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WORK TEXT USING MORRISON METHOD

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A Research Presented To the Faculty of College of Teacher Education Southern Luzon State University ___________________ In Partial Fulfillment of the Requirements For the Degree Bachelor of Secondary Education ___________________

By Magboo, Jennifer L. Salayo, Elaine C.

April, 2009

APPROVAL SHEET In partial fulfillment of requirements for the degree Bachelor of Science in Secondary Education, this research paper entitled “WORKTERXT USING MORRISON METHOD” has been submitted by Magboo, Jennifer L. and Salayo, Elaine C. who are recommended for oral examination.

Prof. CARMELITA C. PLACINO Research Adviser

Approved in partial fulfillment of the requirements for the degree of Bachelor of Science in Secondary Education by the oral examination committee.

Prof. ANITA B. AQUINO Member

Prof. JUANCHO M. BABISTA Chairman

Accepted as partial fulfillment of the Degree of Bachelor of Secondary Education Major in English.

TERESITA V.DELA CRUZ, Ed. D. Dean, College of Teacher Education

WALBERTO MACARAAN, Ed. D. Vice President, Academic Affaires

DATE: _______ ii

ACKNOWLEDGMENT The researchers would like to extend their recognition and respect to all those wonderful people who in one way or another have given their helping hands in making this study successful. We would never forget all the support and encouragement we got from them. To my beloved family, my parents Mario and Mercedes Magboo, and my brother Jeffer who supported the research financially and morally; To my classmates and friends who become my morale booster in times of failures and hardships; To BSEd IIIA- English and MAPEH majors, board mates, and super best friends; To my Ez Ai barkada, (Irybz, Dang Liby, and Kath); To my mhares (Jeanne, Jeny and Raj); To my loving and supportive husband, Allan Ronald G. Salayo, who has been always there encouraging and helping me to make this research noteworthy; To the authors of the books and other published materials that serve as our references; To the pool of evaluators who give their truthful comments and suggestions for the improvement of the developed material; To our research adviser, Prof Carmelita Placino for her deep concern to complete the requirements for this research; And most of all to Almighty God, for bestowing us strength and wisdom that enabled us to pursue and reach success. -J.L.M. -E.C.S.

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DEDICATION To my parents, friends, and teachers, This is humbly dedicated to you. -Mhare

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DEDICATION To my parents, To my parents-in-law, To my daughter Euna and lastly, To my husband Allan, This is proudly dedicated to you.

-Aesse-

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TABLE OF CONTENTS Title Page…………………………………………………………………………….i Approval Sheet………………………………………………………………………ii Acknowledgment…………………………………………………………………....iii Dedication……………………………………………………………………….…...iv Table of Contents……………………………………………………………………vi List of Tables………………………………………………………………………...viii List of Figure…………………………………………………………………….…..ix Abstract…………………………………………………………………………..….x

Chapter I The Problem and Its Setting Introduction………………………………………………………..1 Background of the Study…………………………………….…….2 Statement of the Problem……………………………………….....3 Significance of the Study……………………………………….....4 Scope and Delimitations…………………………………………..5

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Review of Related Literature and Studies Review of Related Literature………………………………………6 Related Studies…………………………………………………….11 Research Paradigm………………………………………………...14 Definition of Terms………………………………………………..15 Methodology Research Design……………………………………………….…17 Population and Sampling.………………………………………...17 Research Instrumentation………………………………...............18 Procedure………………………………………………………....18 Statistical Treatment……………………………………………....21 The Developed Work Text……………………………………......22 Presentation, Analysis and Interpretation of Data...................................23 Summary, Conclusions and Recommendations Summary…………………………………………………….……30 Findings………………………………………………….…….….32 Conclusions………………………………………………………..33 Recommendations………………………………………………....33 vi

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IV V.

Bibliography ………………………………………………………………………34

Appendices A Letter to the Respondents…………………………………………….36 B Open-Ended Interview Question…………………………………….37 C Questionnaire…………………………………………………….…..38 D Computation of Weighted Mean………………………………….…40 E Lesson Plan……………………………………………………….…44

Curriculum Vitae Magboo, Jennifer L…………………………………………….….45 Salayo, Elaine C…………………………………………………..59

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LIST OF TABLES

Table

Title

Page

1 2

Summary on the Comments and Suggestions for the Developed Work Text…..…………………………………………..23 Weighted Mean Distribution on the Acceptability of the Work Text in Terms of Content…………………………..…………26

Weighted Mean Distribution on the Acceptability of the Work Text in Terms of Organization…………………….……27 4 Weighted Mean Distribution in Terms of Presentation…………………………………………..………….…28

Weighted Mean Distribution in Terms of Appeal to the Target User………………………………………………..……29

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LIST OF FIGURE Figure 1 Title Input. Process. Ouput Model in the Development of a Work Text Using Morrison Method……………………………………………………14 Page

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Title of Research Researchers

: :

WORK TEXT USING MORRISON METHOD Magboo, Jennifer L. Salayo, Elaine C.

Name/ Address of Institution Adviser :

College of Teacher Education Southern Luzon State University Prof. Carmelita C. Placino

Year Written : A.Y. 2008- 2009 ____ ____ _____ _____ _____ _____ _____ _____ ______ ______ ______ ____ ABSTRACT This study dealt with the development and determination of the acceptability level of a work text using Morrison method in English II. The researchers sought to find whether a new instructional material can be developed in teaching English II; whether there are parts of the developed material that need to be reviewed, revised, deleted or changed based on the comments and suggestions of the pool of experts; whether the developed work text using Morrison method can be accepted in terms of content, organization, presentation and appeal to the target user. The study was conducted in a three-fold manner namely: the development of instructional tool, descriptive analysis of the respondents’ comments and suggestions through structured interview and evaluation of the responses through the questionnaire. The researchers selected two sets of evaluators. The first set composed of 7 evaluators who gave comments and suggestions for the revision of the material and the second phase of evaluation composed of 15 evaluators who rated the acceptability level of the revised material. A set of structured questions and a questionnaire were used as instrument to recognize the part that needs to x

be revised and to know the level of acceptability of the material. Results show that the developed material was face validated on the general weighted mean of 3.46 and a scale description of highly acceptable. Hence, it was concluded that developed work text using Morrison method was very acceptable; that the use of a work text using Morrison Method is highly acceptable tool in teaching Literature and Grammar. Based on the findings and conclusions, the researchers recommend that a work text using Morrison method in English II can be used to test its effectiveness.

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CHAPTER I THE PROBLEM AND ITS SETTING

INTRODUCTION
Nowadays, learning comes in an easy-come-easy go basis. It comes in a process of dispensing knowledge to an empty vessel which is the mind of the learner and then passes like a sponge where learners can easily forget what they have learned. These are common problems that schools are encountering. Teachers are using Morrison method as a tool for teaching mastery but it was not that effective because the students couldn’t absorb well a particular lesson in one sitting. The reasons are lack of time re-teaching and lack of time preparing the pre- quiz. Morrison (1989) believed that teaching with mastery is an urgent need among schools of today, that is why he developed the mastery (pre-test- teach- test- re teach- retest- post test) formula. It is the best way to develop an approach to learn in which material is organized into units that students must master in order to progress to the next level. Effective learning requires an instructional material that will encourage students to reflect and use their ideas in relation to the facts and information they gathered. A work text as an instructional material is an important tool in the process of learning. It does not only enhance knowledge, thinking skills, and communicative competence of the learner but enables them to achieve the learning objectives effectively and interestingly. Moreover, Dunn and Dunn (2000) developed a learning style that will make individuals learn and have their own unique ways of mastering new and difficult subjectmatter while enjoyment is given consideration. If Morrison method will be used in a work

text, student will have better opportunity to adopt their own learning strategies and attain mastery. Based on the aforementioned theories, the researchers found out that a work text can be formulated following a mastery formula. It is then realized that a work text must not only include a mastery technique but also various learning styles.

BACKGROUND OF THE STUDY
Students are having hard time adjusting their traits when they reach high school for it is the time they become adolescence, also known as the storm age because adolescents are confused in everything they do. We all know that high school, is the stage where student finds way to adopt one self’s strategy on how to improve mastery and learning. If the individual differences are not considered, instead of developing mastery, they will stick on what they only learned. Thus, if students will be given opportunities to master verb and adjective through a work text, student’s own strategy of mastery will be enhanced. Laboratory High School of Southern Luzon State University is not using a work text as a tool in teaching but Morrison method of teaching is practiced. Right after the lesson, as always, the teacher prepares a quiz to determine whether the students understand and master the lesson. But something seemed lacking for the students got low

2 scores not noticing that a technique is not enough. It will be more effective if the technique or the method is used in a work text. With this, mastery is easier for the students.

Prior to that importance, the researchers have decided to develop a work text using Morrison method as a technique in order to acquire mastery of the subject matter. The researchers thought that the developed work text using Morrison method is a great help not only for the teacher but most especially for the students.

STATEMENT OF THE PROBLEM
This study dealt with the development and determination of the acceptability level of a work text using the Morrison Method in selected topics in English II. Specifically, it sought to answer the following questions. 1. What instructional material can be developed in teaching selected topics in English II? 2. Are there parts of the developed material that need to be reviewed, revised, deleted or changed based on the comments and suggestions of the pool of experts? 3. What are the levels of acceptability of the developed work text using the Morrison Method in terms of: 3.1 Content 3 3.2 Organization 3.2. Presentation 3.3 Appeal to the target user

SIGNIFICANCE OF THE STUDY
The researchers have learned that a particular lesson could not be remembered if that lesson is not reviewed by the teacher. It only means that every lesson, especially literature, is easier to remember and master if there is re-teaching and provided by a material that help the students. Thorndike in his Law of Exercise agreed that the more response is repeated, the more or longer it is restrained. It coordinates as the test and the teaching is repeated. Morrison method is a mastery technique that’s why it is considered as one of the most important ways to retain what students have learned. Work texts, a kind of instructional material, are said to be the “best tool” in teaching especially in helping the students to gain mastery. Prof. Babista, a Language professor in Southern Luzon State University, told in his class that the best way for the students to master a particular lesson is by giving them a preview of the lesson through a pre-test so that when students read the literary piece, students will focus on the parts which are included in the pre-test. The pretest is a hint on what and where to concentrate in the lesson. Surely, the students will get high scores after answering the post test. Not only that, the students will have a 4 greater percentage of mastering the lesson. Since the developed work text is equipped with activities and prepared tests, teachers are able to unlock difficulties in learning, especially on grammar.

SCOPE AND DELIMITATION
This study covers the development and determination of the acceptability level of a work text using the Morrison Method. The evaluators are consisted of 22 teachers from different schools in Quezon province. The said work text consists of grammar and literature respectively. The topics are verb and adjective because English II focuses on grammar. The researchers modified the Pena- Florida model. It follows the sequence: pretest (Beginner’s Lair), teach (Literary Corner with the Grammarian’s Corner), test (Mastery), re-teach (Introspection Corner), and posttest (Wizard’s Dominion).

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CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses the concepts and findings from various literatures and studies which the researchers gathered from books, journals, newspapers and online resources to show that there is a necessity to employ new teaching methods to fit the nature of the learners and to suit the needs of the society through a work text using Morrison method. Thus, the researchers found references as guide on how to prepare a Work Text Using Morrison Method. There are many tested methods for teaching mastery of the subject matter but few are considered reliable. The Morrison Method, a five-step teaching plan named after its developer, H.C Morrison, consists of the following steps: (Good, 1989)
• • • • •

First step is exploration which determines the pupils’ perceptive The teacher gives the general overview or the lesson of the unit work Next is assimilation that happens when the pupils actively investigate and study a unit work. The students should pass a mastery test. Organization takes place when the class gathers together the arguments of the units into a logical coherent outline.

background and mastery of the work of unit. through a presentation.

And the recitation phase is the mastery of the unit. Student will give series of talks of what he learned, the teacher and the class act as the audience. The outstanding feature of the Morrison Method of teaching is the so-called Mastery Formula: pretest, teach, test the results, adapt procedure, teach and test again to the point of actual learning. Actually, the procedure follows: pretest, teach, test, re-teach and final test. Pretest is finding out what the pupils know and do not know about the lesson. Teacher is presenting the lesson and teaching what the pupils do not know. Testing is

done to find out what the pupils have assimilated in the first teaching of the subjectmater. Re-teach is a review of what the pupils failed to answer in the first test to the point of mastery. This is winding up for the final test of mastery. In mastery test, pupils are expected to have almost perfect score. They have mastered the lesson of the unit work. For one reason or another, especially if the teacher believes that the pupils do not know anything about the lesson, the first step, that is, pretest maybe omitted. Hence the following steps may be followed: teach, test, re-teach, mastery test. Mastery technique also adopted Piaget’s Cognitive Development Theory. The said theory has 2 key processes in mental development assimilation and accommodation. Assimilation refers to the filtering or modification of the new knowledge from the environment to form a part of the already existing one. This undergoes the third step teaching plan of the Morrison method. On the other hand, accommodation refers to the modification of one’s internal pattern of understanding to suit reality. This undergoes the 5th step of Morrison method – the modification of what he learned.

7 Maslow’s Theory of Self-actualization backs up the mastery technique. Selfactualization one of the need of an individual to realize and maximize is potentials. Once the highest level is fulfilled, mastery is easier to achieve.

According to Dole et al. (1991), students acquire a set of hierarchically ordered sub-skills that sequentially build toward comprehension ability. Having mastered these skills, readers are viewed as experts who comprehend what they read. Emotions are another factor influencing the mastery of a particular topic. It is close related to needs and motivation. Feelings determined behavior and behavior on learning is also said to be an enduring or a more or less permanent change which is not do. A learning theory according to Bigge and Hunt (1980) is a systematic integrated outlook in regard to the nature of the process whereby people relate their ability to use both themselves and their environment more effectively. Apperception refers to a process of associating new ideas with those that already exist in the mind. Since education is an integral part of every individual, it must make students feel that they learn, feel and achieve learning. That is why learning styles are being considered. Experiences will show them the importance of real education, as being learners and being mentors, as well-the constant succession of such experiences will leave an impact on the student-influence on their personality, and behavior, line of thinking- that is one way or another to stimulate and guide them toward better learning (Glaser, 1885). The continuous development of new teaching methods was focused to the series 8 of problems faced in the academic world, specifically the teaching of communicative approach. To attain mastery of the subject matter (primarily a traditional approach) while learning is enjoyed, learning styles are injected in this study.

Learning according to Dunn, (2000) as cited by Sarah Church, an American writer, is a way where every person processes, internalizes and studies new and challenging materials. The cornerstone of the Dunn and Dunn Learning Style model is that most people can learn and that individuals each has his own unique ways of mastering new and difficult subject-matter. The Dunn’s Learning Style, in connection to Morrison Method (mastery technique), is complex and encompasses five strands of 21 elements that affect each individual’s learning. Some of these elements are biological, and others are developmental. Style changes over time. A summary of these is provided below (Dunn, 2000). Tenedero (2005) in his columns in Manila Bulletin, agreed and give more elaborate the definition on Dunn and Dunn’s Learning Style. He said that teaching

students through a method that best matches their learning styles make sense. Learning can also be used in leadership strategies. Knowing the learning styles of the workforce can go away in improving working relationships, productivity and maximizing potentials. Tenedero adds that there is no best way to teach children to read at the same 9 time using the same method. Each must be taught through a method that most closely matches his/her perceptual strengths and global/ analytic processing style.

An analytic and auditory student usually learns through efficient “phonics” approach. Phonics is a method that requires children to hear and remember the differences among sounds; it is a decoding process. Some students are global and auditory. They should be read to everyday. Global/ auditory learners enjoy listening to stories and gradually learn to remember the content, recognize the phrases and mimic tonal patterns, and repeat whole passages without being pressured to do so. These students begin reading by looking at a book and repeating what they have heard, and before anyone realizes what is happening, they actually recognize words and then soon develop mastery on it. Bruner, the great cognitive psychologist in Sevilla (2003), believed that learning can be far more lasting when it is sustained by intrinsic motivation than when it is driven by more motivation: Extrinsic and Intrinsic. Extrinsic motivation results from using positive rewards to achieve target behavior. Teachers can influence the students ‘determination to succeed through their behavior and statements. Mastery Technique opposes rote learning that avoids understanding the inner complexities and inferences of the subject that is being learned and instead focuses on memorizing the material so that it can be recalled by the learner exactly the way it was 10 read or heard. The major practice involved in rote learning techniques is learning by repetition, based on the idea that one will be able to quickly recall the meaning of the

material the more it is repeated. Rote learning is used in diverse areas, from mathematics to music to religion. Although it has been criticized by some schools of thought, rote learning is a necessity in many situations. Morrison Method has never been excused from criticisms just like any other methods and approaches being proposed and practiced in the field of education. So, it is better that this method be modified and evaluated through a more intensive way.

RELATED STUDIES Since the study is viewed as unique in the sense of material type and concept, content and approaches, the researchers did still consider studies relative to the development and acceptability of various resources in making a work text. There is a body of educational research that emphasizes the importance of consideration of the teacher’s role when writing instructional materials (Smith, 1999). New models are being proposed for instructions that are learner-driven and learner-centered. In this manner, frameworks can be developed that may allow instruction to be designed in a way so that students can maximize their learning and teachers can meet expectations that will lead to the creation of mastery and retention of learning. Regarding the development of a work text, Flood et.al (1991) as cited by Javier and Guinto, claimed that teachers reported used of instructional materials during 90-95% 11

of classroom time, and texts, workbooks and manuals) about 70%of that time. In this regard majority of the time spent in schools are religiously dedicated to the use of texts relevant to the topic and or subject-matter, at hand. Rea and Fetalco (2008) conducted a study on the development and acceptability of a proposed modified learning by teaching (LdL) model and its teaching manual, they point out that a teaching manuals give a great impact on the learning competency of the students in various aspects. They had developed a material which the researchers included in the basis of making their proposed work text. Nicoll (2003) in the study of Panaligan (2004) defines instructional material as any tool used during the instructional process. He also stated that learning may occur as a result of habituation or classical conditioning, seen in many animal species, or as a result of more complex activities such as play, seen only in relatively intelligent animals and humans. Because of these related studies, the researchers have a better idea applying Morrison method on a work text to produce a better instructional material.

Conceptual Framework
From the review of the related literature and studies, the researches conceptualized that a work text can be used to attain the mastery of each student in various topics in English II. It assists the teacher or the instructor on delivering their instructions in a clear manner, making the students understand them with retention. Learning styles were given emphasis by the researchers which was equated 12

using the mastery formula (pretest- teach- test- re teach- post test). The pattern for the instructional process became well-known as the Morrison plan (also called the Morrison Method). Morrison’s conception of mastery learning served as precursor to the individualized instruction and mastery learning through the use of a work text.

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Research Paradigm Input Process

• Compilation and selection topics Of researchers gathered from arrangement of: Books, journals, newspapers, and • Related Readings from Various studies • Lesson Plan whole Material

1. Selection of 2. Preparation and 2.1 Topics 2.2 Objectives 2.3 Questions 2.4 Activities 3. Lay out of the

Output

Fig. 1 Input-Process-Output Model in the Development of a work Text using Morrison Method
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This study uses the Input-Process-Output (IPO) model in presenting the research paradigm. As shown in figure 1, inputs include the literature gathered through researches and selected readings that serve as a guide in the development and acceptability of work text using Morrison Method (mastery technique). Inputs have been processed through getting selected topics from English Communication Arts and Skills II and making a various activities for students to answer the work text following the mastery formula (pretest-teach-test-re teach-post test, method). The results are evaluated to measure the acceptability of the work text. Set of questionnaires are given to English teachers. The output is the developed and accepted work text.

Definition of Terms
To understand better the thesis, here are some definitions for the specific words: Acceptability is the formal acknowledgment of the proposed research. Accuracy means conformity to the fact, precision and exactness. Analytic is reasoning or acting from a perception of the parts and interrelations of the subject. Collaborative Learning is a situation where in both teachers and students learn from the fact and suggestion supplied by each other.

Formula is a set of words, symbols, or rules for use in a ceremony or procedure. 15 Integrated Learning is learning acquired by the student through a unified kind of teaching approach. Instructional Material is any kind of material that is used in the teaching-learning process wherein it serves as an aid for better and easier comprehension of a particular lesson. Learn Ability is the level of ability or capability of a person to learn and comprehend a particular lesson. Mastery is the act process of mastering a desires lesson or topic. Mentoring is another term of teaching or counseling students wherein it is a must that a mentor is wise and expert. Task is a piece assigned work for the students. Technique is the systematic procedure by which a complex task is accomplished through a personal performance. Work Text is another type of module but it is more concentrated on the task to be learned and accomplished by the students

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CHAPTER III METHODOLOGY
This chapter presents the research design, the population and sampling and research instrumentation, statistical treatment, and the developed work text.

RESEARCH DESIGN
The study is descriptive research using qualitative and quantitative approaches. The study was carried out in three-fold manner, the development of instructional tool, revision of the material based on the evaluators’ comments and suggestions and evaluation of the responses through the questionnaire in order to determine the level of its acceptability.

POPULATION AND SAMPLING
The evaluation was carried out by two groups of pool of evaluators consisted of (7) English educators for the structured interview and another (15) English educators for the acceptability of the material. The evaluation of the material is limited only to content and face validation.

The work text was revised through the responses that are gathered by the researchers from the evaluators since the acceptability of the work text produced depends on how they assess the significant points of the work texts, the strengths and weaknesses. The researchers selected the topics on verb and adjective as the grammar lesson for the for the developed work text.

RESEARCH INSTRUMENTATION
Since the aim of mastery is to retain ideas through the easiest way, the researchers have thought of developing a work text using Morrison method for a better technique. Planning of the Material English II includes literary materials but focuses in teaching grammar especially on the parts of speech. Because of this, the researchers have chosen literary materials that would serve as a springboard for the grammar lesson. The researchers also prepared a lesson plan for each topic that serves as guide for the work text using Morrison method. Procedure The researchers developed a work text using Morrison method for the discussion of the lessons and for evaluation of the activities in the easiest manner. The procedure use by the researchers in the preparation of a work text was as follow:
1. The researchers prepared a brief lesson plan for the work text to serve as a guide of

how the work text using Morrison method should be used.

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2. The researchers read and browsed English Communication Arts and Skills II and

decided to use verb as the main topic for Station I and adjective for the Station II respectively.
3.

The researchers chose a suitable literary piece for each station. The Man Who Drank with Death was chosen for the first station because it was incorporated with verb and The Fisherman was chosen for the last station because the poem narrates description of feelings and the things that surrounds him using adjectives.

4. The objectives were set to determine what the students should learn in every lesson.
5. Pre-test and posttest were prepared based on the objectives. Before and after the

pre-test/ posttest, the researchers included a time record to let the students assess their time whether they are fast or slow in answering it. The Pre-test and Post Test was only used as part of the work text.
6. The next step was the preparation of activities. There are two sets of activity for

each lesson. First is the so- called Mastery. The researchers decided that it should be focused on the grammar. Second is the so- called extra activity that focused on the student’s own way of mastering the lesson/topic through essay and story map. Other facts that should be mastered in the literary pieces are included in the pretest/ posttest.

7. In Morrison method, re-teaching is very significant. The work text has a review for

the literary piece and grammar lesson called Introspection Corner. Reviewing 19 is one of the factors that make students’ mastery successful.
8. The last procedure is the polishing of the work text using colored borders and

graphic designs/pictures. The designed work text represents simplicity of every Filipino students Data Gathering Procedure After the development of the work text, the researchers gathered data for the acceptability of the said material. The procedure is as follows:
1. The researchers prepared a structured interview approved by the research adviser

that was distributed to the pool of evaluators for the first set of evaluation. Structured interview was needed to know the strengths and weaknesses of the work text through their comments and suggestions.
2. After the pool of evaluators evaluated the work text, responses were analyzed to

know which part should be revised and what should be added in the work text. 3. The evaluated work text was used in order to determine the level of its acceptability through a self-made questionnaire. 4. The last part of the data gathering procedure was the revised Work Text Using Morrison Method.

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STATISTICAL TREATMENT
To definitely determine the validity of the developed assessment tool, the statistical treatment was utilized using weighted mean. Formula: WM = 4f + 3f + 2f + f N

Where: WM = the sum of multiplied number of frequencies divided by N F = frequency M = number of respondents

The validity of the work text was determined by using the scale as follows: Point Score 4 3 2 1 Range Interval 3.25 – 4.00 2.5 – 3.24 1.75 – 2.49 1.00 – 1.79 Scale Description Highly Acceptable Acceptable Fairly Acceptable Not Acceptable

21 THE DEVELOPED WORK TEXT The succeeding pages present the assessment tool that was developed by the researchers. The evaluation was carried out by two groups of pool of evaluators consisted of (7) English educators for the open-ended interview and another (15) English educators for the acceptability of the material.

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CHAPTER IV PRESENTATION ANALYSIS AND INTERPRETATION OF DATA
This chapter presents an analysis of the data based from the results of the respondents. This also contains the data through which the proposed material was accepted. Table 1 Summary on the Comments and Suggestions of the First Phase of Evaluation for the Developed Work Text on Selected Topics on English II. Comments
Respondent A

Suggestions

Assessment

-add more exercises -give lots of exercises -pay attention on spacing and punctuations - exercises/activities are very nice, interesting -add activities in station 1 - mastery process is very effective - functional -topics are relatively suited -mastery will be achieved __________________

Respondent B

- adequate space for -material is unique writing activity -comprehension response -more space for the writing -very nice exercises -more activities and enrichment activities -more space -revision of topic -specified the topic -more activities -additional contextualized grammar exercises -good in individualized mastery -quite good - will be a great help in the mastery of the students -worthwhile and systematic guide in individualized mastery - student will be more motivated. - a good instructional -provides everything -this material is very suitable for the students’ mastery technique

Respondent C

Respondent D

Respondent E

Respondent F

__________________

Respondent G

-add more activities

-add adequate and correct spacing -design of the cover

Table 1 shows the respondents comments and suggestions in the open-ended interview questions Respondent A found loopholes as other respondents had also found. They are the incorrect position of direction and name, spacing, and incorrect grammars. Respondent A’s comment was to add more exercises which we did. The respondent suggested for adequate space in writing activity. Although noticed some loopholes, the respondent assessed the work text and said that the material is unique and nice. Respondent B and Respondent A had the same comments and suggestions which the researchers followed and corrected. Respondent B added that the page numbers should be put in the lower right corner but the researchers didn’t consider this. The researchers hadn’t changed the position of the page numbers because students could easily the page number if it is put in the upper right corner. The assessment of the work text is nice according to respondent B. Respondent C suggested putting the author’s name after the poem which the researchers did. The respondent also suggested enrichment activities which the researchers did not consider. The work text’s purpose is for easy mastery of the lesson. The researchers thought that the pre-test, test, extra activity, and posttest are enough activities for the work text. The third respondent commented that the presentation of activities is very nice and interesting. The work text is good I individualized mastery, as said by the respondent. Respondent D had found lots of loopholes on the topic, objectives, incorrect grammar, and spacing which the researchers changed and corrected. The respondent 24 suggested to revise the topic and to add more activities. The researchers modified the

topics for the improvement of the material. Even though the respondent saw some loopholes, she assessed the material and said that the mastery process is very effective. Respondent E said that the work text should focus on the unlocking of difficulties. The researchers considered this and revised some questions in the pre-test as well as in the posttest. She also suggested adding contextualized grammar exercises which the respondents did. Respondent E praised the work text and said that the sequence deigned I functional, topics are relatively suited to the level of understanding of 2nd year students, the material is worthwhile and lastly, the mastery of learning will be achieved by the students. Respondent F’s assessment regarding the work text was nice. The respondent said that the material can serve a good instructional material in English II. The respondent also said that the work text provides everything that the students need to learn in the lesson. Respondent G found loopholes like wrong grammar and wrong punctuations which the researchers corrected. She suggested revising the design of the cover which we did. The last respondent said that the material is very suitable for the students’ mastery.

25 Table 2 Weighted Mean Distribution on the Acceptability of the Work Text in Terms of Content Statements 4 3 2 1 WM Scale Description

1. The content of the work text are parallel to the objectives set. 2. The lessons included in the work text contain clear instructions and set of procedure. 3. The concepts and ideas presented are appropriate to the age, maturity and experience of the target user. 4. The work text can be linked to its intended outcome which is the mastery of the lesson. eneral Weighted Mean=3.39

6 8 7 5

9 7 8 8 2

3.4 3.53 3.46 3.2 G

HA HA HA A HA

Table 2 shows the acceptability of the developed work text using Morrison Method in selected topics in English II as to Content. The content of the Work Text is parallel to the objectives set which has the weighted mean of 3.4 with the scale description of highly acceptable. The lessons included in the work text contain clear instructions and set of procedure with a weighted mean of 3.53 a scale description of highly acceptable. Regarding Tenedero’s concept of appropriate topic for the level of the learners, the concepts and ideas presented are appropriate to the age, maturity and experiences of the target user which has a weighted mean of 3.46 that scales as highly acceptable. The work text can be linked to its intended outcome which is the students 26 mastery as patterned in H.C. Morrison’s Morrison Method which has a weighted mean of 3.2 with the scale description of acceptable. The general weighted mean of the developed work text as to content is 3.39 with the scale description of highly acceptable. Table 3 Weighted Mean Distribution on the Acceptability of the Work Text

in Terms of Organization Statements 1. The topics are well –organized. 2. The work text shows consistency in the series of activities offered. 3. The flow of activities is coherent and not confusing. 4. Observes appropriate grammar and punctuations. = 3.61 4 8 15 8 6 3 7 7 9 2 1 WM 3.53 4 3.53 3.4 Scale Description HA HA HA HA

GWM HA

Table 3 shows the acceptability of the developed work text using Morrison Method in selected topics in English II as to organization. The topics are well- organized which has a weighted mean of 3.53 with the scale description of highly acceptable. The work text shows consistency in the series of activities offered which has a weighted mean of 4.0 with the scale description of highly acceptable. The flow of activities is coherent and not confusing which the Morrison method requires regarding its steps on mastery. The work text observes appropriate grammar and punctuations which has a weighted mean of 3.4 with the scale description of highly acceptable. The general weighted mean of the developed work text as to organization is 3.61 with the scale description of highly acceptable. 27 Table 4 Weighted Mean Distribution on the Acceptability of the Work Text in Terms of Presentation Statements 1. The work text has adequate 4 11 3 4 2 1 WM 3.73 Scale Description HA

margins, legible type face and comfortable type size. 2. The material has presented in a way students will easily understand the content procedure. 3. The work text is presented at a pace that allows review and reinforcement of activities. 4. The work text has sufficient space provided for students’ responses. 5. The design and appearance of a work text are exceptionally different from other available materials in circulation. =3.51

14 1 5 10

1 14 8 5 2

3.93 3.06 3.2 3.6

HA A A HA

GWM

HA

Table 4 shows the evaluation of the acceptability level of the work text using Morrison Method in selected topics in English II as to presentation. The work text has adequate margins, legible type face and comfortable type size which have a weighted mean of 3.75 with the scale description of highly acceptable. The material has presented in a way students will easily understand the content which has a weighted mean of 3.93 with the scale description of highly acceptable. The work text is presented at a pace that allows review and reinforcement of activities which the researchers have adopted on Morrison method for further mastery of the lesson. 28 The work text has sufficient space provided for students’ responses which has a weighted mean of 3.2 with the scale description of Acceptable. The design and appearance of a work text are exceptionally different from other available materials in circulation as Guinto and Rea had also done when they developed an instructional material proving that a new

instructional material can be created. The general weighted mean of the developed work text as to presentation is 3.51 with the scale description of highly acceptable.

Table 5 Weighted Mean Distribution on the Acceptability of the Work Text in Terms of Appeal to the Target User Statements 1. The work text is worth for time, effort and experience of students. 2. The work text stimulates students to be proficient in the rules of grammar and on applying it. 3. The work text enables the students to develop his/her creativity and skills of self-expression. 4. The work text can serve as anew learning material in mastering English II. 5. The work text enables the students to enhance mastery. =3.33 4 9 5 6 11 5 3 6 7 6 2 7 3 3 2 3 2 1 WM 3.6 3.13 3.2 3.6 3.13 GWM Scale Description HA A A HA A HA

29 Table V shows the evaluation of the acceptability level of the work text using Morrison Method in selected topics in English II as to appeal to the target user. The work text is worth for time, effort and experience of students which has a weighted mean of 3.6 with the scale description of highly acceptable. The work text stimulates students to be proficient in the rules of grammar and on applying it which has a weighted mean of 3.13

with the scale description of acceptable. The work text enables the students to develop his/her creativity and skills of self-expression as Dunn relates what really learning meant, which has a weighted mean of 3.21 with the scale description of Acceptable. The work text can serve as anew learning material in mastering English II which has a weighted mean of 3.6 with the scale description of highly acceptable. The work text enables the students to enhance mastery which the Morrison technique was meant for, which has a weighted mean of 3.13 of acceptable .The general weighted mean of the developed work text as to appeal to the target user is 3.33 with the scale description of highly acceptable. .

30

CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents brief summary, findings, conclusions and the

recommendations.

SUMMARY

This study was conducted to develop and to determine the acceptability of a work text using Morrison Method on selected topics in English II. Having this in mind the researchers sought to answer the following problems: 1. What instructional material can be developed in teaching selected topics in English II? 2. Are there parts of the developed material that need to be reviewed, revised, deleted or changed based on the comments and suggestions of the pool of experts? 3. What are the levels of acceptability of the developed work text using the Morrison Method in terms of: 3.1 Content 3.2 Organization 3.2. Presentation 3.3 Appeal to the target user

The researchers selected 22 teachers in English from different schools in Quezon as respondents. A questionnaire was administered to determine the acceptability of the developed work text. The researchers utilized the qualitative-quantitative approaches to gather the necessary data. The study was conducted in a three-fold manner namely: the development of instructional tool, revision of the material based on the evaluators’ comments and

suggestions and evaluation of the responses through the questionnaire in order to determine the level of its acceptability. After the work text has been evaluated, the work text was scrutinized and revised based on the comments and suggestions given by the pool of evaluators. The revised work text was rated for acceptability from another set of evaluators.

FINDINGS
After analyzing the results of the study the researchers arrived at the following findings: 1. A work text using Morrison Method as an instructional material can be developed in teaching selected topics in English II. 2. There are parts of the developed material that need to be reviewed, revised, deleted or changed based on the comments and suggestions of the pool of experts. 3. The levels of acceptability of the developed work text using the Morrison Method are Highly Acceptable in terms of Content, Organization, Presentation and Appeal to the Target User. 32

CONCLUSIONS
Based on the findings the researchers arrived at the following conclusions: 1. The use of work text in teaching Morrison Method was very effective in the students’ mastery. 2. The application of adjective and verb in the work text using Morrison Method provides mastery of the rules of grammar.

3. The concept of applying Morrison Method in a work text allows individualized mastery. 4. The work text using Morrison method is ready for recommendation to test its effectiveness.

RECOMMENDATIONS
From the review of the findings and conclusions, the following recommendations are completed. 1. A follow up study regarding the use of work text in teaching other discipline can be conducted in the future. 2. Valuing and enrichment activities can be added to the text if the lesson will concentrate in Literature rather than in Grammar. 3. In using Morrison Method, teachers can create and design their own pattern as long as mastery of the learner is emphasized with the use of pre test and post test. 4. A work text using Morrison method in English II can be used in any regular class to test its effectiveness. 33

BIBLIOGRAPHY
A. Books Calderon, Jose (1998) “Principles and Practices of Teaching 1”. Quezon City: Great Books Trading. Corpuz, Brenda et. Al. (2006) “ Principles of Teaching 2” . Quezon City: Lorimar Publishing Inc.

Amurao, Ma. Lina Pamela et. al. (1995) “How to Speak English Fluently” .Tarlac, Tarlac: Books on Wheels Enterprises.

B. Magazines and Journals Tenedero, Henry “The Role of Motivation in Learning” Breakthrough in Education, Manila Bulletin July 7, 2005. Mendoza, Ivy Lisa. “Mastery in Learning” Manila Bulletin June 22, 2006

C. Manuals and Pamphlets Dela Cruz,Teresita V. (2008). “Motivational Factors in Learning” Facilitating Learning. Southern Luzon State University.

D. Unpublished Materials

Fetalco, Rhona Joy and Rea, Shiela Nina (2008) “Development and Acceptability of A Proposed Modified Learning by Teaching (LdL) Model and its Teaching Manual” 34 Guinto, Nicanor and Javier, Ruel (2008) “Development and Acceptability of A Work Text on Selected Topics in English IV Using the Communicative Approach and Performance-Based Assessment Technique” (Undergraduate Thesis Southern Luzon State University ) E. Online Resources

Churchen, Sarah (2005) “ Learning Styles” , retrieved on Feb16, 2009 www.learning styles.com. Learning In Unique Ways _____http://www.morrison._methods_in_education_by_hc_morrison.com _____http://www.etsy.com/masterytechnique.phpuser_id.

35

APPENDICES

Appendix “A” LETTER TO THE RESPONDENTS

Republic of the Philippines

Southern Luzon State University
College of Teacher Education Lucban, Quezon

Sir/ Ma’am: The undersigned are third year students of SLSU- CTE taking Bachelor of Secondary major in English. In partial fulfillment of the requirements in English 15: Language Research, they are currently conducting the study entitled “Work Text Using Morrison Method” In connection with this, the researchers have chosen you to be one of the pool of evaluators who will validate the said material since you are one of the competent persons who could provide good evaluation to the developed instructional tool. Accordingly, we are asking for your approval regarding this matter.

We hope to merit your most favorable response. Thank you and God bless you. Respectfully yours, Ms. Jennifer Magboo(sgd) Ms. Elaine Salayo(sgd) Noted by:

Prof. Carmelita C. Placino(sgd) Thesis Adviser

36 Appendix “B” OPEN-ENDED INTERVIEW QUESTIONS Name of Evaluator: ____________________ Date of Evaluation: _________ School: _____________________________ Please answer the following questions. Your responses will be highly considered in the improvement of the material. 1. What suggestions can you give to improve further the material? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ 2. What are the loopholes that you have noticed upon scrutinizing the material? ________________________________________________________________________ ________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________ ____________________________________________________________________ 3. What can you comment about the mastery process of the material? ________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ___________________________________________________________________ 4. How will you assess the material as an instructional material in individualized mastery? ________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ___________________________________________________________________ 37

Appendix “C” QUESTIONNAIRE Southern Luzon State University COLLEGE OF TEACHER EDUCATION Lucban,Quezon QUESTIONNAIRE A QUESTIONNAIRE TO EVALUATE THE ACCEPTABILITY LEVEL OF THE WORKTEXT USING MORRISON METHOD IN SELECTED TOPICS IN ENGLISH II Kindly rate the developed work text according to the following criteria: content, organization, presentation, and appeal to the target user by using the scale below. Read the following statements carefully and tick on the appropriate column that corresponds to your answer. Use the following scale. 4-Highly Acceptable (HA)

3-Acceptable (A) 2-Fairly Acceptable (FA) 1-Not Acceptable (NA) STATEMENTS I.CONTENT 1. The contents of the work text are parallel to the 4 3 2 1

objectives set. 2. The lessons included in the work text contain clear instructions and set of procedure. 3. The concept s and ideas presented are appropriate to the age, maturity and experience of the target user. 4. The work text can be linked to its intended outcome which is the students’ mastery of the lesson.

38 II. ORGANIZATION 1. 2. The topics are well-organized. The work text shows consistency in the 4 3 2 1

series of activities offered. 3. The flow of the activities is coherent and not confusing. 4. Observes appropriate grammar and punctuations.

III .PRESENTATION 1. The work text has adequate margins, legible

4

3

2

1

type face and comfortable type size.

2.

The material was presented in a way

students will easily understand the content procedures. 3. The work text is presented at a pace that allows review and reinforcement of activities. 4. The work text has sufficient space is provided for student’s responses. 5. The design and appearance of the work text are exceptionally different from other available materials in circulation.

39 IV. .APPEAL TO THE TARGET USER

1.

The work text is worth for time, effort and

experience of students. 2. The work text stimulates student to be proficient in the rules of grammar and on applying it. 3. The work text enables the students to

develop his/ her creativity and skills of selfexpression. 4. The work text can serve as a new learning material in mastering English II. 5. The work text enables the students to enhance mastery.

40 Appendix “D” COMPUTATION OF THE WEIGHTED MEAN Computation of Weighted Mean 1. Content WM = 4f + 3f + 2f + f N 4(6)+3(9) 15 24+27 15 3.4 WM = 4f + 3f + 2f + f N 4(8)+3(7) 15 32+21 15 WM = 2. Organization WM = 4f + 3f + 2f + f N 4(8)+3(7) 15 32+21 15 3.53 4f + 3f + 2f +f N 4(15) 15 60 15

3.53 WM = 4f + 3f + 2f + f N 4(7)+3(8) 15 28+24 15 3.46 4f + 3f + 2f + f N 4(5)+3(8)+2(2) 15 20+24+2 15 3.2 WM =

4 4f + 3f + 2f +f N 4(8)+3(7) 15 32+21 15 3.53 4f + 3f + 2f +f N 4(6)+3(9) 15 24+27 15 3.4

WM

=

WM

=

41 3. Presentation WM = 4f + 3f + 2f + f N 4(11)+3(4) 15 44+12 15 3.73 WM = 4f + 3f + 2f + f N 4(14)+3(1) 15 54+3 15 3.93 WM = 4f + 3f + 2f + f N 4(1)+3(14) 15 WM = WM = 4. Appeal to the Target User WM = 4f + 3f + 2f + f N 4(9)+3(6) 15 36+18 15 3.6 4f + 3f + 2f + f N 4(5)+3(7)+2(3) 15 20+21+6 15 3.13 4f + 3f + 2f + f N 4(6)+3(6)+2(3) 15

4+44 15 3.06 WM = 4f + 3f + 2f + f N 4(5)+3(8)+2(2) 15 20+24+4 15 3.2 WM = 4f + 3f + 2f + f N 4(10)+3(5) 15 40+15 15 3.6 WM = WM =

24+18+6 15 3.2 4f + 3f + 2f + f N 4(11)+3(2)+2(2) 15 44+6+6 15 3.6 4f + 3f + 2f + f N 4(5)+3(7)+2(3) 15 20+21+6 15 3.13

42 Appendix “E” A BRIEF LESSON PLAN IN ENGLISH II I. Objectives A. Conjugate words according to the intended tense of the verb. B. Determine the Appropriate past form of the verb. C. Trace the flow of the featured story.

II. Subject Matter A. Topic: B. Reference:

The Man Who Drank With Death (Grammar Lesson: Verb) Dexterity in English II By Magboo, Jennifer and Elaine Salayo pp. 3-14 C. Instructional Material: Work Text

III. Methodology a) Unlocking of Difficulties

b) c) d) e)

Answering of Pre-test Lesson Proper Discussion of the story and the lesson in grammar Answering of the first activity Giving the students a review of the story and the lesson in grammar Answering of the extra activity

IV. Evaluation Answering of Post test

43 I. Objectives A. Write an essay according to the students’ experiences. B. Retain facts from the poem. C. Identify the proper suffix for the particular word.

II. Subject Matter A. Topic: B. Reference:

The Fisherman (Grammar Lesson: Adjective) Dexterity in English II By Magboo, Jennifer and Elaine Salayo pp. 19-29 C. Instructional Material: Work Text

III. Methodology Unlocking of Difficulties Answering of Pre-test b) Lesson Proper
a)

Discussion of the story and the lesson in grammar c) Answering of the first activity d) Giving the students a review of the story and the lesson in grammar e) Answering of the extra activity

IV. Evaluation Answering of Post test

44

CURRICULUM VITAE

JENNIFER L.MAGBOO jhenzmagboo_bsed3a@yahoo.com

PERSONAL DATA Date of Birth: August 14, 1990 Place of Birth: Sariaya, Quezon Addres: Villa Salvamen Gibanga Sariaya, Quezon Cotact No. : 09106163447 Gender: Female Civil Status: Single

Nationality: Filipino Religion: Roman Catholic Parents Mother: Mercedes Magboo Father: Mario Magboo

EDUCATIONAL BACKGROUND Tertiary: Southern Luzon State University Third Year College 2006 onwards Secondary: Sariaya Institute 2002-2006 Primary: Balubal Elementary School 1996-2002 45

AFFILIATIONS Language Society, Member Sharians League of Students, Member

SEMINARS ATTENDED  Seminar on Family Planning and HIV/ Aids SLSU-CTE Audio-Visual Room, March 2007

 Refined Secondary Education Curriculum Seminar SLSU- CTE Audio -Visual Room, Sept 2007  Concept-Based on Selected Secondary Subjects and Lesson Demonstration SLSU-MHDP Audio -Visual Room, Feb 2008  Seminar Workshop in Campus Journalism SLSU-CTE Audio- Visual Room, Oct 2008  Turui, Sulati, Artehi SLSU-JR Hamlet Hall March, 2008

46 AWARDS AND RECOGNITIONS  First Place, Matira ang Matibay Quiz Show Celebration of Buwan ng Wika, 2008  First Place, Ist Science Wizard Quiz Show Science and Technology Week, 2008  Second Place, Pinoy Henyo Quiz Show Celebration of Buwan ng Wika, 2007  Second Place, Tagisan ng Talino Quiz Show Celebration of Foundation Day, 2007
 10th Place in Copy Reading

Seminar on Campus Journalism, 2008
 10th Place in Editorial Writing

SLSU-CTE Audo- Visual Room, 2008  Partial Academic Scholar

1st and 2nd Semester 2006  Partial Academic Scholar 1st and 2nd Semester 2007  Meritorious Awardee, Sariaya Institute, 2006  Over-all Champion, UP Oroquieta Intellectual’s Quiz, S.M. City Lucena, 2006  Ist Place, UP Oroquieta- History and Current Events Category, S.M. City Lucena, 2006
 3rd Place, UP Diliman Patalasang Lahi, Diliman, Quezon City, 2006

 Champion,UP Kalilayan Tagisan, Lopez, Quezon, 2005
 2nd Place, Manuel S. Enverga Foundation Quiz Show, S.M. City Lucena, 2005

 Over-all Champion, UP Oroquieta Intellectual’s Quiz, S.M. City Lucena, 2005  Ist Place, UP Oroquieta- General Information Category,S.M. City Lucena, 2005

 Ist Place, Science Quiz Bee
 1st Place English Quiz Bee

 1st Place Filpino Quiz Bee
 2nd Place Spelling Bee  2nd Place Super Quiz Bee

47

 1st Place Super Quiz Bee Sariaya Institute 2002-2006

 Valedictorian, Balubal Elementary School, 2006  Leadership Award  Loyalty Award

48

Personal Data
Name: Age: Status: Nationality: Address: Elaine Cangayo Salayo 21 Married Filipino Narra St. Countryside Subd. Lucban, Quezon

Can Communicate in: Tagalog and English Favorite Books: Favorite Movies: Motto: Bible, Angel’s and Demons, The Killing Dance, and Timawa Clueless, Pa-siyam, Katorse, Tatlong Taong Walang Dyos

In this life there are two kinds of people, bullies and losers. In reality there is another option between the two, and that is being a preacher, a teacher.

49

Educational Background
Level Primary Level Secondary Level School Pel-1 Lucban, Quezon SLPC Laboratory High School Lucban, Quezon 2004 Course Year 2000

Tertiary Level

Sacred Heart College Lucena, SLPC Lucban, Quezon Sacred Heart College Lucena and SLPC Lucban, Quezon TESDA Lucban, Quezon

BA-Communication (Undergraduate) 2004-05

BEED PRE-Elementary (Undergraduate) 2005-06

Finishing Course for Call Center Agents (Graduated) 2007

SLSU Lucban, Quezon

BSED Major in English present

Affiliations
Former Staff of Junior Kingfisher Journalist Students of Laboratory High School TKPA Dance Troup (Sacred Heart College) Matya Satra Dance Troup (SLSU) 50

Seminar’s Attended
Seminar Panel Discussion of Extra Sensory Perception: It’s Moral and Ethical Implications 2005 Training for Call Center Agents Information Technology and Place School of Arts and Science SLSU Lucban, Quezon March10, Date

Telework Services Bldg. SLSU Lucban, Quezon Refined Secondary Education Curriculum Seminar Concept-based on Selected Secondary Subjects and Lesson Demonstration Seminar Workshop on Campus Journalism SLSU College of Teacher Room Lucban, Quezon Audio- Visual Room of Marcelo H. Del Pilar Bldg. SLSU Lucban CTE Audio- Visual SLSU Lucban, Quezon

May15, 2007June15, 2007

Sept.28, 2007

Feb.1, 2008

Oct.23, 2008

Awards
Best in Phonetics Honor Student Best in Oration 2nd Placer in Oratory Contest 10th Placer in News Writing 51