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CHAPTER 1

THE PROBLEM AND RELATED LITERATURE

Rationale

Vocabulary mastery is crucial in learning English as a second language.

It is part of language that is used to communicate by delivering meaning of what speaker

wants to say (Kumala, 2021). According to Carmelya (2020), there are three good

reasons to expand and improve learners’ vocabulary. First, vocabulary mastery is

essential for effective communication. Some individuals' primary driving force behind

learning a new vocabulary is their desire to be able to communicate. Second,

understanding language enables the development of speaking, listening, reading, and

writing abilities. Third, the more vocabulary one learns to search for the meaning, the

more one will know the words. Furthermore, if learners master vocabulary well, they

can connect the four macro skills. In contrary, if their vocabulary is not extensive

enough, learners often achieve less than their potential and maybe discouraged from

making use of language (Irmanda et al., 2021). In addition, if students’ vocabulary

mastery is very depressed, then the ability to comprehend or speak or write in the four

language skills will be difficult to carry out properly (Widodo, 2021).

In the study of Rachmaida & Mutiarani (2022), challenges and difficulties in

learning English are barriers to teaching vocabularies. Students still struggle to

understand English due to their limited vocabulary and difficulties in pronouncing or

spelling the right words (Buana & Irawan, 2021). These problems are carried out by the
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seventh-grade English students at MTs YP AL-AzharMedan. The research revealed

that the boring learning methodologies or vocabulary teaching methods were to blame

for those issues. The only vocabulary the students had to know was that of the verbs,

nouns, adjectives, and adverbs that make up the noun class. Moreover, the inability of

students to communicate their ideas clearly or their lack of familiarity with the four

language skills is frequently brought on by the limited vocabulary mastery. Many

additional researchers have looked into the difficulties and problems related to

vocabulary mastery. According to the study of Nurjida (2018), the students' lack of

interest in learning English was due to their limited vocabulary. This problem results

from the students' apathy in learning the vocabulary. They eventually forget the lessons

they learned. In addition, Jusnining (2019) discovered that the majority of the children

in her research school lacked vocabulary because they were only given the opportunity

to translate words or sentences from texts. On the basis of observation, Nurpitasari and

Mayasari (2018), discovered the symptoms that led to the students' vocabulary

problems, such as the fact that the majority of pupils still lacked a strong vocabulary,

were incapable of memorizing new English terms and had trouble mentioning English

words.

In order to address the issues mentioned above, it was therefore decided to

conduct the research of applying the game-based teaching strategy to improve the

students' vocabulary mastery. In the context of teaching and learning process in the

classroom, language teacher needs a specific approach to ensure that the students'

knowledge of vocabulary progresses smoothly. One effective approach to instruction

is through the use of games. Using games in the classroom can help students learn and
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enjoy the material at the same time. Games can also give students engaging,

stimulating, and enjoyable classroom experiences that can aid in helping them

understand the vocabulary being taught, and vocabulary instruction using games can

aid students in honing their vocabulary and other linguistic abilities (Aniza & Wangi,

2021). One strategy to use to promote vocabulary mastery is the context clues. It is a

strategy that may aid in translating the unfamiliar words without the use of dictionary.

This approach is used if there is an unfamiliar word within a sentence. By that, one can

guess the meaning of the unfamiliar words from the context of a sentence. Word context

refers to how a word is employed in a context, while clues are words or phrases used to

define the unfamiliar words. In other words, context clue is one of the most helpful

ways of recognizing new words (Fudhla et al., 2020).

The researchers have determined that there are still issues, questions, and gaps

that require attention. The researchers wish to focus on the study in improving

vocabulary mastery through game-based context clues because the researchers want to

promote an interactive learning experience of the students and only by integrating it,

the researchers can help the students improve their vocabulary mastery and at the same

time, motivate them. The grade 11 Science Technology Engineering Mathematics

(STEM) students of Mangagoy National High School section Faith belongs to the poor

vocabulary mastery. It’s unfortunate to hear that 70% of the grade 11 students’ section

faith are facing difficulties with vocabulary mastery due to poor interest and lack of

engagement. To address this issue, a language teacher can consider implementing more

interactive and engaging teaching methods.

Review of Related Literature

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Vocabulary is one of the important language components that needs to

be learned and mastered by the students in order to make their language skills improved.

The vocabulary mastery will affect the students’ language skills because without

mastering it, the students will find it hard to process the sentence in written and spoken

form. According to Dakhi and Fitria (2019), a set of alphabets with one or more words,

or what is known as a collection of words (phrases) with their meanings, are placed in

a dictionary to form a vocabulary. In essence, sentences are just a collection of words

ordered in a meaningful way that we use to communicate our feelings, thoughts, or

wants to other people. In the event that our vocabulary is insufficient, it will be

challenging. Furthermore, we won't be able to express to others our wants, feelings, or

thoughts if we have a poor vocabulary. In order to learn a foreign language successfully,

vocabulary is important to be mastered. The mastery of vocabulary is one of the most

crucial components of the English language according to (Simamora & Oktaviani,

2020). A vocabulary is a group of English terms that students are taught as a part of the

teaching and learning process, which incorporates all four English skills. Therefore,

Vocabulary is widely acknowledged as a crucial area of study and instruction in

language instruction (Nation, 2022). One of the important factors in teaching

vocabulary in the field of teaching is through integration of interactive games,

especially, context clues.

Furthermore, mastering vocabulary is crucial to every language learner due to

the fact that vocabulary is the basis for someone to master the language. Vocabulary is

one of the few things to be concerned about in teaching English. Masters of vocabulary

find it easy to deal with native speakers particularly in English language in terms of
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communication. Furthermore, the more vocabulary an individual has, the easier it is for

them to cope with in terms of understanding and learning a language since language is

a made-up word (Marpaung & Sinaga 2019). Additionally, Amalia (2020) stated that,

“The importance of vocabulary is a reason for teachers to give serious attention in

teaching it, especially to children, because vocabulary is the foundation in which to

build language plays a fundamental role in communication.

Additionally, in the study conducted by Suryadi et al. (2020), they claim that

vocabulary is more crucial than structure due to the fact that the idea or thought is

primarily expressed through words. In terms of communication, poor vocabulary may

lead speakers to misunderstanding. Moreover, mastering vocabulary is a continual

process of encountering new words. Furthermore, developing fluency in

communicating is largely dependent on one's vocabulary. As what the researchers

stated, vocabulary is the breadth, depth, and variety of all the words, concepts or

specific term we know: the words we utilize, know, and respond to an act of

communication, speaking, and listening (Ilter, 2019).

Related Studies

Foreign Studies

Learners find it difficult to understanding newly encountered unfamiliar words

when reading. This sort of situation occurs particularly when taking exams. Learners

get stuck in comprehending the meaning of the unfamiliar words they encounter which

may lead to a failing grade due to incomplete answers. Thus, aiding the learners to

enhance their comprehension by understanding the word meaning from context is

crucial. Corresponding to the idea, studies are implemented with regards to context
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clues strategy which is believed to be helpful and useful to mastering learner’s

vocabulary. Below are some of the studies conducted by the researchers internationally

and locally.

Game-Based Learning (GBL) has proven to be an effective method for

enhancing vocabulary mastery, particularly through the use of word games. Sayd, A.

and Nazarudin, H.(2020). According to the researcher’s observation, few English

teachers argue that many teachers spent much time asking the learners to read a passage

silently and these incapacitated learners weren’t able to recognize and use the

contextual clue, signal, and reading strategy because they have poor knowledge and

decoding skills.

Additionally, variety of meaning of some words result to misunderstanding

because the learners are confused which one is the correct answer. Thus, in the study

of Stevani and Tarigan (2020), they aimed to investigate the student’s ability to use

context clues in reading passages and how to identify context clue types based on

English reading texts and the interrelation of reading comprehension and the learner’s

thoughts with the use of context clues strategy to obtain the meaning of unfamiliar

words. Based on the result of their study, the learners were asked to determine

contextual clues types when guessing the meaning of the unknown words. Moreover,

readers who are more proficient could easily shift attention to more complex and

conceptual ideas by using their prior knowledge to verify what was being said in the

text (St Asriati, 2021). The research showed that the advanced learners used guessing

strategy than the intermediate learners. Most of the intermediate students used a list of

words and memorized them based on a dictionary while advanced students used the
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word to hint the meaning of another unfamiliar words. Overall, contextual clues were

generally regarded positively by the students when finding the meaning of the unknown

word. As a result, the researchers approved that contextual clues strategy is an effective

way to help students learn in the classroom and increase their reading speed (St Asriati,

2021).

Similar to the study conducted by Jamrewav (2022), her study aims to find out

the effect of using context clues in enhancing students’ vocabulary building through

reading texts at SMPN 52 Makassar. In this study, the researcher utilized various

strategies that reinforced context clues. Synonyms, antonyms, definition, cause and

effect, examples and etc., are five of the strategies being used. The students in Makassar

have a very low score upon taking the test before the intervention, the pre-test.

However, after carrying out the context clues as an intervention, the students’

vocabulary understanding increased in all vocabulary indicators, such as identifying

complex vocabulary and finding the meaning of words in the reading text. This is

demonstrated by the pretest scores of the students had a mean and standard deviation

of 53.0000. In the meantime, the learners' vocabulary understanding context clues were

implemented, and tactics greatly improved. This is demonstrated by the student's

81.6429 post-test score. Thus, the data shows that context clues can improve students’

achievement, involvement and interaction. It fosters an interactive learning atmosphere

that makes the students interested in the learning process, especially in the eleventh

grade of SMPN 52 Makassar.

In relation with context clues, Pictionary is one of the gamified strategies that

can reinforce context clues. It is a fun way to understanding words and meanings. It
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involves the use of visual and contextual clues to convey the meaning of a word or

phrase. Darmawan and Fatmawati (2019) defined Pictionary game as direction of

students to phrases from drawing or guessing words. In addition, Hamer and Lely

(2019) stated that Pictionary game is a fun game that can increase the students’

enthusiasm and motivation to help learning English vocabulary. Some of the

researchers found that Pictionary game is indeed an effective way to teaching

vocabulary. In the study conducted by Ferial and Wafa (2019), the researcher found

that Pictionary improved the vocabulary skills at Bilal Ibn Rabah Middle School in

Taher-Jijel. It is confirmed by the experimental study that the researcher carried out.

The researchers divided the students into two groups, the first group used traditional

model, and the second group treated by using Pictionary games. The outcome of this

study was the second group's vocabulary was greater than the first category. The

researcher added that the games Pictionary increased the students' motivation and

interest. In summary, the use of Pictionary game can help improve the students’

vocabulary and mastery, and make the students interested and enthusiastic in

memorizing new words.

Word games, according to Tasneem (2019), are effective method for treating

children's vocabulary issues. Word games are type of spoken game or board game, such

as puzzles and word searches that are intended to test a player's linguistic abilities,

particularly their mastery of the English language. Although word games are typically

played for amusement, they can also be used to teach. Children, for instance, might

enjoy themselves by playing games like word searches, hangman, and puzzles.

Naturally, it improves students' spelling abilities. Crossword puzzles demand patience

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and a broad vocabulary and solving them improves brain function later in life (Arwandi

et al., 2020). Word games are excellent way for pupils to engage in a word play. They

can practice the vocabulary and work on their spelling. There are many different

activities available, including jumbles, word searches, word chains, go fish game, the

vocabulary checkers game and more.

There are several examples of puzzle games. One of them is Word Search

Puzzle. Using unique media in classroom activities will make vocabulary acquisition

more engaging, as it will help students absorb language more efficiently. Based on the

study of Istiqomah (2017) and Maylani (2021), the use of the Word Search Puzzle game

during the English teaching and learning process has increased students' motivation.

This result is similar to those of previous studies indicating that the use of Words Search

Puzzles as a teaching method affects students' vocabulary. Word Game shows a positive

effect on the student's vocabulary mastery (Manurung, 2020; Susanti & Andriani,

2021). In that study, the average or mean score of the experimental group differs

between the pre-and post-tests. The experimental group was educated through the use

of Word Search Puzzle games, whereas the control group was instructed through

conventional methods such as lectures. Word Search puzzles are more effective than

conventional methods for teaching English vocabulary comprehension (Anggreni,

2017). This is also similar to the finding of Fitria (2023) he pronounced that Word

Search Puzzles are more effective than lectures for improving students' vocabulary

comprehension.

Another study conducted by the researchers titled “Effective Contextual Clues

for Vocabulary Learning in Reading”, which sought to answer the following question:

which contextual clues are most effective for EFL vocabulary learning in reading? The
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researchers used varied contextual clues strategies such as synonymous clues,

antonymous clues, morphological/derivational clues, definitional clues, example clues,

French related clues, and thematic/collocational clues. Ahmad et al. (2018) confirms

that after the pre-test and post-test had been carried out, the study reveals that the top 3

effective vocabulary learning strategies are definitional/restatement clues,

morphological/derivational clues, and thematic/collocational clues. Moreover, this

quasi-experimental study provided results which stated that globally speaking, inferring

unknown words meanings employing to contextual clues is an effective vocabulary

learning strategy.

Local Studies

In the first instance, in the study conducted by Austria and Velasco (2023) titled,

“Interactive Learning Strategies and the Vocabulary Knowledge of Grade Seven

Students”, which aims to find out the effect of Interactive Learning Strategies (ILS)

namely word wizard, word connect, syntonyms word game and day’s word, in terms of

word meaning, word use and context clues. Based on the results presented after

conducting the pretest and post-test, it was found out that there is a significant

difference between the pretest and post-test experiment. The score in the post-test

shows that the effectiveness of interactive learning strategies in terms of word meaning,

word use, and context clues.

Another study conducted by Orejuela et al. (2022) titled "Flipping the Language

Classroom: Effects of Gamifying Instruction in the English Language Proficiency of

Filipino ESL Students" which sought to determine the effectiveness of gamifying

instruction in the English language proficiency of Grade 8 Filipino ESL students in one
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University in Bicol, Philippines. The findings revealed that there was significant

difference between the pretest and posttest of the respondent’s result using

gamification. Thus, it can be inferred that the games helped in improving the level of

English proficiency of the Grade 8 students. The statistical test results disclosed further

that the effectiveness of the three games introduced to the students were significantly

high. With these findings, it was recommended that language teachers should use

gamification as supplementary instructional material in improving the English

proficiency of the students.

Moreover, The Gamified Learning Activities (GLA) is a modification of different

word games adherence to the theories of second language acquisition, second language

learning, cooperative learning, and collaborative learning (Samortin, 2020). The

purpose of this experimental study is to assess the effects of gamified learning activities

in enhancing the English vocabulary retention of 126 randomly selected heterogeneous

Filipino students in junior high school at a private school in Northern Cagayan. In a

follow-up investigation, the researchers discovered that the GLA introduces new words

more successfully than the traditional method. Additionally, the study reveals a

significant distinction between the pretest results of the two groups (the experimental

group and the control group); in the experimental group, it is shown that the

effectiveness of learning new words through games is well attained, and the students'

motivation to learn is sparked by the aforementioned learning strategies.

Theoretical Framework
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Several theories have become the frames of thoughts of this study. The

following are the theories that support the study and shows the effectiveness of game-

based context clues in improving student's vocabulary mastery.

Social Constructivism Theory. According to Vygotsky and Cole (1978),

students construct new knowledge, concepts, and skills through interacting with other

members of their culture which will then allow the learners to learn the symbols which

will later form the basis of their mental process. Vygotsky used the term “sign” such as

words, numbers, or images to represent as culture-based mental symbols. The value of

vocabulary supports Vygotsky’s idea that words and other signs are those means that

direct our mental operations, control their course, and channel them toward the solution

of the problem confronting us.

Implicit Vocabulary Learning Theory. Krashen (1993) believes that

subconscious vocabulary acquisition during reading is more effective than learning

words through an intended vocabulary practices because the learner’s conscious focus

is on the story, not on the items to learn. In contrast to explicit vocabulary learning,

where learners are actively studying and memorizing words and their definitions,

implicit vocabulary learning occurs more passively and through exposure to language

in context. Some of the key aspects to implicit vocabulary learning theory include the

following: First is the contextual learning. The context in which words encountered in

sentences, paragraphs, or dialogues are crucial to implicit vocabulary learning where

learners are exposed to the meaning of those words on a subconscious level. Second is

the frequency and Repetition. Implicit learning is improved by frequent exposure to

words in various contexts. The association between a term and its meaning grows
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stronger the more times it is used. And lastly, the subconscious processing: Implicit

learning frequently happens without our awareness. As they read, listen, or interact with

language, learners might not be aware that they are picking up new terminology.

Dual Coding Theory. Dual coding theory is a cognitive theory proposed by

Paivio (1991) that suggests that there are two separate but interconnected ways in which

humans represent and process information: through verbal (linguistic) and non-verbal

(visual) codes. This theory is particularly relevant to understanding how individuals

acquire and remember information, including vocabulary, by encoding it in both verbal

and visual formats. In the context of vocabulary, it implies that individuals who can

connect words to mental images or visual representations may have a more robust

vocabulary mastery. Key principles and concepts of dual coding theory include: (1)

Verbal Codes: Verbal codes involve the use of language, such as words and sentences,

to represent and process information. This includes reading and listening to spoken or

written words. (2) Non-Verbal Codes: Non-verbal codes involve the use of mental

images, sensory experiences, and visual representations to encode information. This

includes mental imagery, diagrams, and visualizations. (3) Dual Coding: According to

the theory, individuals often encode information using both verbal and non-verbal

codes simultaneously. For example, when learning a new word, a person might form a

mental image associated with the word's meaning in addition to processing the word

itself. (4) Learning and Vocabulary: In the context of vocabulary acquisition, dual

coding theory suggests that learners who associate words with mental images or visual

contexts may have a more vivid and lasting memory of those words. This can be a

useful strategy for language learners aiming to expand their vocabulary.

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Interactionist Theory. It is a theory that was first suggested by Bruner (1983)

which proposes that language exists in the means of communication and can only be

learned through interaction with others. It acknowledges the presence of innate

biological mechanism, but emphasizes the critical role of social interactions (Levine &

Munsch, 2018). On the other hand, as inspired by the work of Vygostky, Jerome Bruner

believed that social interaction plays a significant role in the development of cognition

in general and language in particular. In contrary to Chomsky’s Language Acquisition

Device (LAD) which focuses on the innate mechanisms of language acquisition, Bruner

proposed the Language Acquisition Support System (LASS). The LASS refers to the

experiences namely social and cultural that support and encourage language

acquisition. This includes direct exposure of a child to language (ex. Parentese, dialogue

reading, etc.,) as well as the variety of activities children involved in and receiving

exposure to language at the same time. Moreover, Chomsky’s LAD emphasizes that

children were born programmed ready to learn language, while LASS emphasizes that

it’s the world that is ready to expose and support children to learning the language.

Sociocultural Theory. Cited in the study of Scott and Palincsar (2013),

sociocultural theory, also known as social developmental theory, is a psychological and

educational theory developed by Russian psychologist Lev Vygotsky. It emphasizes the

social interaction, cultural context, and the role of more knowledgeable individuals

(often referred to as “scaffolding”) in the process of human development, particularly

in the acquisition of cognitive and linguistic abilities. Moreover, Vygotsky’s

sociocultural theory of human learning describes learning as a social process and the

origination of human intelligence in society and culture. Another aspect of Vygotsky’s

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theory is the idea that the potential of cognitive development is limited to a “zone of

proximal development” (ZPD). This "zone" of exploration represents the student's

cognitive readiness, but for full development, assistance and social interaction are

needed. Thus, collaborative learning, discourse, modelling, and scaffolding are

strategies assessing the intellectual and knowledge and prowess of the students and

facilitating intentional learning.

Game-based learning theory claimed that the learning environment created by

teachers helps the students to explore relevant game elements in order to deepen and

broaden their understanding, which was later called gamification by Nick Pelling

according to the study conducted by Sharma and Sharma (2023, July). According to the

theory, playing the game provides a safe place for students to learn and practice new

ideas. The goal of this theory is to increase motivation by making learning fun and

difficult. Moreover, according to Grace (2019), game-based learning is a theory of

obtaining new concepts and skill through the use of digital and non-digital games.

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

OUTPUT

Level of grade 11 ⚫ Pre-test Improved vocabulary

students’ vocabulary ⚫ Intervention mastery

mastery ✓ Pictionary (Synonym

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SUPPORTING

THEORIES

• Social Constructivism

• Implicit Vocabulary Learning

Theory

• Dual Coding

• Interactionist theory

• Game-based learning theory

Figure 1. Conceptual Framework of the Study

• Sociocultural
Figure 1 portrays the standard Theory
conceptual framework that will follow and utilize

in the study. The input box contains students’ level of vocabulary mastery, while the

second box contains the utilized process through various interactive word games, such

as pictionary, word search game, and crossword puzzle. Each intervention corresponds

a pre-test and post-test which will determine the student’s level of vocabulary mastery.
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To established a strong foundation to support the study, it is supported with the theory

box containing Social Constructivism Theory, Implicit Vocabulary Theory, Dual

Coding Theory, Game-based Learning Theory, and, Interactionist Theory.

Statement of the Problem

This study aims to improve the vocabulary mastery of Grade 11 Students of

Mangagoy National High School through integrating gamification. Specifically, this

research aims to answer the following:

1. What is the level of vocabulary mastery of students before integrating game-based

context clues?

2. What is the level of vocabulary mastery of students after integrating game-based

context clues?

3. Is there any significant difference of the students’ level of vocabulary mastery

before and after integrating game-based context clues?

Objectives

This study aims to investigate the effectiveness of game-based context clues in

improving students’ vocabulary mastery. Hence, this study intends to:

1. determine the vocabulary mastery of students before integrating game-based

context clues;

2. determine the vocabulary mastery of students after integrating game-based context

clues, and;

3. determine the significant difference of the students’ level of vocabulary mastery

before and after integrating game-based context clues.

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Hypothesis

This study was tested in 0.05 level of significance.

Ho1. There is no significant difference between the level of vocabulary mastery

of Grade 11 STEM students of Mangagoy City National High School before and after

the intervention conducted.

Scope and delimitation

The participants of the study are the fifteen (15) Grade 11 Science Technology

Engineering Mathematics (STEM) students of Mangagoy National High School section

Faith. The said 15 students will be having a pre-test to be facilitated by the researchers.

The duration of the test is 45 minutes only including all the instructions given by the

researchers. The test after the pretest, all 15 Grade 11 students who belong to low

vocabulary level will be the participants of the interventions. A post-test will be

conducted after 2 or 3 sessions per week to ensure the learning of the students.

Significance of the study

The researchers expect that the results of this study will give some significant

improvement to the students, teachers and the future researchers.

Students. This study helps the students improve their vocabulary by game-

based context clues as an alternative technique. Through this, students will be inspired

to learn while simultaneously learning and expanding their vocabulary.

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Teachers. This study provides information for English teachers in finding an

appropriate method to teach vocabulary. English teachers can benefit from this research

by learning evidence-based practices that can enhance their way of teaching and

improve students’ outcome.

Parents. Parents will be at ease and worry-free since they know their child is

attending a school where excellent education is prioritized and implemented. The

findings of this study will help them understand how the game-based context clue

learning can help students improve their vocabulary mastery.

Future researchers. This study is expected to give valuable experience which

can be used to improve learning quality in other situations and provide information for

other researchers in improving the other technique by helping students on their

vocabulary mastery. Future researchers can use existing studies to inform

recommendations and intervention in relevant fields, which can have real-world impact.

Definition of terms

To give more vivid grasps of the study, the following terms which are quite used

in the study are operationally defined.

Vocabulary. A list or collection of words and phrases usually alphabetically

arranged and explained or defined.

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Mastery. Refers to a high level of proficiency and competence in

understanding, using, and manipulating words in language.

Pretest. A test to determine the level of vocabulary mastery of the students

before intervention.

Post test. A test given to students after completion of an instructional program

or segment and often used in conjunction with a pretest to measure their achievement

and the effectiveness of the program.

Synonyms. A word or phrase that means exactly or nearly the same as another

word or phrase in the same language, for example shut is a synonym of close.

Definition. Definition context clues give the reader the actual meaning of the

word in the sentence. Look at this example: The man's obesity, or too much fat, caused

much worry for the doctor. This sentence actually tells the reader that obesity means

too much fat.

Pictionary. A board game in which players advance by successfully identifying

the words represented by pictures drawn by other players.

Crossword Puzzles. A word puzzle that takes the form of a rectangular grid of

white and black shaded squares. The goal is to fill the white squares with letters,

forming words, by solving clues which lead to the answers. Brush up your brain with

this simple and addictive game and improve your English vocabulary.

Word Search Game. A word game that consists of the letters of words placed

in a grid, which usually has a rectangular or square shape. The objective of this puzzle

is to find and mark all the words hidden inside the box.
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CHAPTER 2

METHOD

In this chapter the researchers present the research design, participants

of the study, locale of the study, research instruments, data gathering procedure, and

data analysis.

Research Design
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This study is a quasi-experimental, particularly with a one-group pretest

and post-test design where the researchers do not randomly assign participants

(Campbell & Stanley, 1967). The same variable is tested in one group of participants

before (pretest) and after (post-test) an intervention. This research method entails

obtaining measures before and after a treatment, allowing observation of treatment

effects on a specific group.

Participants of the Study

The study involved the Grade 11 Science Technology Engineering Mathematics

(STEM) students of section Faith of Mangagoy National High School, specifically

those who were identified as having poor vocabulary mastery. This statement is

supported by the senior high English teachers and the class adviser of Grade 11 STEM

Mangagoy High School. According to them the chosen class has a high percentage of

frustration level when it comes to vocabulary mastery. The class adviser also

recommended this class as the participants of the study in a hope that there will be a

change to students’ poor performance of vocabulary mastery.

Locale of the Study

This study was conducted at Mangagoy National High School, which is located

at Purok 4 Cauntuan, Panaghiusa District, Mangagoy, Bislig City, which is 1kilometer

from the heart of Barangay Mangagoy. This institution is one of the public secondary

schools in Bislig City Division that offers Grade 7 and Grade 12. This was founded by

the late Barangay Captain, Hon. Anita A. Banalo in 1999.

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Figure 2: The Map and Image of Mangagoy National High School

Research Instruments

The researchers utilized the following instruments for this study.

Assessment tool:

A pre-test was utilized to determine the vocabulary mastery of the students

through the use of adapted materials, namely the Analogy test, multiple choice, and

matching type. These were the test materials that measured the prior knowledge of the

students' vocabulary. The pre-test was composed of 30 items: a 10-item analogy test

for test one, 10 items matching type for test two, and 10 items multiple choice.
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Intervention Tool

Pictionary. A game where players draw pictures to help others guess a

specific word or phrase. This game enhances vocabulary mastery, creativity, and

teamwork through the use of visual clues.

Word Search Game. A word game that consists of the letters of words

placed in a grid, which usually has a rectangular or square shape. The objective of this

puzzle is to find and mark all the words hidden inside the box.

Crossword Puzzles. A game with a rectangular template consisting of black

and white colored boxes equipped with 2 lanes, namely horizontal (a collection of boxes

that are one row and several columns) and descending (a group of boxes with one

column and one column). several lines). It also consists of squares that must be filled

with words or numbers, one letter or number per square. This game aims to foster and

develop thinking skills, especially in the cognitive domain. This encourages

collaboration and peer-assisted learning.

These instruments utilized in each intervention comprise a number of strategies

that could assist students in overcoming difficulties in vocabulary mastery.

Furthermore, intervention tool is administered to determine whether or not the students

have truly improved by following each session.

Table 1.
Intervention Plan

1 Day Testing Pre-test

Content FOCUS Intervention
Week 1
Day 2 Synonym Clues Pictionary
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Explain Critical
Reading as a Form
of Reasoning
Day 3
( EN11/12RWS-
IVac-8)
Day 4 Post test
Week 2
Day 1 Formulate
Evaluative
Statement about a
text read Example Clues Word Search Game
Day 2
(EN11/12RWS-
IVac-9)
Day 3 Post test
Week 3
Day 1 Identify the unique
features of and
requirements in
composing texts that
Definition Clue
are useful across Crossword Puzzles
Day 2
discipline

(EN11/12RWS-
IVdg-12)
Day 3 Post test
1 Day Testing Post test

Week 1

The researchers administered a pre-test on the first day of week 1 to determine

the students' vocabulary mastery. On the second day, the researchers introduced the

first intervention, "Pictionary," and then covered "Synonym Clues" using the topic
 26

“Explain Critical Reading as a Form of Reasoning.” The post-test was administered by

the researchers on the last day.

Week 2:

On the second week, the researchers covered “Example Clues” and used the

“Formulate Evaluative Statement About a Text Read" as a topic on the first day of class.

On the second day, the "Word Search Game" intervention was carried out, and on the

third day, the post-test was conducted.

Week 3:

On the third week, the researchers used “Identify the Unique Features of and

Requirements in Composing Texts that are Useful Across Discipline" as a topic to

illustrate “Definition Clues” on the first day of class. The "Crossword Puzzles" was the

third intervention. The post-test about the last intervention was carried out by the

researchers on the third day. On the fourth day, the students took a post-test

administered by the researchers to see if their vocabulary had improved as a result of

the intervention.

Data Gathering Procedure

The researchers agreed to the intervention schedule set up by the subject

teachers and advisers for the intervention. The data gathered was divided into three

phases.

1. Pre-Implementation Phase
 27

⚫ The researchers spoke to the school administrator in her office and

showed her the letter asking permission to conduct a study at Mangagoy

National High School (MNHS).

2. Implementation Phase

In this phase, the activities were conducted to the identified students. The

participants had (3) interventions which were listed below:

• Pictionary. A game where two players to help others guess a specific word

or phrase.

• Word Search Game. A word game that consists of the letters of words

placed in a grid, which usually has a rectangular or square shape.

• Crossword Puzzles. A word puzzle that takes the form of a rectangular grid

of white and black shaded squares. The goal is to fill the white squares with

letters, forming words, by solving clues which lead to the answers.

3. Post- Implementation

⚫ Using the procedures for the collection of answers as on the pre-test, the

researchers administered the post-test to the identified respondents.

⚫ The researchers checked, recorded, and analyzed the results with their

statistician, resulting in a clear and precise analysis for conclusion.

⚫ Using Game-Based Context Clues procedures as the interventions towards

vocabulary mastery of Grade 11 Science and Technology Engineering

 28

Mathematics (STEM) Students, the researchers were able to determine

whether or not the students' vocabulary skills had improved.

Data Analysis

The researchers used graphs and tables to present the data gathered after the

completion of the three-week intervention. Moreover, to examine the data, the

researchers also used rating scales, paired sample t-tests, mean, and the frequency and

percentage.

To answer objective one. The researchers used an adapted and modified

vocabulary proficiency Scale by Koizumi and In'nami (2013), to determine the

students’ vocabulary mastery of Grade 11 Science and Technology Engineering

Mathematics (STEM) students of Mangagoy National High School.

Table 2.

Vocabulary Proficiency Scale

No. Classification Score Percentage

1 Excellent 30 100%
2 Fair 23-29 75%-99%
3 Poor 18-22 60%-74%
4 Very poor Below <50%
 29

To measure the effectiveness of Game-Based on vocabulary mastery before and

after the three-week intervention, the researchers employed the pre analysis and post

analysis results. They calculated this using the paired sample t-test with the following

formula:

D = Difference Score

̅ = Mean of the sample difference scores

𝐷

𝜇𝐷 = Mean of the population of difference scores

𝑆𝐷 = Standard deviation of the sample difference scores

N = Number of difference scores

̅ ) = Sum of squares of sample difference scores

𝑆𝑆𝐷 = ∑(𝐷 − 𝐷

With the aid of a statistician, the researchers ran a dependent paired sample t-

test using the statistical package for social sciences (SPSS) program. When used

appropriately, this strategy showed how significantly pupils' word skills changed before

and after the interventions were implemented.

CHAPTER 3

RESULT AND DISCUSSION

 30

On this chapter, the data results, interpretation of the tabulated data, and

discussion of the results are presented. The presentation of results and findings answer

the stated research problem and purpose.

The result of the researchers’ pre-test given to the Grade 1l Science and

Technology Engineering Mathematics are shown in the table.

Table 3.
Level of Vocabulary of the students during Pretest.
Classification Frequency Percentage

Excellent 0 0%

Fair 0 0%

Poor 3 20%

Very poor 12 80%

Total number of Participants: 15

Table 3 shows the level of vocabulary mastery of the 15 participants of Grade

11 Faith students of the above-mentioned school during the 30-item pretest conducted

by the researchers. Based on the table, there are 3 (20%) students got the poor level,

and the majority of students got the very poor level of the scale. The result shows that

the remaining 12 students fall under the very poor level which is 80% of the scale.

The table presented above is similar to the finding of Jamrewav (2022). In her

study in Makassar, students have a very low score upon taking the test before the

intervention, the pre-test. However, after carrying out the context clues as an

intervention, the students’ vocabulary understanding increased in all vocabulary

indicators, such as identifying complex vocabulary and finding the meaning of words
 31

in the reading text. Jamrewav result emphasized the limited vocabulary mastery of their

participants. This alignment suggests that the vocabulary mastery problem of Grade 11

Faith students is evident and not an isolated problem.

Moreover, given the result, over 80 % of the participants were classified as

having a very poor vocabulary mastery and over 20% were classified as having a poor

vocabulary mastery, this issue demands urgent attention.

Figure 3. Level of Frequency of Grade 11 Faith students during the Pre-Test

Figure 3 presents the result of the pretest accumulated by the researchers. It

vividly shows the result where 3 students or 20% got 18 points, and 2 students or 13.3%

got 16 points as well as the 4 students or 26.7% got 14 points in the test. Moreover, 3

students or 20% got 12 in the test. Lastly, 3 students or 20% got the score 10 in the test.
 32

Therefore, the result shows that the students fall under the very poor level which is less

than 50% of the scale.

According to the study of Jamrewav (2022), most of their participants shows a

very poor vocabulary mastery, failing into the very poor category. This result indicates

that the participants' vocabulary is inadequate and points to the necessity of more

thorough discussion and intervention to improve vocabulary.

Similarly, Stevani and Tarigan (2020) found that lack of clues in the sentences

and passages can hamper the learning and mastering the vocabulary. They believe that

some words are difficult to learn and master and it challenges the students in learning

new vocabulary words and mastery. Hence, vocabulary mastery is challenging to the

students if the sentences and passages is lack of clues.

Table 4.
Level of Vocabulary Mastery of Grade 11 Faith students during Post Test.

Classification Frequency Percentage

Excellent 0 0%
 33

Fair 5 33.3%

Poor 9 60%

Very poor 1 6.7%

Table 4 shows that the majority of students (60%) were in the poor level,

indicating some students were struggling but could have shown improvement.

Additionally, a smaller percentage (33.3%) were initially in the fair level, showing that

some students have the highest performance category. However, the fact that 1 (6.7%)

is under the very poor level after the intervention suggests a negative outcome, as there

is still one student falling into the lowest performance category.

The result is anchored to the study of Samortin (2020), wherein there is an

improvement of the students’ vocabulary mastery after the intervention. Samortin

discovered that the Gamified Learning Activities introduces new words more

successfully than the traditional method. Additionally, the study reveals a significant

distinction between the pretest results of the two groups (the experimental group and

the control group); in the experimental group, it is shown that the effectiveness of

learning new words through games is well attained, and the students' motivation to learn

is sparked by the aforementioned learning strategies.

Moreover, this was observed in the study of Orejuela et al. (2022) titled

"Flipping the Language Classroom: Effects of Gamifying Instruction in the English

Language Proficiency of Filipino ESL Students," which sought to determine the

effectiveness of gamifying instruction in the English language proficiency of Grade 8

 34

Filipino ESL students in one university in Bicol, Philippines. The findings reveal a

significant difference between the pre-test and post-test results of the respondents,

indicating that gamification helped improve the students' level of English proficiency.

The statistical analysis further confirmed that the three games introduced to the students

were highly effective. Based on these results, it was recommended that language

teachers use gamification as supplementary instructional material to enhance students'

English proficiency.

The distribution of vocabulary skills shows a clear gap in the students' abilities.

While many have fair proficiency, a smaller but significant number require

improvement. This insight can help educators focus on specific areas where vocabulary

teaching and support are needed to help all students improve their skills.

Consequently, game-based intervention has shown a significant positive impact on

students' memory retention, vocabulary mastery, and the mental aspects of reading

comprehension. Both teachers and students viewed this approach to practicing. Therefore,

incorporating Game-Based Context Clues and similar strategies could help enhance vocabulary

skills among Grade 11 students, as highlighted in figure 4.

Figure 4. Level of Frequency of Grade 11 Faith students during the Post Test.
 35

Figure 4 shows the results of the post-test conducted by the researchers. The

results show a differentiated breakdown of students’ performance. One student

garnered an impressive 26 points, representing 6.7% of the total participants. One

student achieved 25 points, constituting a substantial 6.7% of the participant group.

Also, three students secured 23 points, making up 20% of the total. Additionally, three

students earned 22 points, comprising 20% of the participants. 3 students gained 19

points, representing 20% of the participants. Furthermore, another 3 students scored 18

points, accounting for 20%% of the overall group. Lastly, one student got 16 points,

who achieved 6.7% of the participants. This detailed breakdown provides a

comprehensive overview of the distribution of scores across different point levels,

offering insights into the performance variation within the participant associates.

These findings align with the study of Austria and Velasco (2023) titled

“Interactive Learning Strategies and the Vocabulary Knowledge of Grade Seven

Students,” which aimed to determine the effects of Interactive Learning Strategies

 36

(ILS) such as Word Wizard, Word Connect, Synonyms Word Game, and Day’s Word

on students' understanding of word meaning, word use, and context clues. The results

of the pre-test and post-test reveal a significant improvement with the post-test scores

highlighting the effectiveness of these strategies in enhancing vocabulary knowledge

in these areas. Additionally, Samortin (2020) study shows a notable difference in the

pre-test results between the experimental and control groups. In the experimental group,

learning new words through games proved highly effective, and the learning strategies

used significantly boosted students' motivation to learn.

This was reiterated by the study of Orejuela et al. (2022), the respondents'

results indicate that gamification contributed to improving the students' English

proficiency. Statistical analysis further validated the high effectiveness of the three

games introduced. Consequently, it was suggested that language teachers incorporate

gamification as a supplementary teaching tool to enhance students' English proficiency.

 37

Figure 5. Comparison of the Pre-test and Post test Results of the Respondents.

Figure 5 presents the students' scores from the 30-item pre-test and post-test

conducted before and after the intervention. The post-test results show that the game-

based context clues significantly boosted the students' scores, indicating an

improvement in their listening skills as well.

As confirmed by the study of Sayd and Nazarudin (2022), Game-Based

Learning (GBL) has proven to be an effective method for enhancing vocabulary

mastery. The use of word games, in particular, have shown to significantly improve

students' ability to learn and retain new vocabulary. The researchers observed that many

English teachers spend a lot of time asking students to read passages silently. However,

this approach often leaves students unable to recognize or use contextual clues, signals,

and reading strategies. This challenge is especially true for learners with poor

knowledge and decoding skills. The study emphasizes the importance of incorporating

engaging methods like GBL to address these issues and enhance students' vocabulary

learning.
 38

Table 5.

Significant Difference between the level of vocabulary mastery of Grade 11 Faith

Students Before and After the Intervention

Paired Differences
95%
Confidence
Std. Interval of the Sig
Std. Error Difference (2-
Mean Deviation Mean Lower Upper t df tailed)
Pre-
Test
–
Pair Post-
1 Test 7 2.7774 0.7171 5.461 8.538 2.144 15 .000
Shown in table 5 is the significant difference between the level of vocabulary

mastery of Grade 11 Faith students before and after the intervention aimed at enhancing

vocabulary mastery. The mean difference between the pre-test and post-test scores is 7,

indicating a substantial decrease in vocabulary skills after the intervention. The

standard deviation of these differences was 2.78, with a standard error of 0.71. The 95%

confidence interval for the difference ranged from 5.461 to 8.538, suggesting that we

can be confident the true difference lies within this interval.

A paired samples t-test was conducted to compare these differences, resulting

in a t-value of 2.144 with 15 degrees of freedom (df). This t-value was highly

statistically significant (p < .000), leading to the rejection of the null hypothesis of no

significant difference between the vocabulary skills before and after the intervention.

Therefore, the observed decrease in vocabulary mastery is unlikely due to random

chance alone. This finding suggests that the intervention had a measurable impact on
 39

the vocabulary skills of Grade 11 Faith students, demonstrating a statistically

significant decline following its implementation.

 40

Chapter 4

SUMMARY, CONCLUSION, AND

RECOMMENDATIONS

This part presents the summary, conclusions, and recommendations about the

findings of this study.

Summary

This study aimed to improve the vocabulary mastery of grade 11 STEM students

of Mangagoy National High School through game-based context clues.

Specifically, this study sought to answer the following questions:

1. What is the level of vocabulary mastery of students before integrating game-

based context clues?

2. What is the level of vocabulary mastery of students after integrating game-

based context clues?

3. Is there any significant difference of the students’ level of vocabulary mastery

before and after integrating game-based context clues?

The researchers conducted the activities over a three-week period. To determine

the number of students who passed and failed the pre-test and post-test, the researchers

used the Statistical Package for the Social Sciences (SPSS) to calculate scores and

compare the listing of scores and percentage of respondents.

 41

Findings

The study yielded the following results:

1. Before the intervention, fifteen (15) out of fifteen (15) respondents or 100% of

the students were under Poor and Very poor Level.

2. After the interventions, there were fourteen (14) respondents, or 93.3% who

have improved to the poor and fair Level, one (1) or 6.7% moved to the very

poor level, while no student got the lowest score.

3. The results of the pre-test scores before the intervention and post test scores

after the intervention yielded a significant mean difference of 7 with a standard

deviation of 2.77746.

The post-test reveals a significant improvement in their vocabulary level. In the pre-

test, the students obtained low scores, and after the intervention, the students’ scores

improved. This positive outcome underscores the effectiveness of the implemented

intervention in improving the vocabulary mastery of the students.

Conclusions

Based on the findings of this study, the researchers arrived at the following conclusions:

1. Before the three-week intervention, the level of the respondents’ vocabulary

mastery was mostly under the Poor Level.

2. After the conduct of the three-week intervention the vocabulary mastery of

most of the respondents improved from very poor level to poor.

3. Game-based context clues made a significant difference in the vocabulary

mastery of the students. Thus, the hypothesis shows that there is a significant
 42

difference in the level of the vocabulary mastery of the Grade 11 Faith students

before and after the application of the interventions.

Recommendations

The researchers believe that the study increases vocabulary mastery. As the

investigation progressed, a number of categories became visible to be potential

candidates for further research. The following are the suggestions:

Students

• Students should engage themselves in any sort of word games to acquire new

words and increase their vocabulary. Students also must read regularly, use

dictionary to look up unfamiliar words.

Schools

• Schools should work more to clearly define the area of knowledge while

utilizing Game-based context clues to expand their students' vocabulary

mastery. Provide also technologies to make teaching easier for teachers and to

help students understand lessons more effectively.

Teachers

• Teachers must provide activities that may improve students' vocabulary mastery

such as word games and different activities that enable students acquire new

words and develop their vocabulary mastery. Teacher should monitor students’

learning and assess students.

Future Researchers
 43

• Future researchers who wish to conduct the same study may include other game-

based context clues activities that are not included in this study. They may also

use other integration in those activities such as the integration of audio and video

or audio and picture in their study.

 44

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and Technology on Social Science 2022 (iCAST-SS 2022) (pp. 321-326). Atlantis
Press.
https://books.google.com.ph/books?hl=en&lr=&id=XrykEAAAQBAJ&oi=fnd&p
g=PA321&dq=Sayd,+A.+and+++Nazarudin,+H.(2020).+&ots=u1ST6cirLC&sig
=7EGutjtt6Pkf3Vwwj3ojK8F6mcs&redir_esc=y#v=onepage&q=Sayd%2C%20A.
%20and%20%20%20Nazarudin%2C%20H.(2020).&f=false

Scott, S., & Palincsar, A. (2013). Sociocultural theory. https://www.dr-

hatfield.com/theorists/resources/sociocultural_theory.pdf

Sharma, D., & Sharma, J. (2023, July). EVOLUTION OF GAMIFICATION, ITS

IMPLICATIONS, AND ITS STATISTICAL IMPACT ON THE SOCIETY. In
International Conference on Emerging Trends in Design & Arts (Vol. 4, No. 2SE,
pp. 8-20). https://www.researchgate.net/profile/Deepak-Sharma-
220/publication/373644913_EVOLUTION_OF_GAMIFICATION_ITS_IMPLIC
ATIONS_AND_ITS_STATISTICAL_IMPACT_ON_THE_SOCIETY_Correspo
nding_Author/links/64f5c2c3827074313ff9b29b/EVOLUTION-OF-
GAMIFICATION-ITS-IMPLICATIONS-AND-ITS-STATISTICAL-IMPACT-
ON-THE-SOCIETY-Corresponding-Author.pdf
 48

Simamora, M. W. B., & Oktaviani, L. (2020). WHAT IS YOUR FAVORITE MOVIE?: A

STRATEGY OF ENGLISH EDUCATION STUDENTS TO IMPROVE
ENGLISH VOCABULARY. Journal of English Language Teaching and Learning,
1(2), 44–49. https://doi.org/10.33365/jeltl.v1i2.604

St Asriati, A. M. (2021). IMPLEMENTING CONTEXT CLUES STRATEGY TO

IMPROVE STUDENTS’READING COMPREHENSION. English Language
Teaching Methodology, 1(1), 1-8.Nation, I. S. P. (2022, June 1). The Cambridge
Applied Linguistics Series. Cambridge Core.
https://www.cambridge.org/core/books/learning-vocabulary-in-another-
language/cambridge-applied-
linguistics%20series/835A160179EA87DD3F6E6CBFA9CEA08D

Stevani, M., & Tarigan, K. E. (2022). Evaluating English textbooks by using Bloom’s
taxonomy to analyze reading comprehension question. SALEE, 4(1), 1–18.
https://doi.org/10.35961/salee.v0i0.526

Suryadi, S., Widyaningrum, W., & Erlangga, F. (2020). The effects of Google Word coach
game and vocabulary mastery on students’ speaking skill. Ethical Lingua, 7(1), 92–
100. https://doi.org/10.30605/25409190.146

Susanti, J., & Andriani, N. (2021). The effect of word find game on vocabulary mastery
by seventh-grade students of SMP Darussalam Medan. Journal MELT (Medium for
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speaking. SELL Journal, 5(2580–8400). https://doi.org/10.31597/sl.v5i2.424
 49

APPENDICES
 50

Appendix A

(Letters to the Validators

and Principal)
 51

Lette
52
53
 54

Appendix B

(Curriculum Vitae)
 55

PERSONAL INFORMATION

Name: Jason A. Andoy

Age: 28

Contact Number: 09056376314

Address: Poo, Kinablangan, Baganga, Davao Oriental

Birthdate: March 4, 1996

Birthplace: Poo, Kinablangan, Baganga, Davao Oriental

Father’s Name: Jacinto P. Andoy

Mother’s Name: Liliosa A. Andoy

Educational Attainment

Level School Year Graduated

Elementary Poo Elementary School 2007-2008

Secondary Kinablangan National High School 2011-2012

Professional North Eastern Mindanao State University 2024-2025

 56

PERSONAL INFORMATION

Name: Edizon S. Butulan

Age: 22

Contact Number: 09553460017

Address: P1 Mansailao, Lingig, SDS.

Birthdate: November 10, 2002

Birth place: Mansailao, Lingig, SDS

Father’s Name: Herculano A. Butulan

Mother’s Name: Lucily S. Butulan

Educational Attainment
Level School Year Graduated

Elementary Mansailao Elementary School 2013-2014

Secondary Lingig National High School 2017- 2019

Professional North Eastern Mindanao State University 2024-2025

 57

Appendix C

(Validators and Statistician’s Profile)

 58

PERSONAL INFORMATION

Name: Aivey Lyn L. Guadalquiver Age: 34

Sex: Female

Address: P-10 Sug-obon, Tabon, Bislig City

Contact Number: 09947738694 Occupation: Teacher

Assigned School: Mangagoy National High School

Position: Teacher II Year of teaching: 10

Subject/s Taught: General Mathematics, Statistics and Probability

Highest Education Attainments:

Educational Level School Address Graduated

Elementary Mangagoy Central Andres Soriano 2002

Elementary School Ave. Mangagoy,

Bislig City

Secondary John Bosco College Mangagoy, Bislig 2007

 59

City

Tertiary Bohol Island State Tagbilaran , Bohol 2011

University

Andres Soriano Andres Soriano 2013

College Ave. Mangagoy,

Bislig City

Others

(Graduate Andres Soriano Andres Soriano Undergraduate

Studies) Colleges of Bislig Ave. Mangagoy,

Bislig City
 60

PERSONAL INFORMATION

Name: Michael Vicent N. Asuncion Age: 37

Sex: Male

Address: Core 2, Mancarugo Bliss, Bislig City

Contact Number: 09452237918 Occupation: Teacher

Assigned School: Mangagoy National High School

Position: Teacher II Year of teaching: 11 years

Subject/s Taught: Reading and Writing Skills, Introduction to Philosophy, Personal

Development, Practical Research 2 , English for Academic and

Professional Purposes, Contemporary to the Modern World, and

Philippine Arts (CPAR)

Highest Education Attainments:

Educational Level School Address Graduated

Elementary Mangagoy Central Mangagoy, Bislig 1999-2000

 61

Elementary School City

Secondary Tabon Maximino Tabon, Bislig 2004- 2005

Estrella National City

High School

Tertiary Saint Vincent De Andres Soriano 2010-2011

Paul Diocesan Ave. Mangagoy ,

College Bislig City

Others North Eastern Tandag City, 2015

Mindanao State Surigao del Sur

University - Tandag

(30 Units)
 62

PERSONAL INFORMATION

Name: Kevin B. Espiel Age: 37

Sex: Male

Address: P3 Castillo Village District, Mangagoy, Bislig City

Contact Number: 09946099177 Occupation: Teacher

Assigned School: Mangagoy National High School

Position: Teacher III Year of teaching: 12 years

Subject/s Taught: Practical Research 1 & 2, Reading and Writing Skills, Oral

Communication, and Creative Writing

Highest Education Attainments:

Educational Level School Address Year

Graduated
Elementary Mangagoy Andres Soriano Ave. 2000
Elementary School Mangagoy , Bislig City
Annex-1
Secondary Tabon Maximino Tabon, Bislig City 2004
Estrella National
High School
 63

Tertiary Saint Vincent De Andres Soriano Ave. 2010

Paul Diocesan Mangagoy , Bislig City
College

Others Andres Soriano Andres Soriano Ave. 2015

(Graduate Colleges Mangagoy , Bislig City
Studies)
 64

APPENDIX D

(Raw Score and DTR- Daily Time Record)

 65

RAW SCORES OF STUDENTS’ PRETEST AND POST TEST RESULTS

 66

STUDENTS’ RAW SCORE FOR RELIABILITY TEST

 67

DAILY TIME RECORD (DTR)

68
 69

APPENDIX E

(Research Instruments)
70
71
 72

APPENDIX F

(Lesson Plans)
 73

Republic of the Philippines

DEPARTMENT OF EDUCATION

Caraga Administrative Region

BISLIG CITY DIVISION

Bislig City

MANGAGOY NATIONAL HIGH SCHOOL

Mangagoy, Bislig City

Detailed Lesson Plan in Reading and Writing Skills

First Semester / S.Y 2024-2025

School MANGAGOY Grade Level GRADE 11 HUMSS- HOPE

NATIONAL HIGH
SCHOOL
Teacher JASON A. ANDOY Learning Area READING AND WRITING
Time OCTOBER 8, 2024 Quarter SECOND QUARTER (WEEK 6-7)
& (8:18 AM - 9: 54
Dates AM)

I. OBJECTIVES

A. Content Standards The learner understands the relationship of a written text and the
context in which it was developed.
B. Performance Standards The learner writes a 1000-word critique of a selected text on the basis
of its claim/s, context, and properties as a written material.
C. Learning Explain critical reading as a form of reasoning
Competencies/Objectives
Write the LC code for each
EN11/12RWS-IVac-8

Objectives:
 74

At the end of the lesson, the students are expected to;

a. identify assertions;
b. define critical reading and reasoning
c. determine evidence;
d. formulate counterclaim; and
e. differentiate reading and critical reading
II. CONTENT Explain Critical Reading as a Form of Reasoning

III. LEARNING RESOURCES

IV References W2 (1).pdf

1. Teacher’s Guide Pages Pages: 5-7

2. Learner’s Materials Pages Pages: 5-7

3. Textbook Pages N/A

4. Additional Materials from

Learning Instructional materials, PowerPoint, TV screen
Resource (LR) Portal
V. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Reviewing previous lesson or (5 minutes)
presenting the new lesson
Best morning class,

✓ To formally start, may I

request everyone to please
stand and let us all have a
• Let us all stand for a
prayer.
prayer. In the name of
the Father, the Son, and
the Holy Spirit…..
1. Prayer
Before we start our discussion,

may I request everyone to

please stand for the prayer.

 75

• None, sir!

2. Greetings
Best afternoon,

everyone! How are

• Not yet, sir!
you today?
• (singing of “Teacher’s
Greetings”)
That’s good to know.

3. Attendance
Are there any

absentees today?

4. Energizer • We’re good, sir.

This time, to spice up to mood,

let’s have a quick energizer. Does

anyone of you here know the

“Teacher’s Greetings”?

okay, don’t worry because we

will sing it right now.

 76

5. House Rules
Maintain cleanliness

Unite with your classmates

Start your day with a smile

Instill positivity

Camaraderie

◼ Greetings

Alright, best morning once again

class!

: How are you today?

: That’s nice to hear that you are all

doing well and having fun.

■ Recapitulation
 77

N/A

■ Collecting of Assignment
N/A

B. Establishing a purpose for the Every lesson corresponds purpose

lesson that needs to be achieved so that we
will have a meaningful and sensible
direction of our discussion. Now, I
want everybody to read the
objectives.

Objectives: Objectives:
At the end of the lesson, the At the end of the lesson,
students are expected to; the students are expected
a. identify assertions; to;
b. define critical reading a. identify
and reasoning assertions;
c. formulate b. define critical
counterclaim; reading and
d. determine evidence; reasoning
and c. formulate
e. differentiate reading counterclaim;
and critical reading. d. determine
evidence; and
e. differentiate
reading and
critical reading.

I hope we will be able to

achieve these objectives all
throughout the discussion. I
am pretty sure that it will only
be achieved if you follow and
embody the classroom rules, I
just instructed to you.
 78

C. Presenting examples/instances Since everything is clear, I have

of the new lesson prepared an activity which I call;

Direction: “Pictionary”
• you will be grouped into 4.
• Pasted on the board are the
pictures that you are going to
define.
• All you have to do is to define
the given words in one to two
words.
• Cite words as many as you
can within 2 minutes.
• Yes, sir.
Are instructions clear?

1 2

3 4

5
 79

Answers key:

1. Reading, critical, critical

reading
2. Argument, rebut, claim,
assert
3. Evidence
4. Hedges, gap, boarder,
boundary
5. Courteous, polite, kind,
 80

D. Discussing new concepts and Did you enjoy the activity?

practicing new skills #1 If that so, let’s have another activity.
Everybody, read the directions.

Direction: Direction:
• Go with your respective • Group yourselves into 4.
group. • The teacher will present a
• The teacher will present a passage on the board.
passage on the board. • All you have to do is to
• All you have to do is to identify which of the
identify which of the phrases phrases or statements are
or statements are assertions or assertions or claims,
claims, reasoning, and reasoning, and evidence.
evidence.

Are the instructions clear? • Yes, sir!

Crecencian T.V.L. senior high

school graduates are capable of

joining the workforce and being

globally competitive skilled

workers since passing the

National Competency II

examination is the result of the

in-depth training that they had

developed while in school.

Crecencian T.V.L instructors are

highly skilled in their field of

specialization. They are NC III & IV

holders and have years of

• Yes, sir!
 81

experience in the industry before

joining the academe. Many of the

skilled graduates are now hired

by different corporations and - (student answers)

some of them continue their

- (student answers)
college education in connection

with their chosen strand.

- (student answers)

Legend:

Green – claim

Skyblue – reason
- Explain critical reading
Yellow – evidence as a form of reasoning

Did you enjoy the activity?

If that so, let me ask you

questions.

• Does any one of you here

loves to read? And why?

• Do you like to share what

you just have read?

• How can you make sure that

you are sharing the right
information?
 82

Today we will know a lot of

information about critical reading

and before I dive into our proper

discussion, allow to introduce our

Most Essential Learning

Competencies. Our MELC today is

Explain critical reading as a form of

reasoning

EN11/12RWS-IVac-8
 83

E. Discussing new concepts and This time class, for you to really
practicing new skills #2 understand our lesson for today, I
want you to listen attentively for
you also to be able to participate all
throughout the discussion. Can I
expect that from you?

Now, I want someone who can

share their thoughts about critical
reading.

• Critical Reading
o Critical reading is
engaging in analytic
activity which
involves the reader
by asking questions
about the text and
the author’s claim.
o Critical readers are
doing the process of
evaluating,
analyzing, and
interpreting the
assertion of the
hidden meaning of
the whole text.
• Reasoning
o is an act of giving - None so far, sir.
statements for
justification and
explanation.
o It is the ability of
someone to defend
something by giving
out reasons.

Do you have any clarifications?

Okay, let’s move on to the…

Steps Used in Critical Reading as

Reasoning
by Maxine Rafaella C. Rodriguez
and Marella Therese A. Tiongson
 84

1. Identifying assertions
o Identify by a
common type of
assertion such as
fact, convention,
opinion and
preference.
2. Formulating
counterclaim
o Counterclaims
are made to
rebut a previous
claim.
3. Determining evidence
o Evidence is the
details given by
the authors to
support his/her
claims.

Example:
You are asking your father for an
android cellphone, that is your
claim. Then your father answers
you. “No, you can’t!” this is his
counterclaim. He might say that
you already have a cellphone.

Therefore, when you are going to

formulate reason for the
counterclaim, you should state the
reason why you are asking for an
android cellphone. You might say
that you could use it in your online
classes because Android cellphone
would be very useful in this new
normal classroom set-up.

When you write your counterclaim,

you are expressing unfavorable
statements. Therefore, it is needed
to use hedges words or phrases to be
able to give a courteous tone.
 85

Different Forms of Hedges

Modals: may, could, would, should,

might, certain, must, etc.
Frequency adverbs: usually,
generally, commonly
Probability adverbs: probably,
possibly, presumably

Example:

The common colds caused

by a virus.

With hedges:
The common colds must be
caused by a virus.

The common virus is certain

to be caused by a virus.

F. Developing mastery (Leads to Is my discussion clear? Yes, sir!

Formative Assessment 3)
If that so, let’s have an activity.
Get ½ sheet of paper cross wise.

Everybody read the direction.

 86

Choose the letter of the best

answer. Write the chosen letter on
a separate sheet of paper.

1. Fact, convention, opinion,

preference are common
types of assertion used in
A. Identifying assertion
B. Formulating
counterclaim
C. Determining evidences
D. None of the above
2. Critical reading is not to
criticize but to assess the
validity of the text
A. True
B. False
C. Both A & B
D. None of the above
3. Determining evidences is
A. Asserting facts to
support claims B.
Rebutting a previous claim
C. Conducting a survey
D. Showing courteous
4. Hedges are used to be
courteous in expressing
A. Evidence
B. Assertions
C. Counterclaims
D. Critical reading
5. Hypertext reading is more
difficult than intertext
reading.
A. True
B. False
C. Both A & B
D. None of the above
6. Your tone must be
courteous when you are
writing counterclaims.
A. True
B. False
C. Both A & B
D. None of the above
 87

7. It is an engaging in analytic
activity which involves the
reader by asking questions
about the text and the
author’s claim.
A. Evidence
B. Assertions
C. Counterclaims
D. Critical reading
8. Interaction with the text is
NOT necessary in
evaluating judgment.
A. True
B. False
C. Both A & B
D. None of the above
9. The following are the
forms of hedges, EXCEPT:
A. Modals
B. Frequency adverbs
C. Location adverbs
D. Probability adverbs
10. Which is an example of a
modal hedge?
A. Could
B. Probably
C. Usually
D. None of the above
11. Which is an example of a
probability adverb?
A. Could
B. Probably
C. Usually
D. None of the above
12. Which is a Frequency
adverb?
A. Could
B. Probably
C. Usually
D. None of the above
13. It is the ability of someone
to defend something by
giving out reasons.
A. Reasoning
B. Counterclaim
 88

C. Evidence
D. None of the above
14. Critical reading is meant to
assess the validity of
textual evidence and not
criticize.
A. True
B. False
C. Both A & B
D. None of the above
15. The following are hedges
used in frequency adverb
EXCEPT.
A. Usually
B. Generally
C. Commonly
D. Presumably

G. Finding practical applications ofNow, to really see your

concepts and skills in daily understanding about our lesson this
living morning. Let us measure your
understanding through practical
and realistic questions that may
lead to an in-depth understanding
of our lesson.

If you were a parent and your child

asks for an android phone and
his/her reason is just because most
of his/her friends already have one
while he/she has none. What
would be your counterclaim?

H. Making generalizations Do you really understand the • Yes, sir!

and topic?
abstractions about the lesson
If that so, I want you to answer this
question;
• Which do you think is more
difficult? Reading
ordinarily? Or reading
 89

critically? • (Sarmiento answers)

Can I hear the idea of

Sarmiento?

• In an actual situation, how • (Giray answers)

important critical reading is
in terms of relaying
information to your peers?

May I hear it from Giray?

I. Evaluating learning Get another ½ sheet of paper and

answer the following questions.

Identification: Identify which

statement is a claim, counterclaim,
and evidence. Underline the
claims, encircle the counterclaims,
and box the evidence.

For centuries, Philippines

has become popular for its prolific
writers when it comes to literary
undertakings. Although Philippine
literature at the turn of the 21st
century is considered to have a
brief history; however, most of its
writers have already left significant
marks in the minds and hearts of its
readers through their writings.
According to Uychoco (2016), Jose
Rizal’s undying Noli Me Tangere,
casts a long shadow on Philippine
 90

literature, today’s literary scene is

quite different from what it was in
the past. English as Second
Language teachers still introduce
this masterpiece to today’s
learners as it has emerged not only
flexible but innovative literature
that has been appreciated and
used in various literary learning
and even educational debates
about language.

Literary appreciation is a
way of expressing and
communicating one’s thoughts and
ideas about the texts read. It is not
just about reading and
appreciating them, it is also about
understanding their contexts.
Through this, both teachers and
learners will have a better and
wider mental grasp of what they
read. It is how we interpret what
we read that help us gain a general
knowledge of our history and
strengthen even our very own
personal reflection on our present
situation.
 91

Philippine literature helps

our Filipino learners catch a
glimpse of our culture and
heritage: that is to say, whatever
literary genre we read moves us,
triggers our wild imagination,
provokes our sense of curiosity,
and stirs our thoughts and feelings,
upon our own common experience
of our present situations. (Michelle
Banca, A Glimpse of 21st Century
Philippine Literature)

J. Additional activities forFor your assignment, write a

applications or remediation paragraph with any topic that
interests you. Use the outline as
your guide.
You will be graded based on the
rubric below.

I. What is your claim?

A. Supporting detail
B. Supporting detail

II. Write three lines or different

text evidences that support your
argument.
A.
B.
C.

III. Write a short counterclaim or

 92

counter-argument to the claim

Rubric
Criter 5 3 2
ia
Conte Conten Content Content
nt t is is good. is not
sensibl It catchy
e that it moderat and
catches ely involve
attentio catches s
n to the the discrim
reader. attention e-
of the nation.
reader.
Relate Claims, Some Variabl
d-ness reasons variable es are
, and s do not not
evidenc relate to correlat
es the ed to
correlat whole the
e with content. whole
each content
other. .
Gram- Structu Few A lot of
mar re of gramma gramm
the r errors ar
sentenc are errors.
e present.
observe
d
correct
use of
gramm
ar.

E. REMARKS

F. REFLECTION

A. No. of learners who earned

70% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
 93

continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other teachers.
 94

Republic of the Philippines

DEPARTMENT OF EDUCATION

Caraga Administrative Region

BISLIG CITY DIVISION

Bislig City

MANGAGOY NATIONAL HIGH SCHOOL

Mangagoy, Bislig City

Detailed Lesson Plan in Reading and Writing Skills

First Semester / S.Y 2024-2025

School MANGAGOY Grade Level GRADE 11 HUMSS- HOPE

NATIONAL HIGH
SCHOOL
Teacher JASON A. ANDOY Learning Area READING AND WRITING
Time OCTOBER 14, 2024 Quarter SECOND QUARTER (WEEK 6-7)
& (10:09am –
Dates 10:57am)

I. OBJECTIVES

A. Content Standards The learner understands the relationship of a written text and the
context in which it was developed.
B. Performance Standards The learner writes a 1000-word critique of a selected text on the basis
of its claim/s, context, and properties as a written material.
C. Learning Formulate evaluative statements about a text read
Competencies/Objectives (EN11/12RWS-IVac-9):
Write the LC code for each a. assertions about the content and properties of a text read
(N11/12RWS-IVac-9.1) and
b. counterclaims in response to claims made in a text read
(EN11/12RWS-IVac-9.2)
 95

Objectives:
At the end of the lesson, the students are expected to;
f. identify types of assertions;
g. determine statements to what type of assertion they fall;
h. formulate assertions and evaluative statements; and
i. write evaluative statements and an evaluation about the
content and properties of a written text.
II. CONTENT Formulate evaluative statements about a text read

III. LEARNING RESOURCES

IV References *readingandwritingskills_q4_m6_formulatingevaluativestatements_v
2.pdf
1. Teacher’s Guide Pages Pages: 5-10

2. Learner’s Materials Pages Pages: 5-10

3. Textbook Pages N/A

4. Additional Materials from

Learning Instructional materials, PowerPoint, TV screen
Resource (LR) Portal
V. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Reviewing previous lesson or (5 minutes)
presenting the new lesson
Best morning class,

✓ To formally start, may I

request everyone to please
stand and let us all have a
• Let us all stand for a
prayer.
prayer. In the name of
the Father, the Son, and
the Holy Spirit…
6. Prayer
Before we start our discussion,

may I request everyone to

please stand for the prayer.

- None, sir!
 96

7. Greetings
Best afternoon,

everyone! How are

you today?

That’s good to know.

8. Attendance
Are there any

absentees today?
- We’re good, sir.

9. Energizer
This time, to spice up to mood,

let’s have a quick energizer. Let’s - The topic that we had

was all Explain Critical
do the Agadoo dance. Reading as a Form of
Reasoning.

- (Students pass)

okay, don’t worry because we

will sing it right now.

10. House Rules

 97

Act kindly

Share your ideas

Silent when someone is talking

Engage with discussion

Respect your peers

Talk when necessary

◼ Greetings

Alright, best morning once again

class!

: How are you today?

: That’s nice to hear that you are all

doing well and having fun.

■ Recapitulation
 98

What was our topic last

meeting?

■ Collecting of Assignment
Pass all of your assignments.

B. Establishing a purpose for the Every lesson corresponds purpose

lesson that needs to be achieved so that we
will have a meaningful and sensible
direction of our discussion. Now, I
want everybody to read the
objectives.

Objectives: Objectives:
At the end of the lesson, the At the end of the lesson,
students are expected to; the students are expected
a. identify types of to;
assertions; a. identify types of
b. determine statements assertions;
to what type of b. formulate
assertion they fall; assertions and
c. formulate assertions evaluative
and evaluative statements; and
statements; and c. write evaluative
d. write evaluative statements and an
statements and an evaluation about
evaluation about the the content and
content and properties properties of a
of a written text. written text.
 99

I hope we will be able to

achieve these objectives all
throughout the discussion. I
am pretty sure that it will only
be achieved if you follow and
embody the classroom rules, I
just instructed to you.

C. Presenting examples/instances Since everything is clear, I have

of the new lesson prepared an activity which I call;

“Identy-three”

Everybody, read the direction.

Direction: Direction:
• Group yourselves into four (4) • Group yourselves into
• The teacher will be going to four (4)
present definitions on the • The teacher will be going
screen. to present statements on
• All you have to do is to the screen.
identify which type of • All you have to do is to
assertion do the given identify which type of
definitions fall. assertion do the given
• Each answer corresponds a statements fall.
task. • Each answer corresponds
• You will answer not just by a task.
saying the exact word of your • You will answer not just
answer but by doing the task by saying the exact word
assigned on each choice. of your answer but by
doing the task assigned
on each choice.

Are the instructions clear? - Yes, sir!

(The teacher will demonstrate how to

do each task in every choice.)

Choices Task
Fact Clap 5 times
 100

Convention Say “Ohaha”

Opinion Wiggle2
Preference Jump + yahoo!

Definition:
1. It is a statement that can be
proven objectively by direct
experience, testimonies of
witnesses, verified
observations, or the results of
research.

Answer: fact

2. It is a way in which something

is done similar to traditions
and norms.

Answer: convention

3. It is a statement based on facts

but is difficult to objectively
verify because of the
uncertainty of producing
satisfactory proofs of
soundness.

Answer: opinion

4. It states a personal choice in

which the writer is under no
obligation to support or prove
the truthfulness of the
statement.

Answer: preference

(Activity proper)
- Students participate.
 101

D. Discussing new concepts and Did you enjoy the activity?

practicing new skills #1 If that so, let’s have another activity.
Everybody, read the directions.

“Think about 8”

Everybody read the directions.

Direction: Direction:
• With your respective group, • With your respective
you will be given strips of group
paper with statements written • You will be given strips
on it of paper with statements
• Attached on the board are the written on it
types of assertions namely • Attached on the board are
fact, convention, opinion, and the types of assertions
preference namely fact, convention,
• All you have to do is to read opinion, and preference
the statement written on the • All you have to do is to
strip of paper you are holding read the statement
and then determine which written on the strip of
type of assertion you think it paper you are holding
falls. and then paste it to which
• You will be given 1:30 minute type of assertion you
to do the task. think it falls.
• You will gain 8 points for a • You will be given 1:30
correct answer. minute to do the task.

Statements:
1. According to experts,
seawater contains high
amounts of minerals such as
sodium, chloride, sulphate,
magnesium and calcium.
 102

Answer: fact

2. Seawater is classified as a
heterogenous and
homogenous mixture.
Answer: convention

3. Swimming in seawater is the

best activity to refresh and
relax your mind, body, and
soul.
Answer: opinion

4. I love to make frequent trips

to places with seawater rather
than those without it.
Answer: preference

Are the instructions clear?

If that so, let’s begin!

(Activity proper) - Yes, sir!

Alright. How was the activity? - Students answer.

Don’t worry because we will discuss

it later for you to understand it well
but before we dive into the proper
discussion, I want you to answer the
following questions first.

• How will you relate the two

activities we just did earlier? - Student answers
• How did you determine that
the statement you were
holding falls to a certain type
of assertion? - Student answers
• What do you think will be our
topic is all about today? - Student answers

Today we will know a lot of

information about formulating
evaluative statements and assertions.
Now, allow me to introduce our Most
 103

Essential Learning Competencies.

Our MELC today is Formulate
evaluative statements about a text
read (EN11/12RWS-IVac-9):
a. assertions about the content and
properties of a text read
(N11/12RWS-IVac-9.1)
 104

E. Discussing new concepts and This time class, for you to really
practicing new skills #2 understand our lesson for today, I
want you to listen attentively for you
also to be able to participate all
throughout the discussion. Can I
expect that from you?

(Along the discussion, the students

will play a wordsearch puzzle. It
would allow them to master their
vocabulary. This activity has
something to do with the action
research the Field Study students
are conducting.)

Okay, class. while we are learning in

today’s discussion, let’s play a word
search game. All you have to do is to
find the words or terms which for
you are difficult to understand. - Sir, yes, sir!
There are only five terminologies
that I inserted there and these words
are inline with our topic today. Each
word consists a point. Do I make
myself clear?
 105

Answer key:

Now, I want someone who can share

their thoughts about evaluative
statements.

Evaluative Statement
It is a statement that states
one's sound judgement about
something through writing
which is supported by
reasons and evidences.
It also presents the strengths
and weaknesses of
something based on a set of
criteria which needs to be
factual, substantial, and
unbiased.

How to Formulate an Evaluative

Statement:

To formulate an evaluative
statement, one needs to read
the entire text carefully and
critically to understand and
to check for possible
fallacies in the argument
presented by the writer.
 106

You may formulate your

evaluative statements in two
ways such as formulating
assertions and
counterclaims.

How are you going to form

evaluative statements?
1. Begin with the positives
before you point out the
negatives. Remember that
your evaluative statement
should be factual, substantial
and unbiased. When giving
your negative feedback, it
should not sound insulting
on the part of the evaluatee
(one who is evaluated).
2. Suggest a solution/s or
suggestion/s on how to
improve the written material
being evaluated and provide
justification how these will
work.
3. Keep your feedback concise
and precise.
4. Be careful in giving your
feedback. Since evaluations
pass judgment onto works of
authors, they must be written
and expressed with care and
much diligence.

Take a look at the given example

below:

(The teacher will provide hard

copy of the given situation and
evaluation)

SITUATION:
A student was tasked to compose a
poem that would express his
thoughts and feelings about various
events around him. After a while, he
submitted it to his teacher before the
 107

set deadline. As the teacher

evaluated his output, she was
impressed about the way the student
wrote his concrete poem using the
shape of a dove as the poem’s
structure to help the readers to easily
understand the meaning of his
writing. Surprisingly, he chose a
theme about the 2019 CoronaVirus
Disease that gives hope to the
readers who may be affected by the
pandemic. In addition to this, a good
physical and grammatical
arrangement of words were
evidently shown. Figurative
languages and imagery were also
used. However, the teacher found
out that the poem was written in
forced rhyme that may have caused
him to use inappropriate words.
Since the teacher wanted to improve
the writing skill of the student, she
then suggested to consider the use of
appropriate language over rhyme to
better connect with the audience.

EVALUATION:
1. You (referring to the writer)
composed an impressive
poem. It has a good physical
and grammatical
arrangement of words that
enhance the readers’ overall
experience. Another good
thing is that your chosen
theme is very timely that
gives hope to the readers in
this time of pandemic. When
it comes to the elements of
poetry, you used figurative
languages and imagery that
added spice to the overall
quality of your composition.
These literary devices stir up
and startle the readers’
imagination. Furthermore,
 108

the choice of writing

concrete poetry (a poetry of
which visual appearance
matches the topic of the
poem) with a dove as the
shape of the poem’s structure
contributes a lot in
understanding the meaning
of the poem.

Explanation: The evaluation

begins with an evaluative
statement that says, “You
(referring to the writer)
composed an impressive
poem.” It is followed by
giving a positive feedback to
the writer specifying the
strengths of the poem.

2. However, the rhyme of

your writing is forced. It
seems that the words were
chosen for the sake of having
a rhyming effect that
somehow affects the
emotional connection
between the reader and the
poem itself.

Explanation: In the second

paragraph, the evaluator
mentioned the weaknesses
she saw in the writing.

3. To improve your work, you

should be careful in
choosing the appropriate
words to be used to best
express the meaning and
emotions you would like
the readers to understand
and feel. It should be
considered over the rhyme of
the poem. Remember, a
poem may or may not have a
 109

rhyme but if you choose to

have one, the meaning and
the emotional appeal of the
poem should not be
compromised. In this way,
you can have a good
connection with the readers
and would therefore make
them appreciate your poem
more.

Explanation: Finally, a
suggestion was given to the
writer at the third paragraph
for the improvement of the
poem.

ASSERTION AND ITS TYPES

- A good critical reader does
not only understand the
meaning of a reading
material but also logically
evaluates whether the claims
of the writer are true or false.
Assertions serve as a primary
way for the readers to
consider and possibly agree
with the claims presented by
the writer in an expository
writing.

What is assertion?
- Assertions are declarative
sentences that give one’s
belief about something else
as if it is true though it may
not be.
- It is expressed as an
argument.
- Usually, these assertions
contain languages that
expresses evaluation such as
useful, significant,
important, insightful,
 110

detailed, up-to-date,
comprehensive, practical,
impressive, etc.

For example:
You were asked to answer the
question, “Do you believe
education should continue
regardless of the situation we
are facing right now?” and you
would give your opinion or
argument about it. Afterwards
you would make an assertion
whether you agree or disagree
with the issue, thus, take a stand
and support it with your reason/s.

Four Types of Assertions

1. Fact
is a statement that can
be proven objectively
by direct experience,
testimonies of
witnesses, verified
observations, or the
results of research.

Example:
According to experts,
seawater contains high
amounts of minerals such as
sodium, chloride, sulphate,
magnesium and calcium.
(The first sample sentence is
classified as a fact since the
mineral contents of seawater
can be tested and proven
through experiments and
researches.)

2. Convention
is a way in which
something is done
similar to traditions
and norms.
 111

Its truthfulness can

be verified only by
reference to
historical precedents,
laws, rules, usage,
and customs.
Something to note
about conventions is
that they may sound
factual due to their
being derived from
customs, but because
they are socially
accepted ways of
doing things, they
cannot be verified
objectively by
measurements.

Example:
Seawater is classified as a
heterogenous and
homogenous mixture. (The
second sample sentence is a
convention because the
classification of seawater is
based on the classification
system made by scientists
and is acceptable to the
scientific community.)

3. Opinion
is a statement based
on facts but is
difficult to
objectively verify
because of the
uncertainty of
producing
satisfactory proofs of
soundness.
Opinions result from
ambiguities; the
more ambiguous a
statement, the more
difficult it is to
 112

verify. Thus, they are

open to disputes.

Example:
Swimming in seawater is the
best activity to refresh and
relax your mind, body, and
soul. (The third sample
sentence is an opinion since
the claim is difficult to prove.
The truthfulness of the claim
may be true to some but not
to others.)

4. Preference
states a personal
choice in which the
writer is under no
obligation to support
or prove the
truthfulness of the
statement.
They are subjective
and cannot be
objectively proven or
logically attacked.

Example:
I love to make frequent trips
to places with seawater
rather than those without it.
(The last sample sentence is
a preference because it
expresses the personal
choice of the writer to places
with seawater over those
places without it.)

F. Developing mastery (Leads to Is my discussion clear? Yes, sir!

Formative Assessment 3)
If that so, let’s have an activity. Get
½ sheet of paper cross wise. Let’s
see if you really listened with my
discussion.
 113

Everybody read the direction.

Direction:
Identify the type of assertion in each
statement. (FACT, CONVENTION,
OPINION, PREFERENCE)

1. I would rather watch shows

than play computer games.
2. Roses grow best in soil
made of ¾ clay and ¼ sand
and loam.
3. In America, the bride's
family pays the majority of
the wedding costs.
4. Chocolates taste better than
ice cream.
5. Lions belong to the genus
Panthera which contains
well-known animals such as
the tiger, leopard, and
jaguar.
6. I think that green is the best
color.
7. I prefer to go to the
Maldives than to St. Gallen.
8. Corazon Aquino was the
11th president (and first
female president) of the
Philippines. She restored
democracy after the long
dictatorship of Ferdinand
Marcos.
9. The export of cut roses can
easily become one of the
most lucrative businesses in
the country.
10. President Rodrigo Duterte
signed the Bayanihan to
Heal As One Act on March
24, 2020.
 114

G. Finding practical applications of Now, to really see your

concepts and skills in daily understanding about our lesson this
living morning. Let us measure your
understanding by applying it in the
activity you are going to do at this
moment.

Everybody read the direction. Direction:

- Go with your
Direction: respective group
- Go with your respective - Read the poem
group written by
- Read the poem written by Meigma, a senior
Meigma, a senior high high school
school student. student.
- Construct 2-3 evaluative - Construct 2-3
statements about it by evaluative
answering the questions statements about it
written in the table below. by answering the
- Focus on its content and questions written
properties. in the table below.
- Present your work in front - Focus on its
of the class content and
- Follow the format being properties.
shown in the screen - Present your work
- You will be graded based on in front of the class
the scoring rubric. - Follow the format
being shown in the
screen
- You will be graded
based on the
scoring rubric.

- Yes, sir.

Are the directions clear?

Very good.

(Activity proper)

I hate my life
 115

And I won’t say

I’m good in my own way
I’m the worst
And you can’t tell me
I did my best
Because I knew
I’m a failure
It’s not true that I’m awesome
But I know

People hated me
I’m a disaster
A distress
They call me
Fool
Stupid
Unworthy
All these insults
I keep to myself
For a long time
Is this really me?
Are all of these true?
Believing in myself
It seems so hard
To be what they demand
How I wish
What does it feel?
To be myself

(Read from the bottom to the top)

QUESTIONS TO PONDER:

Follow this format in writing your

evaluation of the poem. Please use
the provided manila paper.

First Second Third

Paragra Paragra Paragra
ph (Give ph ph
positive (Mention (Suggest
feedback about the ways on
to the weakness how the
writer es you writer
specifyin saw in can
g the the improve
 116

strengths poem). the

of the poem).
poem).
What can What part In what
you say of the ways do
about the poem did you think
poem? you find the writer
Mention less can
3-5 interestin improve
things g? Why? the
that make poem?
it List
impressiv down at
e. least 3
ways.

SCORING RUBRIC
5 3 1
The The The
evaluatio evaluati evaluatio
n has an on has n has no
evaluative an evaluativ
statement evaluati e
that used ve statement.
an statemen
evaluative t but did
language not use
an
evaluati
ve
languag
e.
The The The
evaluatio evaluati evaluatio
n contains on n is
positive contains incomplet
and either e and it
negative positive lacks the
feedback and suggestio
as well as negative ns for the
suggestio feedbac improve
ns to k but ment of
improve there the
the poem. were no written
suggesti work.
 117

ons
provided
.
The The The
evaluatio evaluati evaluatio
n is clear, on is n is clear
concise, clear and but not
and concise concise
precise. but not and
precise. precise.
The The The
evaluatio evaluati evaluatio
n has no on has 1 n has 4 or
error to 3 more
when it errors errors
comes to when it when it
mechanic comes to comes to
s mechani mechanic
(grammar cs. s.
,
capitalizat
ion and
punctuati
on)

H. Making generalizations Do you really understand the topic? • Yes, sir!

and
abstractions about the lesson If that so, I want you to answer
these following questions;

• Is it easy to formulate
evaluative statements? Why
or why not?

- It is not easy to
Can I hear the idea of Sarmiento? formulate
evaluative
statements due to
the fact that you
have a lot to
consider in doing
so. However, what
makes it easy to
me, is when you are
 118

able to follow the

tips on how to
formulate
evaluative
statements. If you
already know the
tips on how to do it,
there you will
realize that what
makes it difficult to
formulating
evaluative
statements, is
having no
knowledge on how
to do it

Very good, Sarmiento! You answer

only gives importance to
formulating evaluative statement.

• In your own takes, if there is

any factor that needs to be
disregarded in formulating
evaluative statements, what
would it be and why? - As for me, if there
is any factor that
May I hear it from Giray? need to be
disregarded in
formulating
evaluative
statements, it
would be the
personal emotions
of the evaluator.
We should stick to
what we are
evaluating to and
must not go beyond
judgement by
including our
personal emotions
about the author of
the text. This will
lead us to
practicing
 119

professionalism
and fostering
justice to concise
and precise
evaluation.

Excellent, Giray. I can really see

that you have a lot of
understandings with our topic.

Now, let’s move on to our next

activity.

I. Evaluating learning Get another ½ sheet of paper and

answer the following.

Direction:
Form an evaluative statement for
every given text and label it whether
positive or negative depending on
the focus of the evaluation. See the
sample below.

Text:
If you are not so smart, you should
try to be a teacher.

Evaluative Statement:
The statement is very discriminatory
against those with average
intelligence and teachers in general.
Example: Negative

1. In this time of pandemic,

people should give all the
blame to the government for
the insufficient assistance
given to them.
2. Every person has something
to contribute to win the battle
against CoViD 19.
3. If you got infected by the
CoronaVirus, you should not
lose hope; instead, be
 120

positive about it.

4. If you are a student with no
internet connection at home,
you better not enroll for this
school year while we are in
these trying times.
5. When you go out of your
house to buy essential things,
you must follow the
minimum health protocols
like social distancing,
wearing a mask, using
alcohol or sanitizer and
washing hands.

J. Additional activities for For your assignment, read the article

applications or remediation below. Then, formulate evaluative
statements about it. Follow the
format that you used in the previous
task. Be guided by the scoring rubric
below.

For centuries, Philippines has

become popular for its prolific
writers when it comes to literary
undertakings. Although Philippine
literature at the turn of the 21st
century is considered to have a brief
history; however, most of its writers
have already left significant marks in
the minds and hearts of its readers
through their writings. According to
Uychoco (2016), Jose Rizal’s
undying Noli Me Tangere, casts a
long shadow on Philippine literature,
today’s literary scene is quite
different from what it was in the
past. English as Second Language
teachers still introduce this
masterpiece to today’s learners as it
has emerged not only flexible but
innovative literature that has been
appreciated and used in various
literary learning and even
educational debates about language.
 121

Literary appreciation is a way of

expressing and communicating
one’s thoughts and ideas about the
texts read. It is not just about reading
and appreciating them, it is also
about understanding their contexts.
Through this, both teachers and
learners will have a better and wider
mental grasp of what they read. It is
how we interpret what we read that
help us gain a general knowledge of
our history and strengthen even our
very own personal reflection on our
present situation.

Literary appreciation is a way of

expressing and communicating
one’s thoughts and ideas about the
texts read. It is not just about reading
and appreciating them, it is also
about understanding their contexts.
Through this, both teachers and
learners will have a better and wider
mental grasp of what they read. It is
how we interpret what we read that
help us gain a general knowledge of
our history and strengthen even our
very own personal reflection on our
present situation.

Indicator Rating
(1-5)
The evaluation contains both
positive and negative feedback.
The evaluation contains
suggestions to improve the
article.
The evaluation is clear,
concise, and precise.
It is well-written with proper
use of punctuations, correct
spelling, and correct grammar. - Goodbye and thank
you, Sir Din-din!
 122

Total
Remarks
What is/are the strong point/s of the
article? What needs to be improved?

Thank you for all of your

participations. Be ready for our
lesson two. The counterclaims.

Let’s call a day!

Goodbye, class!

E. REMARKS

F. REFLECTION

H. No. of learners who earned

70% on the formative
assessment
I. No. of learners who require
additional activities for
remediation
J. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies worked well?
Why did this work?
M. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
N. What innovation or
localized materials did I
use/discover which I wish
to share with other teachers.

Prepared by: Approved by:

Jason A. Andoy Kevin B. Espiel

Cooperating Teacher
FS Student
 123

Republic of the Philippines

DEPARTMENT OF EDUCATION

Caraga Administrative Region

BISLIG CITY DIVISION

Bislig City

MANGAGOY NATIONAL HIGH SCHOOL

Mangagoy, Bislig City

Detailed Lesson Plan in Reading and Writing Skills

First Semester / S.Y 2024-2025

School MANGAGOY Grade Level GRADE 11 STEM- FAITH

NATIONAL HIGH
SCHOOL
Teacher JASON A. ANDOY Learning Area READING AND WRITING
Time OCTOBER 17, 2024 Quarter SECOND QUARTER (WEEK 6-7)
& (10:09am –
Dates 10:58am)

I. OBJECTIVES

A. Content Standards The learner understands the requirements of composing academic

writing and professional correspondence.
B. Performance Standards The learner produces each type of academic writing and professional
correspondence following the properties of wellwritten texts and
process approach to writing
C. Learning Composing Academic Writing: Book Review
Competencies/Objectives EN11/12RWS-IVdg-12
Write the LC code for each
Objectives:
At the end of the lesson, the students are expected to;
a. define book review;
 124

b. identify the guidelines in writing a book review;

c. write a book review; and
d. appreciate the importance of writing book review.
II. CONTENT Book Review or Article Critique

III. LEARNING RESOURCES

IV References readingandwritingskills_q4_m8_composingacademicwriting_v2-.pdf

1. Teacher’s Guide Pages Page 1-7

2. Learner’s Materials Pages Page 1-7

3. Textbook Pages N/A

4. Additional Materials from

Learning Instructional materials, PowerPoint, TV screen
Resource (LR) Portal
V. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Reviewing previous lesson or (5 minutes)
presenting the new lesson
Best morning class,

- Let us all stand for a

✓ prayer. In the name of
the Father, the Son, and
11. Prayer
the Holy Spirit…
Before we start our discussion,
- We’re doing great, Sir!
may I request everyone to

please stand for the prayer.

- None, sir!
12. Greetings
Best afternoon,

everyone! How are

you today?
 125

Classroom Rules

That’s good to know.

Respect one another

Engage with the activities

Value the time

13. Attendance
Are there any
Instill kindness
absentees today?
Enjoy the process of

learning

14. Energizer Wear your beautiful smiles

Let’s do the Bye Bye Bye Dance

Challenge!

Everybody read the classroom rules.

- We’re good, sir.

15. Classroom Rules

Respect one another

Engage with the activities - The topic that we had

was all about
Value the time determining textual
evidences.
Instill kindness
- Students pass.
 126

Enjoy the process of learning

Wear your beautiful smiles

That’s right. You always wear

your beautiful smiles to

promote positivity in our class.

◼ Greetings

Alright, best morning once again

class!

: How are you today?

: That’s nice to hear that you are all

doing well and having fun.

■ Recapitulation
 127

What was our topic last

meeting?

■ Collecting of Assignment
Pass all of your assignments.

B. Establishing a purpose for the Every lesson corresponds purpose

lesson that needs to be achieved so that we
will have a meaningful and sensible
direction of our discussion. Now, I
want everybody to read the
objectives.

Objectives: Objectives:
At the end of the lesson, the At the end of the lesson,
students are expected to; the students are expected
a. define book to;
review; a. define book
b. identify the review;
guidelines in b. identify the
writing a book guidelines in
review; writing a
c. write a book book review;
review; and c. write a book
d. appreciate the review; and
importance of d. appreciate the
writing book importance of
review. writing book
review.
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I hope we will be able to

achieve these objectives all
throughout the discussion. I
am pretty sure that it will only
be achieved if you follow and
embody the classroom rules, I
just instructed to you.
C. Presenting examples/instances Since everything is clear, I have
of the new lesson prepared an activity which I call;

“Guess me Right”

Everybody, read the direction.

Direction: Direction:
• Group your selves into four. • Group your selves into
• The teacher will show a four.
several pictures on the • The teacher will show a
screen. picture on the screen.
• All you have to do is to guess • All you have to do is to
the word or phrase the picture guess the word or phrase
is trying to tell. the picture is trying to
• The answer will also be tell.
shown on the screen through • Every right guess
jumbled letter. corresponds a rightful 2
• Every right guess points.
corresponds a rightful 2
points. - Yes, sir!

Are the instructions clear class?

Very good. Now, let the game begin!

(Activity proper) - (students participate)

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Answer keys:

Answer: Author

Answer: Book review

Answer: Book review

Answer: 500 words

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Answer: Sneak peek

Answer: Spoil

Did you enjoy the activity?

How do you find the activity?

- Yes, sir!
Do you want more?

If that so, let’s have another activity. - The activity we just had
is engaging, Sir.

- Yes, sir!
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D. Discussing new concepts and Everybody, read the directions.

practicing new skills #1

Everybody read the directions.

Direction: Direction:
• With the same group, read the • With the same group,
sample book review. With the same group,
• Complete the matrix with read the sample book
information about the text on review.
a separate sheet of paper and • Complete the matrix with
answer the given questions. information about the
• Present your answer after the text on a separate sheet of
given time. paper and answer the
• You will be given 3 minutes given questions.
to complete the task. • Present your answer after
the given time.
• You will be given 3
minutes to complete the
task.

Matrix:
Main idea
Purpose
Evaluation of
the text

Questions:
• What skills did you apply in
the activity?
• How were you able to come
up with responses needed for
the activity?

Are the instructions clear?

- Yes, sir!

(Activity proper)
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Alright. How was the activity? - It was difficult but fun at

the same time.

I am happy to know that you had fun.

It means to say that I am creating an
engaging learning environment here.
I hope your energy will sustain
throughout our discussion.

Now, I want you to answer the

following questions.

• What type of book do you

prefer to read and why?
• If you are going to write your
life in a book, what will be
your title? Why?
• How will you know that the
book that you are about to
read can possibly captivates
the level of interest of the
reader?

Today we will know a lot of

information about book review.
Now, allow me to introduce our
Most Essential Learning
Competencies. Our MELC today is
Composing Academic Writing:
Book Review
EN11/12RWS-IVdg-12

Okay, Giray. How are you going to

define book review in your own
words?
- Book review for me has
something to do with
Very good, Giray. You have an idea. evaluation of a whole
You may now seat. content of a book.

Okay, I want all of you to lend me

your ears as we dive in to our proper
discussion today.
133
 134

E. Discussing new concepts and This time class, for you to really understand
practicing new skills #2 our lesson for today, I want you to listen
attentively for you also to be able to
participate all throughout the discussion. Can
I expect that from you?

(Along the discussion, the students will play

a crossword puzzle. It would allow them to
master their vocabulary. This activity has
something to do with the action research the
Field Study students are conducting.)

Okay, class. while we are learning in today’s

discussion, let’s play a crossword puzzle. All
you have to do is to find the words or terms
which for you are difficult to understand.
There are ten (10) terminologies that I
inserted there and these words are in line with
our topic today. Each word consists a point.
Do I make myself clear? - Sir, yes, sir!

Answers key:

1. Categorized
2. Impression
3. Specify
4. Brief
5. Redraft
6. Perspective
7. Expertise
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8. Sneak-peek
9. Spoil
10. Conclude
Now, I want someone who can share their
thoughts what a book review is all about?

Excellent!

Book review - describes and evaluates a

work of fiction or nonfiction and offers the
book’s overall purpose, structure, and style of
narration to the unknown readers.

- It tells not only what a book is about,

but also how successful it is at what it
is trying to do.
- It is a sneak peek at a book, not a
summary.

As a reviewer, you bring together the two

strands of accurate analytical reading and
strong personal response when you indicate
what the book is about and what it meant to
readers. Hence, in writing a book review, you
combine your skills of describing, analyzing,
and expressing.

What do you think are you going to describe?

- The content, sir.
Very good! you are going to describe the
content of the pages.

And what do you think should the reviewer

going to analyze?
- The purpose, sir.
Alright. You are going to analyze how the
book achieved its purpose.

And what is the reviewer going to express?

- The reviewer’s
personal reaction
and suggestions,
Very good. sir.

Questions to ask before writing a book

review:
1. What are the author’s viewpoint and
 136

purpose?
2. What are the author’s main points?
3. What kind of evidence does the
author use to prove his or her points?
4. How does this book relate to other
books on the same topic?
5. Does the author have the necessary
expertise to write the book?
6. What are the most appropriate criteria
by which to judge the book?
7. How successful do you think the
author was in carrying out the overall
purposes of the book?

General guideline in writing a book

review:
• the length of the review depends upon
the length of the book itself, and a
review should not be less than 100
words.
• Longer books usually ask for more
than 500 words.

Book Review Title

- A book review title should be based
on your total impression of a book.
- Like creating passwords, strong titles
might be “Drew girl power to new
height”, “A night owl that seldom
sleeps even during daytime,”
“Beautiful illustrations with a story to
match,” “Perfect for a weekend
getaway”
- Weak titles are: “State of the art
book,” “Five stars,” “A breath of
fresh air,” “Fast and furious.”

How do you START writing a book

review?

1. Identify the book by author, title, and

sometimes publishing information.
2. Specify the type of book (for
example: fiction, nonfiction,
biography, and autobiography). Help
your readers to review with
 137

perspective.
3. Mention the book’s theme.
4. Include background, if necessary, to
enable reader/s to place the book into
a specific context.
5. You may also use an interesting
quote, an interesting fact, or an
explanation of a concept or term.

What do you DO with the content?

1. For nonfiction books like biography,
history, and the like: pay primary
attention to the major points (the
argument) the author is putting forth
and to the sources the author has
drawn upon to back up his/her point
of view.
2. For fictional works such as novels,
chick lit, graphic novels, manga: Pay
attention primarily to the novel or
book’s setting, plot, style, characters,
theme/s, use of language and voice.
Caution: Do not give away the story
for no one appreciates a spoiler!
3. Provide your reactions to the book.
4. Describe the book.
5. Respond to the author’s opinions and
analyze it.
6. Explore issues the book raises.

How do you CONCLUDE?

1. Relate your argument to other books
or authors.
2. Relate the book to larger issues.
3. Tie together issues raised in the
review.
4. Briefly restate your main points and
your thesis statement.
5. Indicate how well the book has
achieved its goal, what possibilities
are suggested by the book, what the
book has left out, how the book
compares to others on the subject,
what specific points are not
convincing, and what personal
experiences you’ve had related to the
subject.
 138

How do you REVISE the draft?

1. Allow time to elapse, at least a day,
before starting your revision.
2. Correct grammatical mistakes and
punctuation as you find them.
3. Read your paper through again
looking for unity, organization, and
logical development.
4. If necessary, do not hesitate to make
major revisions in your draft.
5. Verify quotations for accuracy and
check the format and content of
references.

F. Developing mastery (Leads to Is my discussion clear? Yes, sir!

Formative Assessment 3)
If that so, let’s have an activity. Get ½ sheet
of paper cross wise. Let’s see if you really
listened with my discussion.

Everybody read the direction.

 139

Direction: Direction:
Choose the letter of the best answer. Write Choose the letter
the chosen letter on a separate sheet of of the best answer.
paper. Write the chosen
1. Which of the following are identified letter on a separate
first in writing a book review? sheet of paper.
A. author and title
B. publication house
C. page and number
D. audience
2. The following skills are enhanced
when one writes a book review,
EXCEPT:
A. describing
B. analyzing
C. expressing
D. assessing
3. Which of the following is a strong
book review title? A. Hilarious
B. Five Thumbs Up!
C. Student Reviewer Went Viral
D. Millennial Philosophy to the
Highest Level
4. What should reviewers do first in
revising the draft?
A. checking the format of the
references
B. correcting grammatical mistakes
and punctuation
C. verifying quotations for accuracy
D. allowing time to elapse before
revising
5. What do we mean by this book
review warning, “Do not give away
the story?”
A. avoid distributing the story
B. avoid telling the entire story
C. avoid the story
D. avoid reading the story
6. It is a sneak peek of the content of
the book that includes relevant
description as well as its overall
perspective and purpose.
A. Fiction Review
 140

B. Newspaper Review
C. Movie Review
D. Book Review
7. Which should be given treatment in
reviewing nonfiction materials?
A. argument and sources
B. content and context
C. style and diction
D. audience and relevance
8. Which of the following parts of a
review provides the author’s name,
book article’s name, source, and
their statement?
A. introduction
B. conclusion
C. body
D. synthesis
9. What is your best basis in creating
titles for a book review?
A. background of the author
B. book illustrations
C. book’s impression
D. book’s sales and popularity
10. In reviewing fiction books, what
elements should be paid with most
attention by the reviewer?
A. setting and plot only
B. setting, plot and characters
C. language and audience
D. language and genre
11. Which of the following cannot be
classified as nonfiction?
A. Fantasy
B. History
C. Documentary
D. Autobiography
12. Which of the following shows a
weak book review title?
A. Quite Tough
B. nerve-wracking Thriller to Date
C. She is a Rose Among Thorns
D. Pinoy Frontliners Honored
Insanely
13. The following are the focus of
reviewing a book, EXCEPT:
A. purpose of the author
B. relevance of the issues
 141

C. title of the book or novel

D. content of the book or novel
14. The following are categorized as
fiction, EXCEPT:
A. poetry
B. biography
C. novel
D. sci-fi
15. How long should a book review be?
A. 50 words
B. 500 words or more
C. strictly 500 words
D. strictly 100 words
G. Finding practical applications of Alright. Is my discussion clear?
concepts and skills in daily
living

- What are the important lessons

you’ve learned in our discussion?

May I hear it from Giray? - The important

lesson that I
learned from the
discussion is, it is
important to know
not just the content
of the book but also
the history of the
book itself. By that,
you are not just
merely reading and
understanding the
book but you also
learn to appreciate
its history.
Thank you, Giray that’s a good point.

- If your friend asks you how to look a

good book to read, what would you
tell him/her?
May I hear the point of view of Centillas? - Centillas answers.

- As a reader, is book review helpful

to you?

I want to hear it from Agravante. - Agravante

 142

answers.
Excellent! I can really see that you have
a lot of understandings with our topic.

H. Making generalizations Do you really understand the topic? - Yes, sir!

and
abstractions about the lesson - If that so, tell me about your
understanding about book review?

Can I hear the idea of Sarmiento? - A book review

describes and
evaluates a work of
fiction or
nonfiction and
offers the book’s
overall purpose,
structure, and style
of narration to the
unknown readers.
It tells not only
what a book is
about, but also how
successful it is at
what it is trying to
do. It is a sneak
peek at a book, not
a summary.
- We also learned
that we have to
follow the
guidelines given on
how to properly
begin writing a
book review, what
to do with the
content, how to
conclude, and how
to revise a draft.

Very good, Sarmiento! You really have

grasped the topic I just discussed.

I. Evaluating learning Now, to really see your understanding about

our lesson this morning. Let us measure your
understanding by applying it in the activity
 143

you are going to do at this moment.

Everybody read the direction.

Direction:
Following the process in book
reviewing, write a rough draft on Dr.
Jose Rizal’s novel, “Noli Me
Tangere.” Focus only on the author’s
portrayal of the main characters
Ibarra, Maria Clara, Sisa, Padre
Damaso, and the like.

Are the directions clear? - Yes, Sir!

Very good.

You will be graded base on the rubrics

provided.

.
J. Additional activities for For your assignment, get another ½ sheet of
applications or remediation paper and answer the task given.

Everybody read the direction.

Direction:
 144

In your own words, write at least five

pointers for writing a book review Direction:
In your own words, write
at least five pointers for
writing a book review.

Don’t forget to submit it tomorrow, okay? - Okay, Sir!

Thank you for all of your participation. Let’s

call it a day. Good bye class. - Goodbye and thank
you, Sir Din-din!
E. REMARKS

F. REFLECTION

O. No. of learners who earned

70% on the formative
assessment
P. No. of learners who require
additional activities for
remediation
Q. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
R. No. of learners who
continue to require
remediation
S. Which of my teaching
strategies worked well?
Why did this work?
T. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
U. What innovation or
localized materials did I
use/discover which I wish
to share with other teachers.

Prepared by: Approved by:

Jason A. Andoy Kevin B. Espiel

Cooperating Teacher
FS Student
 145

APPENDIX G

(Documentation)
 146

INTERVENTATION WEEK

(week 1- week 3)
FAITH AND PEACE STUDENT TAKING THE PRE -

TEST 147
 148

FAITH AND PEACE STUDENT TAKING THE POST

TEST.
 149

ONE OF THE PARTICIPANTS SCORE IN THE

PRE-TEST AND POST TEST

150