fe0 1B 671

1"volution: "ngage 7olunteerism in Action6 DESEd+ Co--n"t% Re!at"ons andE/tens"on (or De&e!op-ent O(("$e+ PUP+ Fe0rar% 1B+ 671




.onors ,eceived:

6th Honors0 Or Lad% o( Lordes Co!!e#e <6716>

2st Place0 9wan n# ?")a Poe- ?r"t"n# Contest <6717>

2st Place0 S$"en$e 3$ade-"$ Contest <6717>

3nd Honors0 Or Lad% o( Lordes Co!!e#e <6717>

7th Honors0 S"!&estre La:aro E!e-entar% S$hoo! <677>

7th Honors0 S"!&estre La:aro E!e-entar% S$hoo! <677=>

7th Honors0 S"!&estre La:aro E!e-entar% S$hoo!+ "nder#arten <6776>

PERSON3L INFORM3TION

Citi,enship? F"!"p"no

Ci$il Status? S"n#!e

Birth !ate? Ma% 6+ 188

Place of Birth@ San C!e-ente+ Tar!a$ C"t%

Languages Spoken? En#!"sh+ F"!"p"no

eligion? 9orn 3#a"n




Marie Chloie I. Hidalgo

16 )"n#("sher a!!e%+ 9atasan H"!!s+ e:on C"t%

$h!on#h"da!#o#-a"!*$o- W=8B==86


Tert"ar% Ed$at"on@



Se$ondar% Ed$at"on@

Bagong Silangan High School

*P* R":a! St* 9a#on# S"!an#an e:on C"t% C!ass o( 671=

Pr"-ar% Ed$at"on@

&est Central #lementary School

Mada-0a+ D"n#ras+ I!o$os Norte C!ass o( 6778


Affiliations:

+ember + 2%"%S%T% societ! + Po!%te$hn"$ Un"&ers"t% o( the Ph"!"pp"nes

Seminars:





.onors ,eceived:

=rd Honorable +ention X ?est Centra! E!e-entar% S$hoo! <671=>




Birth !ate? 3#st + 188

Place of Birth@ D"n#ras+ I!o$os Norte Languages Spoken? En#!"sh+ F"!"p"no+ I!o$ano

eligion? Ro-an Catho!"$




a"rah ane 9!an$o Manan#0ao

6 Sa-onte St* O!d 9a!ara+ e:on C"t% .a"rah0!an$o-anan#0ao#-a"!*$o- W=8===BB==


Tert"ar% Ed$at"on@


Santa Mesa+ Man"!a

9a$he!or "n Se$ondar% Ed$at"on Ma.or "n En#!"shSe$ondar% Ed$at"on@

Immaculate Concepcion @nowledge School

Fer"a Rd* D"!"-an+ e:on C"t% C!ass o( 671=

Pr"-ar% Ed$at"on@

Immaculate Concepcion @nowledge School

Fer"a Rd* D"!"-an+ e:on C"t%C!ass o( 6778


Affiliations:

+ember + 2%"%S%T societ! + Po!%te$hn"$ Un"&ers"t% o( the Ph"!"pp"nes

Seminars:





.onors ,eceived:

2st Honorable +ention X I--a$!ate Con$ep$"on now!ed#e S$hoo! <671=>

5th Honorable +ention . I--a$!ate Con$ep$"on now!ed#e S$hoo! <6778>

/irl Scout of the 1ear + 9SP <6778>




Birth !ate? ne 18+ 188

Place of Birth@ Mar")"na C"t%

Languages Spoken? En#!"sh+ F"!"p"no

eligion? Ro-an Catho!"$




a"a Mar"e Pa!-er"a Man#a!"no

18= Tene-ent+ Pnta+ Santa 3na+ Man"!a .--an#a!"no6#-a"!*$o- W=8678686


Tert"ar% Ed$at"on@



i,al Technological (ni$ersity 9on" 3&ene+ Manda!%on# C"t% 9a$he!or "n Se$ondar% Ed$at"on Ma.or "n En#!"sh 3*Y 671= , 671

Se$ondar% Ed$at"on@

"rellano (ni$ersity A Plaridel Campus

= Genera! a!enton# St*+ Manda!%on# C"t% C!ass o( 671=

Pr"-ar% Ed$at"on@

/eneral #milio "guinaldo Integrated School Pnta+ Santa 3na+ Man"!a

C!ass o( 6778


Affiliations:

+ember + Ep"ste-"$ Lea#e o( Intera$t"&e Tea$hers "n En#!"sh+ PUP Public elations 'fficer + Spre-e Stdent Go&ern-ent+ 3re!!ano Un"&ers"t% President+ n"or;s Or#an":at"on+ 3re!!ano Un"&ers"t% <6716> +ember + 3re!!ano Un"&ers"t% , P!ar"de! G!ee C!0 <6717 X 671=> #ditor.in.Chief + 43n# Ta-0!"5+ Gen* E* 3#"na!do Inte#* S$hoo! <6778>




Seminars:

Outcome and ro8ect 9ased Learning + Co!!e#e o( Ed$at"on+ RTU+ Fe0 671

Technolog! in the 3*0 Curriculum+ Co!!e#e o( Ed$at"on+ RTU+ 3#st 671=

Theses:

The "ffects of ,omantic ,elationship on the Academic erformance of Senior

.igh school Students of Arellano ;niversit! < 4andalu!ong School =ear 0>*? <

0>*& <Mar$h 671+ R":a! Te$hno!o#"$a! Un"&ers"t%>

.onors ,eceived:

!eans Lister + F"rst Se-ester+ 3* Y*671=,671+ R":a! Te$hno!o#"$a! Un"&ers"t% Student "chie$er + =rd and th Year+ 3re!!ano Un"&ers"t% , Manda!%on# 6th Honorable +ention+ Grade + Gen* E* 3#"na!do Inte#rated S$hoo! :th Honors+ Grade =+ Gen* E* 3#"na!do Inte#rated S$hoo! 2st Honors+ Grade 1+ Gen* E* 3#"na!do Inte#rated S$hoo!



Ci$il Status? S"n#!e Birth !ate? 3#st 6+ 188 Place of Birth@ C"t% o( Man"!a Languages Spoken? En#!"sh+ F"!"p"no eligion? 9orn,3#a"n Chr"st"an




G":he! 9a"!on Para!es

917 L66 P=+ Soth&"!!e IV+ 9r#%* Poo$+Sta* Rosa C"t%+ La#na:he!para!es#-a"!*$o- W=8=B686


Tert"ar% Ed$at"on@


Santa Mesa+ Man"!a

9a$he!or "n Se$ondar% Ed$at"on Ma.or "n En#!"sh

San Pedro College of Business #ducation

San Pedro+ La#na


Se$ondar% Ed$at"on@

South$ille I% )ational High School

9r#%* Ca"n#"n+ Sta* Rosa C"t%+ La#na

C!ass o( 671=Pr"-ar% Ed$at"on@

Hermogenes Bautista #lementary School

* P* R":a! St*+ 9r#%* Con$ep$"on Uno+ Mar")"na C"t% C!ass o( 6778


Affiliations:





Seminars:

1ALS and the A2OT3ALA4 ,O5,A46 DepEd X 3LS+ PUP+ Fe0 1B 671 1"volution: "ngage 7olunteerism in Action6 DESEd+ Co--n"t% Re!at"ons andE/tens"on (or De&e!op-ent O(("$e+ PUP+ Fe0rar% 1B+ 671

.onors ,eceived:

+ost Punctual )STP Student+ 1st Year+ San Pedro Co!!e#e o( 9s"nessEd$at"on

4rd Place+ Sports ?r"t"n# En#!"sh+ D"&"s"on S$hoo!s Press Con(eren$e

<671=>

Sil$er and Bron,e +edalist+ 3rn"s "n Sothern Ta#a!o# Ca!a0ar:on 3th!et"$ 3sso$"at"on Meet 671=

"thlete of the 1ear + Soth&"!!e IV Nat"ona! H"#h S$hoo! <671=>

5th Honors+ =rd Year+ Soth&"!!e IV Nat"ona! H"#h S$hoo!

7th Place+ Sports ?r"t"n# En#!"sh+ D"&"s"on S$hoo!s Press Con(eren$e<6716>

Participant <"rnis+ Sothern Ta#a!o# Ca!a0ar:on 3th!et"$ 3sso$"at"onMeet 6716

4rd Honors X Soth&"!!e IV Nat"ona! H"#h S$hoo! <6711>

Salutatorian , Preparator% Le&e!


Citi,enship? F"!"p"no Ci$il Status? S"n#!e Birth !ate? O$to0er 1+ 188 Place of Birth@ 9"nan+ La#na Languages Spoken? En#!"sh+ F"!"p"no eligion? Catho!"$




?es!"e Ena Ma"ran# Teo!o#o

=,G-a-e!a Street+ Ro/as D"str"$t+ e:on C"t%

sppwes!"e#-a"!*$o- 7866=


Tert"ar% Ed$at"on@


Sta* Mesa+ Man"!a


671= X Present

Se$ondar% Ed$at"on@

!on "le>andro oces Sr* Science Technology High School

Ro$es 3&ene $or* P* Ta:on Street+ 9r#%* O0rero+ e:on C"t%

6778 , 671=

Pr"-ar% Ed$at"on@

/eneral o8as #lementary School

as-"n Street+ Ro/as D"str"$t+ e:on C"t% 677= , 6778


Affiliations:


+ember + 9*E*S*T* So$"et% +ember + apat"ran n# Ta!"no at Ga!"n# PUP Honor;s So$"et%




Seminars:

Teaching #ournalism in the 3*0 "ra+ Co!!e#e o( Ed$at"on+ PUP+ No&e-0er 671

"volution: "ngage 7olunteerism in Action+ Co!!e#e o( Ed$at"on+ PUP+ Fe0rar%671

ALS and the A2OT3ALA4 ,O5,A4 Co!!e#e O( Ed$at"on+ PUP+ Fe0rar% 671

ON"SI4O @oundation "xtension rogram Ones"-o Fondat"on+ Tandan# Sora+e:on C"t%+ O$to0er 671

CA,"", @ACTO,: College Survival Adventure STI Co!!e#e+ e:on 3&ene

Theses:

4@raternities: 2oon or 2ane6 < 0>*? <Don 3!e.andro Ro$es Sr* S$"en$eTe$hno!o#% H"#h S$hoo!>

.onors ,eceived:

!eans Lister + Se$ond Year+ Se$ond Se-ester+ 3* Y* 671,671+ Po!%te$hn"$Un"&ers"t% o( the Ph"!"pp"nes

!eans Lister + Th"rd Year+ F"rst Se-ester+ 3* Y* 671,671+ Po!%te$hn"$

Un"&ers"t% o( the Ph"!"pp"nes

+ember0 6nd rnner p+ Interpretat"0on# Sa%aw+ 3#st 671+ Po!%te$hn"$Un"&ers"t% o( the Ph"!"pp"nes


Citi,enship? F"!"p"no Ci$il Status? S"n#!e Birth !ate? Septe-0er 7+ 188 Place of Birth@ C"t% o( Man"!a Languages Spoken? En#!"sh+ F"!"p"no

Documents

Effective Strategies in Teaching Literature to Non-Language Major Students