MARIKINA POLYTECHNIC COLLEGE

Sta. Elena, Marikina City

GS-CPE Department

G21-ENG 605

SCIENTIFIC AND TECHNICAL

DISCOURSE ANALYIS

DISCOURSE ANALYSIS IN SCIENCE AND TECHNOLOGY AND LIVELIHOOD

EDUCATION (TLE) CLASSES AT GEN.LICERIO GERONIMO MEM.

NATIONAL HIGH SCHOOL SY 2016-2017

Presented by:

RAMIL G. ATIBAGOS MELISSA A. OLILA

MARJORIE GRACE ABELA

MASTER OF ARTS in TEACHING major in TECHNICAL ENGLISH

Presented to:

DR. HELEN C. PARCON

APRIL 6, 2017

.
1
 CHAPTER I

A. Background of the Study

The study of discourse inside the classroom has always been an

important topic of research by experts in the field for this always gives

teachers ideas on how to be able to teach with a definite positive outcome

on the part of the learners.

The underlying principle that learners should dominate the interaction

in the classroom is still one of the major characteristics the K-12

Curriculum possesses. It cannot be argued that giving the students

opportunity to talk more provides them opportunities to think creatively and

critically. These are only a few of the expected outputs of the recent

change in our curriculum.

Modular approach was implemented in the learners to give them

chances of developing themselves. The books given to them by the

Department of Education (DepEd) provide them activities that need to be

discussed in front of their classmates individually or by group. Activities in

the lessons for each module also lead to a culminating activity that needs

to be processed by all concerns inside the classroom.

The activities all require authentic learning and authentic assessments

giving students more probability to express themselves freely therefore the

traditional way of discussion inside the classroom is rarely seen.

As experts in the field of teaching this study is being conducted to gain

knowledge in the process of discourse in Science and TLE classes

2
 respectively in our own school. This provides the researchers an in-depth

analysis of discourse. The teachers who demonstrated for the sake of this

endeavor were properly informed of what will transcribe and the use of this

research.

The researchers also informed the principal of the purpose of this study.

B. Statement of the Problem

This study aims to provide the researchers and future researchers on

the same field information on what reaaly happens inside a Science and a

TLE class in Geronimo National High School.

Specifically, this seeks to answer the following questions:

1. What kind of discourse is found in the classes observed?

2. What is the importance of studying discourse inside the classroom?

3. How will the knowledge of discourse help in the following factors:

a. Teaching Science subjects?

b. Teaching TLE subjects?

c. Teaching English subjects?

d. Learning in Science and TLE subjects respectively?

C. Significance of the Study

This study is being conducted to provide knowledge on what really

happens in a Science and TLE class. These two subjects use English as a

medium of instruction inside the classroom. This will provide the

3
researchers insights if the English Language is really being used in the

discourse considering that the learners are non-native speakers of the

mentioned language.

This also, will give the researchers an opportunity to evaluate their own

classroom in terms of instruction again considering the medium of

instruction used and the subject being taught by the researchers.

As teachers of English, the researchers will be able to help their

colleagues in the field of Education to enhance the student’s vocabulary of

the English language as well as in definition of terms.

This study will also help the administrators, i.e the Principal, Head

Teachers, and Department Heads to give appropriate technical assistance

to teachers who have difficulty in the manner or delivery of the instructions

in the class so that the teacher will be more effective as facilitator of

learning.

And most of all, the students will be the ones who will benefit in the

appropriate facilitation of the teacher thus maximum participation will be

observed and more interaction will be manifested from the students, thus

student-centered classroom is highly evident.

The Content-Based Instruction could also be used by the researchers

to further enhance the student’s knowledge in the subjects.

4
D. Scope and Delimitation of the Study

The study focuses on selected Science and TLE classes of Geronimo

National High School in Montalban, Rizal focusing on the discourse done

in the classroom.

5
 CHAPTER II
Conceptual Framework

a. Review of Related Literature

The use of bilingualism in the Educational System in the

Philippines is in accordance with the Philippine Bilingual Education

Policy (BEP) which aims at the achievement of competence in both

Filipino and English at the National Level. This policy provides

opportunity for Filipino students to be proficient in both languages.

According to this policy, students will use the Filipino language in

subjects like Filipino and Araling Panlipunan. Whereas, English will be

used in English subject, including Sciene and TLE according to Espiritu

in her Journal entitled Language Policies in the Philippines (2015).

On the contrary, according to Dalisay in an article entiled Philippine

Writing, According to Butch Dalisay written by Santiago (2011), there is

an existing struggle between whether the Filipino writer will use English

or Filipino in his work probably because of the dilemma of bilingualism

and the target readers here in the Philippines. Filipinos tend to choose

reading selections that they understand and that are Filipino.

However, though many are arguing on the importance of the

English Language as a means to make the students well-equipped in

facing competitions in and out of the country Science teachers need

not be required to have competence in the English Language as

stipulated in the characteristics of an Effective Science Teacher in the

6
Philippines in the book entitled Framework for Philippine Science

Teacher Education of the Science Education Institute. It is an accepted

fact that the use of Tagalog words is accepted in the teaching of the

subject. So, the argument whether to use Filipino in Science subjects

is not a major concern in the field of teaching Science subjects.

Coulthard and Sinclair (1985) devided the discourse in the

classroom into a distuishing pattern divided into three parts and are

introduced by transitional devices or transactional devices. These parts

are known as Initiation (I), Response (R) and Feedback/Follow-up (F).

In the previous years students were exposed on a process wherein

the teachers provide all information leading to a teacher-centered

instruction. With the onset of different researches in the field of

Education, innovations were implemented thus, the use of small group

activities were conducted as activities inside the classroom. These

activities were known as cooperative learning, provides opportunities

to mingle with the other students and made sure that there is an

existing discussion with the students. So, child-centered education

emerged.

Hadfield observes that familiarity among students encourage

students to participate and invites them to share their own experiences

in the process. This produces authentic learning and assessment.

7
 Students learn more depending on the style of the teacher in the

use of discourse. Therefore, teachers using encouraging words

motivates the students to speak and share information.

In the same sense, the use of local materials or resources makes

the students familiar with the topic such is one of the major

characteristics of the K-12 Curriculum. Familiarity with the topic

ensures a constant flow of discourse coming from the students during

the flow of discussion inside the classroom. This gives students

understanding of the lesson through the use of their schema.

b. Research Hypothesis

The study aims to prove the following hypothesis:

1. The teachers rarely give feedback on the answers of the students.

2. The teacher dominates the classroom discussion because the

students lack competence in the use of English language.

3. The students understood instructions in rhetoric form.

4. There is a relationship between the expected output of the students

and the discourse used in the classroom.

5. Localization and contextualization are important factors to establish

a continuous flow of conversation between the teacher and the

students.

6. Students learn more if given the opportunity to think creatively and

critically.

8
c. Conceptual Model of Study

-Observation of - Transcription - Additional

Process
Input

Output
Science and TLE of the information on
clasess. conversation the process of
discourse inside
-Recording and inside the the classrooms.
Taking note of classroom.
-
the discourse - Analysis of the Recommendation
inside the transcribed on the needed
classroom. discourse. activities inside
the classes to
further enhance
the output in the
classes observed.

9
d. Definition of Terms Used in the Study

1. Discourse – the use of words to exchange thoughts and ideas.

2. Discourse Analysis - the study of linguistic relations and structures

in discourse.

3. IRF- a discourse pattern. I stands for Initiation, R stands for

response and F stands for feedback.

4. Content-Based Instruction – the use of materials/resources from

other subjects as a form of springboard or lesson. To provide

familiarization on the part of the students.

5. Localization – to accumulate in or be restricted to a specific or

limited area. The use of localized materials/resources found in the

vicinity of the community.

6. Contextualization – to think about or provide information about the

situation in which something happens.

7. Bilingualism – the ability to speak and write two languages.

10
 CHAPTER III
Research Design

A. Methods of Research Used

The researchers went to Geronimo National High School in Montalban

Rizal to watch an actual class. The chosen classes were Science and TLE. The

teachers were given instructions not to mind the audience as they observed the

class.

Accordingly, the researchers utilized the descriptive method. According to

Van Meyer (1988), the descriptive method is used in determining the nature in

prevailing condition, seeking accurate description of activities in identifying

relationship between and among variables.

This paper is descriptive in nature. As defined by Manuel and Mendel

(1976:25) descriptive method of research describes what is in a particular

phenomenon, practice, situation or any current condition. It is a fact finding study

which requires adequate interpretation that goes beyond data gathering. Estolas

and Boquiren (1973:14) defined descriptive study as a set of gathered data of

information analyzed, summarized, and interpreted along certain lines of thought

for the pursuit of a specific purpose of the study. Descriptive data are collected

by using different methods. It may be presented qualitatively and quantitatively,

depending upon the nature of the material and the purpose for which one is

doing research. It was the most appropriate research method to use since the

study deals with the development and evaluation of advance organizer in English

at Marikina Polytechnic College.

11
 According to Manuel and Medel (1976), descriptive research described

“what traits” or “what it is” about a certain educational phenomenon. Accurate

observation and assessment arise from the date ascertain the nature and

incidence the prevailing condition, practices, and persons who are objects of the

descriptive research. It studies conditions as they exists.

B. Sources of Data

The data came from an observation of classes from Geronimo

National High School.

C. Data Gathering Instruments

The researchers used monitoring tools such as tables in distinguishing

the pattern of discourse and the rhetorical pattern used by the teachers in

their respective classes.

D. Data Gathering Procedures

The researchers will do the following steps to gather data necessary

for this study:

1. Give a formal letter to the School Head asking permission to observe

classes in the school particularly in a science class and TLE class,

2. Ask permission from the teachers to be observed,

3. Observe classes in Science and TLE classes respectively,

12
 4. Record the class discourse through a video and in pen and paper.

E. Statistical Treatment of the Data

For better results and accurate interpretations, the researchers used the

following statistical treatment:

1. Frequency and percentage (Ronald Walpole, 1982) were computed to

determine the distribution rhetorical functions. The rank was also used

and was taken into consideration.

Percentage: Where:

f % = Percentage
% = --------- f = Frequency
N N = Number of Cases

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 CHAPTER IV
Presentation, Analysis, and Interpretation of Data

This chapter presents the presentation, analysis, and interpretation of

data.

A. Findings

Table 1
Discourse Analysis of Scientific Text

TRANSACTIONS EXCHANGE STRUCTURE

EXCHANGE STRUCTURE DISCOURSE I R F
MARKERS
S: ….According to our good and evil √
constituents. Tantalize us, so that we
may learn to know ourselves, and that
we may emerge as a pure element-
already paired from the man of the
earthy life . Amen.

T:Let us greet. Good afternoon Agoho.

√
S:Good afternoon Sir Asuncion. Good
afternoon visitors. “Taas-noo Rizaleno.” √
9- Agoho!

T:Okay, so take your seats. √

S:Thank you.
Now
T:Okay, now ah.. So now before I will √
show you a picture. Class, what do you
see about the picture shown on the
board? Yes, Luisito.

S: It is part of the skeletal system. √

T: Pardon me. Okay, a part of the
√
skeletal system. Specifically, what does
that skeletal system represent?

14
(Repeated question) Okay. Yes, So √
anyone? So with that, it is the skeletal of
the human being. A skeleton. Okay,
yes!

Edward, stand up. Okay, skeletons are √

made up of what kind of?
√
S: Sir, skeletons are made up of bones.

T: Okay. Good, Skeletons are made up √

of bones.

T: Very good √
Now
T: Now, you know that our bones are √
made up of specific elements. Now,
who knows what element made up our
bones?

S: Calcium √

T: Yes. Very good! It is made up of √

element calcium.
Now
T: Now, going back to your lesson
√
regarding electron distribution, Calcium
is an element with atomic number
twenty. Now, who can go to the board
and write its atomic structure using our
valence shell?

Anyone? Who would like to go to the √

board? Agoo?
Now
Napagod ba kayo sa sayaw? Okay, √
now, anyone? Atomic structure, of
course, uses nucleus as center of atom.
Okay, we have our 1, 2, 3 and now,
another on, 4. Who can complete the
atomic structure using numbers??
Anyone? Okay, Edgar, great job boy!
(Student drawn pictures on board)
Now
√
T: Okay ,now, is he correct guys?

15
S: Yes. √

T: Okay five claps for Edgar. √

Now
T: Now how would we know that Edgar’s √
answer is correct about the atomic
structure of calcium? Anyone? Yes,
Manuel.
√
S: The total number of electrons.
So
T: Okay, The total of the number-- the
sum. Yes. So what’s the sum of Edgar’s √
work?

S: Twenty. √
So
T: So let’s find out. Let’s sum it up √

T: So we have two plus 8 √

√
S: 10

T: Plus 8 √
√
S: 18
√
T: Plus 2 again?

S: 20 √

T: Equals 20. That means correct. As √

we all know, using this we can
determine the period and group number.
So who likes to go to the board and So
write its period and group number?
Anyone? Aside from Edgar, any other
hands? Yes Marilyn.
(Student responded to call)

T: We have period 4 and group 2A. Any √

violent reaction regarding the answer of
Marilyn?

(Silence)

16
T: So there’s no violent reaction then. So
You agreed that her answer is correct. √

S: Yes √

T: Now, how sure are we that this Now, So

answer of hers is correct? Anyone? So √
awhile ago, we checked that Edgards
work is correct. This time around, how
sure are we that Marilyn ‘s work is
correct?

Anyone? Yes, stand up hija. Are you

willing to come explaining. Stand up
hija. How would we know that the period
number is correct.

Your classmates are supportive to you.

Yes Allan, because of…..

S: The number s of valence electrons. √

T: So, what is the valence electrons So

here? This one is the valence electrons. √
This one is valence shell as studied last
meeting. Now, 1,2,3,4 … So the
number of valence shell occupied by the
electron of calcium is equal to 4 and
represents our period number.
On the other
On the other hand, your group number hand
this time is represented by your valence √
electrons taken at the outside shell,
valence at group 2, and there is where
your group number came from. Is that
understood class?
Now, Again
Okay now, upon working with this, √
where could you compare the process
of distributing the electrons using the
atomic structure? Again, this one is
called the atomic structure. Okay, so
where do we compare this process or
method?

Anyone? To what particular thing are we

17
comparing this one? Yes Marco?

S: Electron distribution √
Another
T: Electrons distribution? Yes, another √
…
S: Electron mnemonics √
T: Yes, electron mnemonics? Pardon
√
me.
Another
T: Okay another answer? Misbell, at the √
back.

S: Electron configuration √
So
T: So now, what we are talking about is √
like a wifi. Yes like a wifi. If we’re going
to write it upside down, it is like this. And
it is necessary for you to connect. Try to Another
connect to our discussion. Another
comparison is this one guys. So it
seems like a wifi is connected to this
one, as well as the one on the board.
Let’s see what is seen on the board. A
solar system drawing! Can you see the
resemblance with a solar system and
our process of electron distribution?

S: Yes. √

T: Do you see similarities? √

S: Yes √

T: Try to state further. Yes, anyone? √

S: They all have their own orbits. √

T: Okay, this one represents orbits while

electron mnemonics represents the √
planets. Class, do you know that aside
from using solar system or atomic
structure as a method of distributing
electrons, there is another one? This
one is somehow similar to the one on

18
the board. You’ve seen a solar system a
little while ago. This time around, what is
being shown class at this point? How
about you? Are you blind not see what
is written on the board? Yes Maflon.

S: Sir, a tower or building. √

T: It’s a building, right? Yes, an
√
illustration showing a building being Now
constructed. Now, what do you think is
the process or method distributing
electron similar to this one? Yes,
Katrina, you’re talking.

S: Orbital diagram √
Another
T: Another term. Another process of √
electron distribution aside form orbital
diagram.

S: Electron configuration √
√
T: Very good. This is called electron
configuration.

T: Now, who can describe what Now

√
electron configuration is all about?
Okay, Agoho? Yes, Trisha.

S: (Replied to teacher’s query)

T: That’s right. √

T: Anymore answer aside from Trisha’s

answer? Any other answer? Now, we √
have definition. Okay, who would like to
read it?

T: If you’re only raising, before going to √

school, try to take a bath. So that you
can get hot compliments. Yes, Charry.

S: Responded to teacher’s query.

T: Okay, comparing atomic structure, as √

19
you can see, we have atomic orbitals
and successive sublevels. Meaning this
one, we call that the MHEL if u
remember MHEL or shell, right. What
does acronym MHEL stands for? Yes,
Edgar.

S: Main energy level

√
T: Main energy level represented by the Now
shell. Now, not only energy level is √
present in the rotations or electrons can
be found at the same time. We also
have sublevels, and we have our atomic
orbitals. Do we have any method or
pattern used to write the electron
configuration of element?

T: Yes, Katrina √

S: EDF √

T: Yes, we have EDF. Yes, electron √

configuration aside from we have
principle or basis. What principle is
similar to building?
√
S: AUFPAU

T: Yes, we have AUFPAU--- Building √

AUF principle

T:Kindly read it, hija

S: (Reading the text)

T: In order to write or distribute electrons

using the electron distribution or
electron configuration, we need the
pattern known as EDF. It shows raising √
energy. Meaning our S has the lowest
energy while 6d has the highest energy.
That’s from the lowest to highest
leveling or the level of frequency for
electrons. Okay, this one is called the
pattern--- made possible by EDM or

20
electron distribution mnemonics. This
small letter N stands for principal quality
number or main energy level.Small letter
L stands for sublevels, atomic orbitals,
and of course, our superscript or
exponents X represents our number of
electrons. In other words, if you are
honest to compare the two, it’s more
informative than this one. This one only
has the energy level while this one has So
all the cells plus using the sublevels and
our atomic orbitals. So now, sublevel,
we have 4 5 0. We have the s, the p, the
d and f. Now this one gives the possible
number of electrons. We have counts,
and it has two electrons. For P we have
6.

T: S √

S: 2 √
√
T: D
√
S: 10
√
T: F

S: 14 √

T: What do these electrons represent? √

Okay, what does it give? What does S
has 2 electrons, p has 6, d has 10 and f
has… What does it give? Yes, Edward?

S: The number of orbitals. √

T: Number of orbitals? Yes, another? √

Okay, given its maximum, what?

T: Maximum number of electrons. √

Okay… That’s where the sublevel can
go. We have AUFPAU.

T: Now the building is similar to electron

configuration. It seems like its principle √

21
is derived from building. Or in another
words “increasing” means from the
lowest to highest. So that’s the mode of
seeing things

T: So the word “AUFPAU” was derived So √

from what word? Yes, Princess!
√
S: German word

T: Yes? Okay, it came from a German

word. A german word! √

T: Is she correct? √

S: Yes

T: Very good, hija. AUFPAU is a √

German word meaning “building up.” Now
Now, the principle of AUFPAU using
electron configuration is like relating to a
building from the lowest to the highest.

T: Okay, let’s have an example for it. √

We have here, Calcium. Okay, applying
your mnemonics, you have your
mnemonics, right? You have to have
your illustration of electron distributions.
Just like this one--Calcium with 20.
Electrons are distributed as follows:
electrons have 1s2 2s2 2p6 3s2 3p6
4s2.

T: Now, how are you going to check if

you have distributed yuor electrons Now
correctly? Okay? Anyone? How do we √
know this one is correct? Yes, Allan

S: The total. √

T: Yes, the total! Who would go to the √

board and try to sum it up for your
classmates’ sake?

S: (Answering on board)

22
T: Okay, you’re very good in English or √
Mathematics because you correctly
added the numbers.

S: (Laughed)

T: Now, we have 20.Now we have two Now

kinds of numbers to be found in your
√
electron configuration. We have the
numerical coefficient and the other is the
superscript or exponent. Now, which
one do you add? Is it the numerical
coefficient or your exponent or
superscript?

S: Exponent √

T: Okay, it is your exponent

T: Exponent. Now, going back to your √
formula or pattern…

T: Meaning from the answer.. √

T: Okay, from the exponent, it can be √

accounted for electrons following this…
Now
T: Now, any question for the first
example?

S: None √

T: Okay. We have the period number

and group number. That should belong
to period four. If this one don’t belong to
period four, there’s conflict between the
two process because the atomic number √
and structure must have same result as
long as period and group numbers are Now
concerned. Now, how can we get the
group number here? Yes, Arvin

S: Highest principal quantum number √

T: The highest principal quantum
√
number or yaong tinatawag the “highest
occupied main, occupied main energy

23
level or you call “HOEL.” As highest
occupied energy level is equal to four,
the period was derived from the highest
occupied energy level.

T: How about the group number 2a? √

Aside from Arvin. How can we come
across that one?
Or the acronym, for you to remember,
we have the HOEL
The electrons with the highest energy
level is 2. In the periodic table of
elements we have two kinds of groups
namely Group a and Group B. “Group
A” for the representing elements and
“Group B “ for the transition elements.
Now, we have group belongs to A and
belongs to B.

S: Ending √

T: Okay, the ending √

T: What is the ending? √

T: Group A—s, and p, while letter B
√
ends in d or f. So, now, we have two
groups. It is not only in basketball game
that we have to determine groups. We
also have letters to determine the
groups.

T: Do you need more example class? √

T: Of course there’s one more just like I

have one and I have 2. Okay, I have √
other example. That is?

S: Bromine √

T: Bromine with atomic number? √

S: Thirty five.
√
T: Of course atomic number represents
the number of electrons. Now, kindly √

24
read the configuration itself. Yes, Marvin

S: (Reading the text)

T: Okay. So nice one. √

T: Have I written it correctly or maybe √
I’m just kidding you? That’s why we
have to check. Do you think this one is
correct?

T: Yes. Who said yes? √

T: Will somebody explain that this one is √

certified?

T: Yes, sir √
√
S: Because 4p5 and 3p6
T: Because 4p5 and 3p6 are not the √
same that’s why?

S: Minus √
T: Does Edward say something related
√
to what we are giving because he is
telling about the subtraction method? Is
subtraction necessary or addition,
Arjay?

T: Did he subtract the number? Did he √

add the number? How come we have
twenty here?

S: Addition √

T: Okay, it is addition… √

T: Alright. That’s why we have to make √

necessary adjustments.

T: Again, is it addition or subtraction? √

Who says addition?

T: Who says subtraction? Raise your

hand. √

25
T: Meaning, we have to add the √
exponent.

T:For confirmation, Sir Luna, try to add √

the exponent.

S: (Adding on board)

T: Oh! Very good in English again

because you have added the number. √
Now, how about the group number?
How come period 4a. I know you’re a
silent mover, Aron.

S: We have HOEL √

T: So we have HOEL, we have 4. That’s So √

why it is taken from period 4 or how
about the group 7.

T: Instead of chatting with each other, Instead √

discussing ideas, maybe you could
share to us. Aside from Gie. Yes,
Nicole

T: Yes, what? You add 4s and 4. 4d

√
have 2 and 4p 5-----Because both of
them are part of same energy level, but
different sublevels

T: That’s why 2 plus 5 is 7. Yes. √

T: Marilyn, don’t talk to strangers. √

T: Because of seven. Because the ends √

s and p are in group A.

T: Let us have simple activity in a form √

of draw of lots. Leaders will get one.
Those who will get bubuli will get none.
It is bubuli catch.

----GROUP ACTIVITY…

T: Goodbye Agoho! √

26
S: Goodbye, Sir Asuncion. Goodbye, √
visitors. Thank you for teaching us!
TOTAL 75 42 24

Table 1 presents the initiate, response, and feedback that happened in the

science class. It shows that the teacher has more part in the classroom

conversation or discussion for that matter as revealed by the score of 75 for the

initiation. Students, on their part showed few responses as revealed by the score

of 42. Moreover, there were few feedbacks or follow-ups that were elicited by the

teacher with only 24 for its score.

Table 2
Discourse Analysis Technological Text

TRANSACTIONS EXCHANGE STRUCTURE

EXCHANGE STRUCTURE DISCOURSE I R F
MARKERS
S:Magandang umaga po! Taas-Noo √
Rizaleño!

T:Okay, before we proceed now to our

topic, let us have a recap. What are the √
different market forms of meat?
√
S:Frozen meat and canned meat

T:Frozen meat, canned meat and? √

√
S:Chilled meat and

T:What? Fresh milk? √

S:Ah, fresh meat.
√
T:Ah, pure meat… √

27
T:So,what are the two types of pure So √
meat? Ms. Jocson…

T:Okay we have the raw and pure raw √

meat meat. So, anong pinagkaiba ng
dalawa?

S:Ung raw pure meat ay naiapplyan na

po ng iba-ibang process po na hindi pa
po siya yung niluto. Yung cooked pure
meat po ay niluto nap o siya bago siya i- √
chill.

T:Okay, how about chilled meat? Will √

you please describe and define Sir
Chavez?

S:Ma’am, ito po yung meat na √

slaughtered..

T: Slaughtered then? Then √

S: Slaughtered ta’s nilalagay po sa √
chiller within 24 hours.

T: Okay, within 24 hours?

√
S: After 24 hours…
√
T: After 24 hours?

T:Okay, how about you Sir Lacap? √

S:Mam, yung chilled meat po, ito po
yung meat na after slaughtered, √
nilalagay po sa chiller within 24 hours
po.

T:Okay, nilalagay siya within, kasi after

24 hours mo pa siya bago ilagay, mako-
√
contaminate na yung beef mo. Okay,
How about the frozen meat? Mr.
Delapsy..

S: Meats below -18 deg. Celsius.

√

28
T: All right, that is what we call… √

S:Frozen meat √

T: Okay, this morning class, our topic is √

about the different kinds of meat.

T: Okay, so based on the figure in front, √

ano kaya yan?

S: Cow!!! √

T: Ako ay nagtatanong sa Grade 10 √

students, and Rizal, Rizal, may
nakakabit na Rizal. So, Grade 10
students, then Rizal section. ‘Pag
sinabing Rizal, mayroong, ganito.

T: So, this is… So

√
S:Cow!!! √

T: This is a cow. Sinong magsasabi na √

siya ay bull?

T: A meat from cow is what we call? √

S: Beef

T: Then, class, sa beef po natin, may Then √

iba’t ibang kinds of meat na tinatawag..
√
T:Okay, what is that Mr. Lamsy?

T:Corned beef? Okay, tuloy nyo lang √

T:Okay, kung napapansin nyo lang,

kung manonotice nyo sa picture, may √
mga line. Yang mga lines nay an ang
nagseseparate sa ibang part nya. Kasi
class, sa isang butcher, hindi po siya
isang simpleng trabaho. So hindi siya, So
pagkakatay niya, tanggalin ang dugo,
chinopchop na kaagad nang basta lang.
Maening, ang cow parts o meat ng
isang baka o cow ay divided to different
cuts. Okay, ano ang prupose kung bakit

29
siya dinidivide sa ibang cuts?

T:Do you have an idea, Mr. Palibino? √

S:Ma’am siguro, pag hinahati sa cut √

depende sa luto mo.

T:Meaning, ang bawat part ay may For example √

lutong binabagayan kaya hindi siya
basta lang kina-cut. Okay, for example,
anong cut ito?

T:Halimbawa, si Miss Castillo, patayuin √

ko, anong part ito?

S:Head… √

T:Yes, very good. Kahit walang

nakalagay ddon. Kasi pamilyar tayo. So √
sa parts ng cow, hindi pa tayo
masyadong pamilyar. Halimbawa, hindi
natin alam ang mga parts na ito…
√
T:Anong part ito?
√
S:Head
√
T:Then, anong part ito? Then

S:Body
√
T:Ito?
√
S:Feet √

T: Feet kaagad diba? So automatic iyon.

So sa meet mayroon po siyang kaniya- So √
kaniyang part. So, this maybe the part of
its body, but it is divided into different
cuts. So, ang part na ito is what we call..

S: ….
T:So sa butcher class, dapat alam niya,
kilala niya saang part. Hindi siya dapat So
√
manghula lang. Pag cut niya, pag
nakakita na kayo ng kinakatay na cow

30
or baboy sa palengke. Diba? Sa
palengke kasi class, commonly, nakikita
natin na buong meat is pork diba? Na
dala- dala kada umaga?

S:Opo √

T:Ang liliit lang nilang tao, ang laki ng

bitbit nila pero kayang-kaya. So, ako,
never pa akong nakakita ng isang baka So √
na bitbit nila. Kasi di hamak na talagang
napakabigat nito. So, ayun… SO ano
ang ginagawa nila? Kina-cut nila sa
different cuts. So sa chunk part, sa
anong part ito?

S:Short loin, √

T:This part?
√
S:Tender loin √

T:So itong parts na ito class ang may So

tinatawag na may tender cuts. √

T:Kaya kung ang luto mo ay yung dapat

na malambot lang na part ng meat ng √
baka, itong part po ito ng baka ang
pwede mong gamitin. Anong example
ng luto na kailangan ng tender loin?
√
S:Steak

T:Steak, okay, so beef steak hinati natin

√
as tender loin, anong process ang
ginagawa natin sa kanya para maging
tender ang ating beef?

T::So ginagamitan siya ng tenderizer, o So √

may gamit

T:Either ang ginagawa sa bahay, ng √

husband ko kasi pag hindi naming
kayang bumili ng tender loin na part,
minsan lang yan… diba nakakabili ng
tender loin pag Christmas kasi medyo

31
may bonus.. Diba? So magkano ang kilo
nyan? 500, 600, e iisang kainan mo
lang. Diba? Okay lang kung ikaw ay
kumukita ng isang milyon kada araw.
Okay, so pag bumibili ng tender loin ang So
asawa ko class, inaano nya ng knife.
Pinuputol-putol ang connected tissues
para siya ay mabilis na matenderize.
Okay,ayun..So anong part ito?

S:Round √

T:How about this one? √

S:….

T:Ang gagaling nila magbasa √

T: So how about this? So √

S:….

T: So lahat pong yan ay cuts ng meat ng

ating beef. So ano pa, kung napapansin So √
ninyo may nakasulat na 25%. Ibig
sabihin, 25% ng kabuuhan ng beef na
ito ay chunks.
T:Then, 9 % ay..

S:….
√
T:Na 90% ay loin part.
√
T:Then 20% is round

T:Then 2% √

S:….

T:Then 3% √

S:….

T:Bakit kaya class sa tingin ninyo, hindi √

kasama itong ulo?

32
S:Kasi matigas √

T:Kasi matigas? √

T:Tigas-ulo? √

T:Okay, bakit kaya Coenetz √

S:Kasi ma’am, masyado siyang

√
nakakababoy

T:Ulo ng baka? Bakit siya √

nakakababoy?

S:Kasi panget tingnan √

T:Okay, iyon ang idea niya. Kasi pangit √

tingnan. Nga naman, pag-open mo ng So
casserole, nakadila sa iyo ang baka.
Okay,so bakit kaya?

S:Ma’am, kasi hindi po siya yaong

malaman na part. Yan po ung part na √
may malaking buto na hindi kayang
gawan ng dish

T:Okay, actually class, bakit hindi siya

kasama? Kasi nga siya yaong part na √
mabuto. Pero, naluluto pa rin po siya.
Tawag nga lang po sa kanya ay special
cut. Then, alam nyo ba class na number
one na nakakain sa kanya ay kanyang
utak? Then, yung kanyang dila..

T:Ganyan- ganyan kayo baka nakakain √

na kayo. Okay, madalas kasing
ginagamit yan sa carinderia.

T:Alam nyo ba class na ang utak lang

nito, nakakain ako when I was Grade 2. √
Kasi yung father ko, medyo kilala siya
kaya pag nagkakatay ng ganyan, yung
utak, dinadaan sa amin. MAsarap yan
clas basta marunong ang nagluto.
Masarap siya. Pero kung hindi,
malansa. Kaya dapat pag inadobo siya,

33
pinapatuyuan talaga.Tapos dapat
kumpleto talaga siya ng rekado. Kasi
kung hindi, magiging malansa. Okay, so
nagkaintindihan na tayo?

T: So iyan po ang different cuts ng beef. So √

Okay, how about sa ating… iyong
pinakafavorite ninyo… pork..

T:Mamaya alamin natin kung ano ang

lutong pwede sa kanya. √

T:So kung may cut ang part ng ating So

meat na beef, mayroon din pomang √
ating pork. Okay, so ano ang iba’t-ibang
cuts ng ating pork? Pakibasa nga, Mr.
Basis

S:….

T:Okay, ano ngayon ang pinagkaiba

nila? √

S:Mas Malaki po ang beef

√
T: Mas Malaki ang beef compared sa
pork. Mas maraming parts ang beef
kaysa sa pork. Kung papansinin ninyo √
class an gating pork, halos wala kang
Makita kang beef. Kaya nga, kapag tayo
ay tumataba, ang tawag sa atin ay…

S: Baboy √

T:Ang baboy o ang pig, known talaga

siya na patabain. Sino ang may alagang
√
baboy sa bahay?Paano pinapakain si
baboy?

S:Feeds √

T:Okay,alam ninyo ba class na kapag

ikaw ay bumubuhay ng baboy, ayaw ng √
mga nagpapalaki sa kanya na malikot
siya sa kanyang kulungan. Bakit kaya?

34
S:Para di pumayat √

T:Yes, totoo iyon √

T:Kaya ang baboy, kapag siya √

nakakakulong, dapat, sukat lang sa size
niya. Para kapag kakain niya, higa siya.
Hindi siya dapat magalaw. Kasi kung
magalaw siya, hindi siya tataba nang
husto. Hindi magiging malambot ang
kanyang laman. Kaya si baboy, kung
mapapansin ninyo yan, halos lahat ng
part na iyan, mataba. Kaya ako, ang
palatandaan ko, kapag sinabing pork,
mataba. Kaya ako naloloko, kaya ako
napakain ng meat ng pork, may taba.
Kapag walang taba, baka.

T:Okay, next class, kung may parts po Next √

ang ating pork, may parts din po ang
ating goat.

T:Ano po ang tawag natin sa meat ng √

goat?

S: Chevron √

T:Ano po ang tawag natin sa young na

√
goat?

S:…

T:Okay, we also have different kind of

meat pagdating sa ating lamb. Of
course, we have neck. Pwede kang √
bumili ng neck lang ang ulam. Pwede ka
ring bumili ng shoulder part, then the rib,
then the loin

T:Then we have leg, pansinin, sa goat √

may leg, sa beef may ham Then

T:Okay, back to our topic, they have the √

same part. Bakit kaya sila may
parehong cuts?Saga?

35
S:Ma’am siguro ma’am, parehas po sila √
ng type ng buto.

T:Yes? √

S:Ma’am siguro po sa body structure. √

Ang pinagkaibahan nga lang po ma’am
e un ay baka at kambing.
???

T:In every cut o that meat, pwede siya

sa iba’t-ibang. So, ano class ang So √
dalwang uring…

T: Mayroon tayong? Ms. Castillo √

T:Mayroon tayong dry meat and moist √

meat

T:Okay class, mayroon tayong dry meat

√
and moist meat. Tayo class, mayroon
tayong combination of the two. May dry
and moist meat. Okay, so, let us now,
sa ano nga po yung mga intended na
luto para sa ting chunk part? O Chunk
part ng ating beef?

T:Okay, Ms. Ramino? √

S:Ma’am, moist beef po.

√
T:Moist beef? Why? √

S:Ma’am kasi po mas matigas po yung √

sa dulo.

T:Okay, in short, ito po iyong tough

√
meat po natin. So kailangan niya ng
moist beef para mas …

S:Lumambot √

T:Okay, para matenderize iyong ating

meat. Okay, how about rib part? Can √
you give an example ng ating beef dish
na good siya sa rib part ng ating beef?

36
Okay, Ms. Palla? Sino pa ang mga
reporter natin?

S:Ma’am barbecue po. √

T:Barbecue? Why? √

S:Ma’am kasi medyo malambot po siya

√
ma’am di katulad ng chunks na matigas.

T:Then, ano iyong tatlo dito? Then √

T:We have the short rib, spare rib,…

√
T:Ano pa? Ano ang other term natin for
ribs? √

T:Okay, we have the, prime rib, short

beef, and beef eye steaks. Then ulitin Then √
natin class, other term natin sa kanya
ay…

T:Ano pa mga reporter natin? Okay, so

sa rib eye steak, to yaong part na √
sumunod sa ating tender cut kaya siya So
for grilled, raw steam. Then, how about
sa part na ito- our loin part. Ano ang
mga nasa loin part natin?

T:We have the short loin, tender loin,

bottom shear loin. So kung titingnan
natin class, iyang mga loin na iyan ay
√
the most tender part ng beef. So kung
ang luto po natin ay madalian,
mabilisan,dito po tayo kukuha. Kaya
lang class, tandaan po natin na sa
pagluluto, ano po ang dapat nating
gamitin?

S:….

T:Then, para po sa ating tough part, Then √

may high heat

T:Bakit kailangan ng high heat sa part √

na ito?

37
S:Para hindi po maover cooked. √

T:Ano pa? √

T:Para pantay ang luto. Ano pa? Okay,

sabi nga natin, pagdating sa luto natin √
sa tough part, kailangan ng low heat.
Bakit?

T:Kasi kailangan munang matenderize

√
siya para….

T:Anong process ang tinatawag natin

para matenderize siya? √

S:Low heat √

T:Low heat, ano pa? √

S:Steaming.. √

T:Okay..para maloosen ang kanilang

connective tissues √

GROUP ACTIVITIES….

Paalam na po! Taas-noo Rizaleño √

TOTAL 77 44 12

Table 2 represents the initiate, response, and feedback in the Technology

and Livelihood Education class. It is evident that the teacher received few

feddback as indicated by the score of 12. Though there are responses, it is still

not nough as indicated by the score of 44. Just like in table 1, the teacher

presented more talk on her part as indicated by th score of 77.

38
 Table 3A
Analysis of Rhetorical Functions
of Scientific Text

Discourse Function

S: ….According to our good and evil Prayer

constituents. Tantalize us, so that we
may learn to know ourselves, and that
we may emerge as a pure element-
already paired from the man of the
earthy life . Amen.

T:Let us greet. Good afternoon Agoo. Greetings

S:Good afternoon Sir Asuncion. Good
afternoon visitors. “Taas-noo Rizaleno.”
9- Agoho!

T:Okay, so take your seats. Giving an Instruction

S:Thank you. Responding politely

T:Okay, now ah.. So now before I will

show you a picture. Class, what do you Making an inquiry
see about the picture shown on the
board? Yes, Luisito.

S: It is part of the skeletal system. Responding to inquiry

T: Pardon me. Okay, a part of the

skeletal system. Specifically, what Clarifying
does that skeletal system represent?

(Repeated question) Okay. Yes, Repeating the question

anyone? So with that, it is the skeletal
of the human being. A skeleton. Okay,
yes!

Edward, stand up. Okay, skeletons are Giving an instruction

made up of what kind of?

S: Sir, skeletons are made up of bones. Responding to a question

T: Okay. Good, Skeletons are made Explaining

up of bones.

39
T: Very good Compliment

T: Now, you know that our bones are Making an inquiry

made up of specific elements. Now,
who knows what element made up our
bones?

S: Calcium Responding to a question

T: Yes. Very good! It is made up of Compliment, explaining

element calcium.

T: Now, going back to your lesson Explaining

regarding electron distribution, Calcium
is an element with atomic number
twenty. Now, who can go to the board
and write its atomic structure using our
valence shell?

Anyone? Who would like to go to the Giving directions

board? Agoo?

Napagod ba kayo sa sayaw? Okay,

now, anyone? Atomic structure, of Giving directions
course, uses nucleus as center of Compliment
atom. Okay, we have our 1, 2, 3 and
now, another on, 4. Who can complete
the atomic structure using numbers??
Anyone? Okay, Edgar, great job boy!
(Student drawn pictures on board)

T: Okay ,now, is he correct guys? Clarifying

S: Yes. Responding to a question

T: Okay five claps for Edgar. Compliment

T: Now how would we know that

Edgar’s answer is correct about the Making an inquiry
atomic structure of calcium? Anyone?
Yes, Manuel.

S: The total number of electrons. Responding to inquiry

T: Okay, The total of the number-- the

sum. Yes. So whats the sum of Edgar’s Explaining

40
work?

S: Twenty. Responding to a question

T: So let’s find out. Let’s sum it up Giving an instruction

T: So we have two plus 8

S: 10 Responding

T: Plus 8 Explaining

S: 18 Responding

T: Plus 2 again? Explaining

S: 20 Responding

T: Equals 20. That means correct. As

we all know, using this we can
determine the period and group
number. So who likes to go to the Explaining
board and write its period and group
number? Anyone? Aside from Edgar,
any other hands? Yes Marilyn.
(Student responded to call)

T: We have period 4 and group 2A. Explaining

Any violent reaction regarding the
answer of Marilyn?

(Silence)

T: So there’s no violent reaction then. Clarifying

You agreed that her answer is correct.

S: Yes Responding

T: Now, how sure are we that this

answer of hers is correct? Anyone? So
awhile ago, we checked that Edgards Comparing the responses
work is correct. This time around, how
sure are we that Marilyn ‘s work is
correct?

Anyone? Yes, stand up hija. Are you

willing to come explaining. Stand up Giving an instruction

41
hija. How would we know that the Comparing the responses
period number is correct.

Your classmates are supportive to you. Compliment

Yes Allan, because of…..

S: The number s of valence electrons. Responding

T: So, what is the valence electrons

here? This one is the valence
electrons. This one is valence shell as
studied last meeting. Now, 1,2,3,4 …
So the number of valence shell
occupied by the electron of calcium is
equal to 4 and represents our period
number. On the other hand , your Explaining
group number this time is represented
by your valence electrons taken at the
outside shell, valence at group 2, and
there is where your group number
came from. Is that understood class?

Okay now, upon working with this,

where could you compare the process
of distributing the electrons using the Explaining
atomic structure? Again, this one is
called the atomic structure. Okay, so
where do we compare this process or
method?

Anyone? To what particular thing are Repeating a question

we comparing this one? Yes Marco?

S: Electron distribution Responding

T: Electrons distribution? Yes, another Eliciting answers

…
S: Electron mnemonics Responding

T: Yes, electron mnemonics? Pardon Eliciting answers

me.

T: Okay another answer? Misbell, at

the back.

S: Electron configuration Responding

42
T: So now, what we are talking about is
like a wifi. Yes like a wifi.. If we’re going
to write it upside down, it is like this. Associating an idea
And it is necessary for you to connect.
Try to connect to our discussion.
Another comparison is this one guys.
So it seems like a wifi is connected to
this one, as well as the one on the
board. Let’s see what is seen on the
board. A solar system drawing! Can
you see the resemblance with a solar
system and our process of electron
distribution?

S: Yes. Responding

T: Do you see similarities? Clarifying

S: Yes Responding

T: Try to state further. Yes, anyone? Clarifying

S: They all have their own orbits. Responding

T: Okay, this one represents orbits

while electron mnemonics represents
the planets. Class, do you know that
aside from using solar system or
atomic structure as a method of Associating an idea
distributing electrons, there is another
one? This one is somehow similar to
the one on the board. You’ve seen a
solar system a little while ago. This
time around, what is being shown class
at this point? How about you? Are you
blind not see what is written on the
board? Yes Maflon.

S: Sir, a tower or building. Responding

T: It’s a building, right? Yes, an

illustration showing a building being
constructed. Now, what do you think is
the process or method distributing
electron similar to this one? Yes, Explaining

43
Katrina, you’re talking.

S: Orbital diagram Responding

T: Another term. Another process of

electron distribution aside form orbital
diagram. Eliciting answers

S: Electron configuration Responding

T: Very good. This is called electron Compliment

configuration.

T: Now, who can describe what Making an inquiry

electron configuration is all about?
Okay, Agoho? Yes, Trisha.

S: (Replied to teacher’s query) Responding

T: That’s right. Compliment

T: Anymore answer aside from Trisha’s

answer? Any other answer? Now, we
have definition. Okay, who would like to Eliciting answers
read it?

T: If you’re only raising, before going to Making humor

school, try to take a bath. So that you
can get hot compliments. Yes, Charry.

S: Responded to teacher’s query. Responding

T: Okay, comparing atomic structure,

as you can see, we have atomic
orbitals and successive sublevels.
Meaning this one, we call that the Describing a process
MHEL if u remember MHEL or shell,
right. What does acronym MHEL
stands for? Yes, Edgar.

S: Main energy level Responding

T: Main energy level represented by

the shell. Now, not only energy level is
present in the rotations or electrons
can be found at the same time. We Explaining

44
also have sublevels, and we have our
atomic orbitals. Do we have any
method or pattern used to write the
electron configuration of element?

T: Yes, Katrina

S: EDF Responding

T: Yes, we have EDF. Yes, electron

configuration aside from we have Explaining
principle or basis. What principle is
similar to building?

S: AUFPAU Responding

T: Yes, we have AUFPAU--- Building Explaining

AUF principle

T:Kindly read it, hija Giving an instruction

S: (Reading the text)

T: In order to write or distribute

electrons using the electron distribution
or electron configuration, we need the
pattern known as EDF. It shows raising
energy. Meaning our S has the lowest
energy while 6d has the highest Explaining
energy. That’s from the lowest to
highest leveling or the level of
frequency for electrons. Okay, this one
is called the pattern--- made possible
by EDM or electron distribution
mnemonics. This small letter N stands
for principal quality number or main
energy level.Small letter L stands for
sublevels, atomic orbitals, and of
course, our superscript or exponents X
represents our number of electrons. In
other words, if you are honest to
compare the two, it’s more informative
than this one. This one only has the
energy level while this one has all the
cells plus using the sublevels and our
atomic orbitals. So now, sublevel, we

45
have 4 5 0. We have the s, the p, the d
and f. Now this one gives the possible
number of electrons. We have counts,
and it has two electrons. For P we have
6

T: S Eliciting more answers

S: 2 Responding

T: D

S: 10 Responding

T: F

S: 14

T: What do these electrons represent?

Okay, what does it give? What does S
has 2 electrons, p has 6, d has 10 and f Making an inquiry
has… What does it give? Yes,
Edward?

S: The number of orbitals. Responding

T: Number of orbitals? Yes, another? Eliciting answers

Okay, given its maximum, what?

T: Maximum number of electrons.

Okay… That’s where the sublevel can
go. We have AUFPAU.

T: Now the building is similar to

electron configuration. It seems like its
principle is derived from building. Or in
another words “increasing” means from
the lowest to highest. So that’s the Associating an idea
mode of seeing things

T: So the word “AUFPAU” was derived Explaining

from what word? Yes, Princess!

S: German word Responding

T: Yes? Okay, it came from a German Clarifying

46
word. A german word! Is she correct?

S: Yes Responding

T: Very good, hija. Compliment

AUFPAU is a German word meaning

“building up.” Now, the principle of
AUFPAU using electron configuration Defining a technical term
is like relating to a building from the
lowest to the highest.

T: Okay, let’s have an example for it. Describing a process

We have here, Calcium. Okay,
applying your mnemonics, you have
your mnemonics, right? You have to
have your illustration of electron
distributions. Just like this one--
Calcium with 20. Electrons are
distributed as follows: electrons have
1s2 2s2 2p6 3s2 3p6 4s2.

T: Now, how are you going to check if

you have distributed yuor electrons Clarifying
correctly? Okay? Anyone? How do we
know this one is correct? Yes, Allan

S: The total. Responding

T: Yes, the total! Who would go to the

board and try to sum it up for your Making an inquiry
classmates’ sake?

S: (Answering on board)

T: Okay, you’re very good in English or Making humor

Mathematics because you correctly
added the numbers.

S: (Laughed) Responding

T: Now, we have 20.Now we have two

kinds of numbers to be found in your
electron configuration. We have the Explaining
numerical coefficient and the other is
the superscript or exponent. Now,

47
which one do you add? Is it the
numerical coefficient or your exponent
or superscript?

S: Exponent Responding

T: Okay, it is your exponent Explaining

T: Exponent. Now, going back to your
formula or pattern…

T: Meaning from the answer.. Explaining

T: Okay, from the exponent, it can be

accounted for electrons following this…
Explaining
T: Now, any question for the first
example? Clarifying

S: None Responding

T: Okay. We have the period number

and group number. That should belong Explaining
to period four. If this one don’t belong
to period four, there’s conflict between
the two process because the atomic
number and structure must have same
result as long as period and group
numbers are concerned. Now, how can
we get the group number here? Yes,
Arvin

S: Highest principal quantum number Responding

T: The highest principal quantum

number or yaong tinatawag the
“highest occupied main, occupied main
energy level or you call “HOEL.” As Explaining
highest occupied energy level is equal
to four, the period was derived from the
highest occupied energy level.

T: How about the group number Explaining

2a?Aside from Arvin. How can we
come across that one?
Or the acronym, for you to remember,
we have the HOEL

48
The electrons with the highest energy
level is 2. In the periodic table of
elements we have two kinds of groups
namely Group a and Group B. “Group
A” for the representing elements and
“Group B “ for the transition elements.
Now, we have group belongs to A and
belongs to B.
S: Ending Responding

T: Okay, the ending Clarifying

T: What is the ending? Repeating the question

T: Group A—s, and p, while letter B

ends in d or f. So, now, we have two Explaining
groups. It is not only in basketball
game that we have to determine
groups. We also have letters to
determine the groups.

T: Do you need more example class? Making an inquiry

T: Of course there’s one more just like I

have one and I have 2. Okay, I have Explaining
other example. That is?

S: Bromine Responding

T: Bromine with atomic number? Clarifying

S: Thirty five. Responding

T: Of course atomic number represents Explaining

the number of electrons. Now, kindly Giving an instruction
read the configuration itself. Yes,
Marvin

S: (Reading the text)

T: Okay. So nice one. Compliment

T: Have I written it correctly or maybe

I’m just kidding you? That’s why we
have to check. Do you think this one is Clarifying
correct?

49
T: Yes. Who said yes? Clarifying

T: Will somebody explain that this one Giving an instruction

is certified?

T: Yes, sir

S: Because 4p5 and 3p6 Responding

T: Because 4p5 and 3p6 are not the Explaining
same that’s why

S: Minus Responding

T: Does Edward say something related Clarifying

to what we are giving because he is
telling about the subtraction method?
Is subtraction necessary or addition,
Arjay?

T: Did he subtract the number? Did he Clarifying

add the number? How come we have
twenty here?

S: Addition Responding

T: Okay, it is addition… Explaining

T: Alright. That’s why we have to make Explaining

necessary adjustments.

T: Again, is it addition or subtraction? Making an inquiry

Who says addition?

T: Who says subtraction? Raise your Clarifying

hand.

T: Meaning, we have to add the Explaining

exponent.

T:For confirmation, Sir Luna, try to add Clarifying

the exponent.

S: (Adding on board)
Making humor
T: Oh! Very good in English again

50
because you have added the number.
Now, how about the group number?
How come period 4a. I know you’re a
silent mover, Aron

S: We have HOEL Responding

T: So we have HOEL, we have 4. Explaining

That’s why it is taken from period 4 or
how about the group 7.

T: Instead of chatting with each other, Explaining

discussing ideas, maybe you could
share to us. Aside from Gie. Yes,
Nicole

T: Yes, what? You add 4s and 4. 4d Explaining

have 2 and 4p 5-----Because both of
them are part of same energy level, but
different sublevels

T: That’s why 2 plus 5 is 7. Yes. Explaining

T: Marilyn, don’t talk to strangers. Making humor

T: Because of seven. Because the Explaining

ends s and p are in group A.

T: Let us have simple activity in a form Giving an instruction

of draw of lots. Leaders will get one.
Those who will get bubuli will get none. Making humor
It is bubuli catch.

----GROUP ACTIVITY…

T: Goodbye Agoho! Greetings

S: Goodbye, Sir Asuncion. Goodbye, Responding

visitors. Thank you for teaching us!

Table 3A presents the functions of each discourse manifested inside the

science class where it is evident that the teacher, though he gets few responses

51
from his student, still manages to elicit some answers and the teacher has a

good sense of humor.

Table 3B
Analysis of Rhetorical Functions
Technological Text

Discourse Function

S:Magandang umaga po, Taas-Noo Greetings

Rizaleño!

T:Okay, before we proceed now to our Making an inquiry

topic, let us have a recap. What are the
different market forms of meat?

S:Frozen meat and canned meat Responding

T:Frozen meat, canned meat and? Clarifying

S:Chilled meat and Responding

T:What? Fresh milk? Clarifying

S:Ah, fresh meat. Responding

T:Ah, pure meat… Clarifying

T:So,what are the two types of pure

meat? Ms. Jocson… Making an inquiry

T:Okay we have the raw and pure raw Explaining

meat meat. So, anong pinagkaiba ng
dalawa?

S:Ung raw pure meat ay naiapplyan na Responding

po ng iba-ibang process po na hindi pa
po siya yung niluto. Yung cooked pure
meat po ay niluto nap o siya bago siya
i-chill.

T:Okay, how about chilled meat? Will

you please describe and define Sir Giving an instruction

52
Chavez?

S:Ma’am, ito po yung meat na Responding

slaughtered..

T: Slaughtered then? Clarifying

S:Slaughtered ta’s nilalagay po sa Responding

chiller within 24 hours.
T:Okay, within 24 hours? Clarifying

S:After 24 hours… Responding

T:After 24 hours? Makin an inquiry

T:Okay, how about you Sir Lacap? Eliciting answers

S:Mam, yung chilled meat po, ito po Responding

yung meat na after slaughtered,
nilalagay po sa chiller within 24 hours
po.

T:Okay, nilalagay siya within, kasi after

24 hours mo pa siya bago ilagay, Explaining
mako-contaminate na yung beef mo.
Okay, How about the frozen meat? Mr.
Delapsy..

S:Meats below -18 deg. Celsius. Responding

T: Alright, that is what we call… Eliciting answers

S:Frozen meat Responding

T:Okay, this morning class, our topic is Explaining

about the different kinds of meat.

T:Okay, so based on the figure in front, Making an inquiry

ano kaya yan?

S:Cow!!! Responding

T:Ako ay nagtatanong sa Grade 10

students, and Rizal, Rizal, may Making humor
nakakabit na Rizal. So, Grade 10
students, then Rizal section. ‘Pag

53
sinabing Rizal, mayroong, ganito.

T:So, this is… Clarifying

Responding
S:Cow!!!
T: This is a cow. Sinong magsasabi na Making humor
siya ay bull?

T: A meat from cow is what we call? Making an inquiry

S: Beef Responding

T: Then, class, sa beef po natin, may Eliciting answers

iba’t ibang kinds of meat na tinatawag..

T:Okay, what is that Mr. Lamsy? Eliciting answers

T:Corned beef? Okay, tuloy nyo lang Eliciting answers

T:Okay, kung napapansin nyo lang,

kung manonotice nyo sa picture, may
mga line. Yang mga lines nay an ang
nagseseparate sa ibang part nya. Kasi
class, sa isang butcher, hindi po siya
isang simpleng trabaho. So hindi siya, Describing a process
pagkakatay niya, tanggalin ang dugo,
chinopchop na kaagad nang basta
lang. Meaning, ang cow parts o meat
ng isang baka o cow ay divided to
different cuts. Okay, ano ang prupose
kung bakit siya dinidivide sa ibang
cuts?

T:Do you have an idea, Mr. Palibino? Eliciting answers

S:Ma’am siguro, pag hinahati sa cut Responding

depende sa luto mo.

T:Meaning, ang bawat part ay may

lutong binabagayan kaya hindi siya Explaining
basta lang kina-cut. Okay, for example,
anong cut ito?

T:Halimbawa, si Miss Castillo, patayuin Making an inquiry

ko, anong part ito?

S:Head… Responding

54
T:Yes, very good. Kahit walang
nakalagay ddon. Kasi pamilyar tayo.
So sa parts ng cow, hindi pa tayo Explaining
masyadong pamilyar. Halimbawa, hindi
natin alam ang mga parts na ito…
Making an inquiry
T:Anong part ito?
Responding
S:Head
T:Then, anong part ito? Making an inquiry

S:Body Responding

T:Ito? Making an inquiry

S:Feet Responding

T: Feet kaagad diba? So automatic

iyon. So sa meet mayroon po siyang
kaniya-kaniyang part. So, this maybe Explaining
the part of its body, but it is divided into
different cuts. So, ang part na ito is
what we call..

S: ….
T:So sa butcher class, dapat alam niya,
kilala niya saang part. Hindi siya dapat
manghula lang.Pag cut niiya, pag Describing a process
nakakita na kayo ng kinakatay na cow
or baboy sa palengke. Diba? Sa
palengke kasi class, commonly,
nakikita natin na buong meat is pork
diba? Na dala- dala kada umaga?

S:Opo Responding

T:Ang liliit lang nilang tao, ang laki ng

bitbit nila pero kayang-kaya. So, ako,
never pa akong nakakita ng isang baka
na bitbit nila. Kasi di hamak na
talagang napakabigat nito. So, ayun… Explaining
SO ano ang ginagawa nila? Kina-cut
nila sa different cuts. So sa chunk part,
sa anong part ito?

55
S:Short loin, Responding

T:This part? Making an inquiry

S:Tender loin Responding

T:So itong parts na ito class ang may Eliciting answers

tinatawag na may tender cuts.

T:Kaya kung ang luto mo ay yung

dapat na malambot lang na part ng Explaining
meat ng baka, itong part po ito ng baka
ang pwede mong gamitin. Anong
example ng luto na kailangan ng tender
loin?

S:Steak Responding

T:Steak, okay, so beef steak hinati

natin as tender loin, anong process ang Making an inquiry
ginagawa natin sa kanya para maging
tender ang ating beef?

T::So ginagamitan siya ng tenderizer, o Explaining

may gamit

T:Either ang ginagawa sa bahay, ng Explaining

husband ko kasi pag hindi naming
kayang bumili ng tender loin na part,
minsan lang yan… diba nakakabili ng
tender loin pag Christmas kasi medyo
may bonus.. Diba? So magkano ang
kilo nyan? 500, 600, e iisang kainan
mo lang. Diba? Okay lang kung ikaw
ay kumukita ng isang milyon kada
araw. Okay, so pag bumibili ng tender
loin ang asawa ko class, inaano nya ng
knife. Pinuputol-putol ang connected
tissues para siya ay mabilis na
matenderize. Okay,ayun..So anong
part ito?

S:Round Responding

T:How about this one? Making an inquiry

56
S:….

T:Ang gagaling nila magbasa Making humor

T:So how about this? Making an inquiry

S:….

T:So lahat pong yan ay cuts ng meat

ng ating beef. So ano pa, kung
napapansin ninyo may nakasulat na
25%. Ibig sabihin, 25% ng kabuuhan Explaining
ng beef na ito ay chunks.
T:Then, 9 % ay..

S:….

T:Na 90% ay loin part. Explaining

T:Then 20% is round

T:Then 2% Explaining

S:….

T:Then 3% Explaining

S:….

T:Bakit kaya class sa tingin ninyo, hindi Making an inquiry

kasama itong ulo?

S:Kasi matigas Responding

T:Kasi matigas? Clarifying

T:Tigas-ulo? Clarifying

T:Okay, bakit kaya Coenetz Clarifying

S:Kasi ma’am, masyado siyang Responding

nakakababoy

T:Ulo ng baka? Bakit siya Clarifying

nakakababoy?

57
S:Kasi panget tingnan Responding

T:Okay, iyon ang idea niya. Kasi pangit

tingnan. Nga naman, pag-open mo ng Explaining
casserole, nakadila sa iyo ang baka.
Okay,so bakit kaya?

S:Ma’am, kasi hindi po siya yaong

malaman na part. Yan po ung part na Responding
may malaking buto na hindi kayang
gawan ng dish

T:Okay, actually class, bakit hindi siya

kasama? Kasi nga siya yaong part na
mabuto. Pero, naluluto pa rin po siya. Explaining
Tawag nga lang po sa kanya ay special
cut. Then, alam nyo ba class na
number one na nakakain sa kanya ay
kanyang utak? Then, yung kanyang
dila..

T:Ganyan- ganyan kayo baka nakakain

na kayo. Okay, madalas kasing Citing an example
ginagamit yan sa carinderia.

T:Alam nyo ba class na ang utak lang

nito, nakakain ako when I was Grade 2.
Kasi yung father ko, medyo kilala siya
kaya pag nagkakatay ng ganyan, yung Explaining
utak, dinadaan sa amin. Masarap yan
clas basta marunong ang nagluto.
Masarap siya. Pero kung hindi,
malansa. Kaya dapat pag inadobo siya,
pinapatuyuan talaga.Tapos dapat
kumpleto talaga siya ng rekado. Kasi
kung hindi, magiging malansa. Okay,
so nagkaintindihan na tayo?

T: So iyan po ang different cuts ng Explaining

beef. Okay, how about sa ating… iyong
pinakafavorite ninyo… pork..

T:Mamaya alamin natin kung ano ang Explaining

lutong pwede sa kanya.

T:So kung may cut ang part ng ating

58
meat na beef, mayroon din po mang Describing
ating pork. Okay, so ano ang iba’t-
ibang cuts ng ating pork? Pakibasa
nga, Mr. Basis

S:….

T:Okay, ano ngayon ang pinagkaiba Clarifying

nila?

S:Mas Malaki po ang beef Responding

T: Mas Malaki ang beef compared sa

pork. Mas maraming parts ang beef
kaysa sa pork. Kung papansinin ninyo Explaining
class an gating pork, halos wala kang
Makita kang beef. Kaya nga, kapag
tayo ay tumataba, ang tawag sa atin
ay…

S: Baboy Responding

T:Ang baboy o ang pig, known talaga Making an inquiry

siya na patabain. Sino ang may
alagang baboy sa bahay?
Paano pinapakain si baboy?

S:Feeds Responding

T:Okay,alam ninyo ba class na kapag Explaining

ikaw ay bumubuhay ng baboy, ayaw ng
mga nagpapalaki sa kanya na malikot
siya sa kanyang kulungan. Bakit kaya?

S:Para di pumayat Responding

T:Yes, totoo iyon

T:Kaya ang baboy, kapag siya Explaining
nakakakulong, dapat, sukat lang sa
size niya. Para kapag kakain niya, higa
siya. Hindi siya dapat magalaw. Kasi
kung magalaw siya, hindi siya tataba
nang husto. Hindi magiging malambot
ang kanyang laman. Kaya si baboy,
kung mapapansin ninyo yan, halos
lahat ng part na iyan, mataba. Kaya

59
ako, ang palatandaan ko, kapag
sinabing pork, mataba. Kaya ako
naloloko, kaya ako napakain ng meat
ng pork, may taba. Kapag walang taba,
baka.

T:Okay, next class, kung may parts po Making an inquiry

ang ating pork, may parts din po ang
ating goat.
Ano po ang tawag natin sa meat ng
goat?

S: Chevron Responding

T:Ano po ang tawag natin sa young na Making an Inquiry

goat?

S:…

T:Okay, we also have different kind of

meat pagdating sa ating lamb. Of
course, we have neck. Pwede kang Explaining
bumili ng neck lang ang ulam. Pwede
ka ring bumili ng shoulder part, then
the rib, then the loin
Then we have leg, pansinin, sa goat
may leg, sa beef may ham
Okay, back to our topic, they have the
same part. Bakit kaya sila may
parehong cuts?Saga?

S:Ma’am siguro ma’am, parehas po Responding

sila ng type ng buto.

T:Yes? Clarifying

S:Ma’am siguro po sa body structure.

Ang pinagkaibahan nga lang po ma’am Responding
e un ay baka at kambing.
???

T:In every cut o that meat, pwede siya Describing

sa iba’t-ibang. So, ano class ang
dalwang uring…
Mayroon tayong? Ms. Castillo

60
Mayroon tayong dry meat and moist
meat
Okay class, mayroon tayong dry meat
and moist meat. Tayo class, mayroon
tayong combination of the two. May dry
and moist meat. Okay, so, let us now,
sa ano nga po yung mga intended na
luto para sa ting chunk part? O Chunk
part ng ating beef?

T:Okay, Ms. Ramino? Eliciting answers

S:Ma’am, moist beef po. Responding

T:Moist beef? Why? Eliciting answers

S:Ma’am kasi po mas matigas po yung Responding

sa dulo.

T:Okay, in short, ito po iyong tough Explaining

meat po natin. So kailangan niya ng
moist beef para mas …

S:Lumambot Responding

T:Okay, para matenderize iyong ating

meat. Okay, how about rib part? Can Explaining
you give an example ng ating beef dish
na good siya sa rib part ng ating beef?
Okay, Ms. Palla? Sino pa ang mga
reporter natin?

S:Ma’am barbecue po. Responding

T:Barbecue? Why? Eliciting answers

S:Ma’am kasi medyo malambot po siya Responding

ma’am di katulad ng chunks na
matigas.

T:Then, ano iyong tatlo dito? Eliciting answers

We have the short rib, spare rib,…
Ano pa? Ano ang other term natin for
ribs?

T:Okay, we have the, prime rib, short Explaining

61
beef, and beef eye steaks. Then ulitin
natin class, other term natin sa kanya
ay…
T:Ano pa mga reporter natin? Okay, so
sa rib eye steak, to yaong part na
sumunod sa ating tender cut kaya siya Describing
for grilled, raw steam. Then, how about
sa part na ito- our loin part. Ano ang
mga nasa loin part natin?
We have the short loin, tender loin,
bottom shear loin. So kung titingnan
natin class, iyang mga loin na iyan ay
the most tender part ng beef. So kung
ang luto po natin ay madalian,
mabilisan,dito po tayo kukuha. Kaya
lang class, tandaan po natin na sa
pagluluto, ano po ang dapat nating
gamitin?

S:….

T:Then, para po sa ating tough part,

may high heat Making an inquiry
Bakit kailangan ng high heat sa part na
ito?

S:Para hindi po maover cooked.

Responding
T:Ano pa?
Para pantay ang luto. Ano pa? Okay, Eliciting answers
sabi nga natin, pagdating sa luto natin
sa tough part, kailangan ng low heat.
Bakit?
Kasi kailangan munang matenderize
siya para….
Anong process ang tinatawag natin
para matenderize siya?

S:Low heat Responding

T:Low heat, ano pa? Eliciting answers

S:Steaming.. Responding

T:Okay..para maloosen ang kanilang Explaining

connective tissues

62
 Table 3B represents the discourse and its functions in a Technology and

Livelihood Education class where it is evident that the teacher, though she has a

good visual aid, made most of the explanation. However, she tried ta provide

cues to the students in order to gain responses.

Table 4
Summary of Rhetorical Functions
In the observed Science Class

Rhetorical Functions Frequency Percentage Rank

1. Greetings 2 1.38 11
2. Giving instructions 10 6.89 4
3. Clarifying 16 11.03 3
4. Responding (of students) 43 29.65 1
5. Repeating the question 3 2.07 9.5
6. Explaining 36 24.83 2
7. Compliment 8 5.52 5.5
8. Comparing responses 2 1.38 11
9. Eliciting answers 6 4.14 7
10. Associating an idea 3 2.07 9.5
11. Making humor 5 3.45 8
12. Describing a process 2 1.38 11
13. Defining a technical term 1 0.69 14
14. Making an inquiry 8 5.52 5.5
Total 145 100

Table 4 represents the summary of rhetorical functions in the observed

science class. Though it shows that there are more responses elicited from the

students, which ranks number 1 and has a frequency of 43, most of the

discussion is still dominated by the teacher, where explaining, clarifying, and

among others are all initiated by the teacher. Likewise, the least observed in the

given rhetorical functions is defining a technical term, which is also initiated by

the teacher.

63
 Table 5
Summary of Rhetorical Functions
in the observed Technology and Livelihood Education Class

Rhetorical Functions Frequency Percentage Rank

1. Greetings 2 1.62 8.5
2. Giving instructions 1 0.81 10.5
3. Clarifying 12 9.76 5
4. Responding (of students) 42 34.14 1
5. Citing an example 1 0.81 10.5
6. Explaining 27 21.95 2
7. Describing 3 2.44 7
8. Eliciting answers 13 10.57 4
9. Making humor 4 3.25 6
10. Describing a process 2 1.62 8.5
11. Making an inquiry 17 13.82 3
Total 123 100

Table 5 respresents the summary of rhetorical functions in the observed

Technology and Livelihood Education class. Just like in the science class, it was

also evident that the responding (of the students) is ranked number 1 with 42 or

34.14 percent. Though there are more responses provided elicited from the

students, still the other rhetorical functions were all delivered by the teacher.

Rank 10.5 are giving of instructions and citing an example by the teacher with 1

or 0.81 percent.

64
 CHAPTER V
Summary, Conclusions, and Recommendations

This chapter recapitulates the conduct of the study, formulates conclusion,

presents implications, and offers recommendation not only for possible use of the

results obtained, but also for further research and investigation.

Summary

This study is conducted to provide knowledge on what really

happens in a Science and TLE class. These two subjects use English as a

medium of instruction inside the classroom. After coming up with the

results, the researchers have found out certain issues that needs to be

addressed in order to have a more student-cerntered classroom and the

teacher will act as facilitator. This has also provided the researchers

insights on the English Language, how it is not properly used considering

that the learners are non-native speakers of the mentioned language. And

with this, the researchers have come up with these findings:

1. What kind of discourse is found in the classes observed?

Accordingly, the Science class observed classroom discourse which

is more goal oriented and used the English language effectively

compared to Technology and Livelihood Education class where the

English language is not all the times observed. The science class in

this study also displayed more use of the different types of

discourse markers since the teacher set the mood of the class in

using the English language. On the other hand, both classes

65
 somehow did not manifest a student-centered classroom because

they were both dominated by the teacher’s part.

2. What is the importance of studying discourse inside the classroom?

Based on the study, it is very important to teach discourse in the

classroom to ensure maximum participation of the students and let

the teacher act as facilitator of learning.

3. How will the knowledge of discourse help in the following factors:

a. Teaching Science subjects?

It will improve the strategies and approaches of the teacher in

teaching the subject better.

b. Teaching TLE subjects?

Just like in the above, it will also make the students properly use

the English language while in the TLE subjects.

c. Teaching English subjects?

Knowledge of classroom discourse provides the teachers the

opportunity to improve their strategies and techniques in

teaching different subject.

d. Learning in Science and TLE subjects respectively?

More participation from the students will likewise be observed

thus learning becomes more fun and interesting with the use of

the English language in the said subjects.

66
Conclusions

Based on the findings of the study, it is very imperative to use the English

language in Science and Technology and Livelihood Education class because it

will help the learners achieve discourse skills through discourse. The

researchers also found out that the use of English language in both classes will

make the learners more competitive and better prepared in the outside world if

they will continuously utilize the English language, not just in English classes. In

connection with the subject discourse analysis the focus was the discussion in

Science and TLE which uses English as the medium of instruction

Recommendations

The following were recommendations of the study:

1. Teachers of English should provide assistance to their colleagues, i.e.

Math, Science, and TLE, in the field of Education to enhance the

student’s vocabulary of the English language as well as in definition of

terms.

2. The administrators, i.e the Principal, Head Teachers, and Department

Heads should give appropriate technical assistance to teachers who

have difficulty in the manner or delivery of the instructions in the class

so that the teacher will be more effective as facilitator of learning.

3. Seminars and training on English should be given as a refresher to the

Math, Science, TLE, and even MAPEH subjects.

67
 BIBLIOGRAPHY

A. Books

- Sinclair, J. and Coulthard, M. (1992) ‘Towards an analysis of

discourse’. In Coulthard, M. (ed) Advances in Spoken Discourse

Analysis. London: Routledge.

B. Thesis/Dissertations

C. Journals

- Language Policies in the Philippines. Clemencia Espiritu, PH.D. April

30, 2015

D. Internet Sources

- Philippine Writing, According to Butch Dalisay. Katrina Stuart Santiago.

GMA News Online. November 2, 2011 Retrieved on March 05, 2017

68
 PHOTO OP DURING THE SCIENCE AND TLE CLASSES

The two reseachersrecords the actual TLE class at Gen. Licerio Geronimo Mem.
National High School

The three researchers observed the Science class at GLGMNHS.

69
The Science Teacher takes a pose as he listened to the students who are
presenting an output.

The Science class prepares for their group activity.

70
 RAMIL G. ATIBAGOS
Blk. 3 Lot 22A Silangan Village,
Geronimo, Rodriguez, Rizal
+63929510423
ramil_skywalker@yahoo.com

EDUCATION

April 2016 to present

Master of Arts in Teaching major in Technical English (with units)
Marikina Polytechnic College

1994-1997
Bachelor of Arts Major in English
University of Rizal System (Tanay, Rizal)

1989-1993
Doña Aurora High School
San Mateo, Rizal

1983-1989

E. Rodriguez Jr. Elementary School

Rodriguez, Rizal

WORK EXPERIENCE

2008 to present
Gen. Licerio Geronimo Mem. National High School
Geronimo, Rodriguez, Rizal
✦English Department Head (2014 to present)
- Attends school, district, and division department head meetings
- Assists the principal, as requested, to determine teaching assignments
- Directly involve in the School Improvement Plan
- Works with teachers to establish their procedures and to establish
consistent evaluation and grading practices for student learning
- Provides support, guidance, and orientation of student teachers, new
teachers to the department, and teachers new to the profession
- Observes classes from Grade 7 to Grade 10
- Checks daily lesson log/lesson plan
- Checks class records, F-137, F-138, and other school forms

71
 - Consolidates test result and correct response then make an item analysis
- Constructs test materials for G10 and restructures the exam from G7 to G9
- Prepares monthly report for the department
- Organizes activities for the reading month and festival of talents in English
- Facilitates/Participates during In-Service Training, Workshops, and
Conferences
- Conducts remedial classes
- Prepares lesson plan, action plan, instructional materials,
evaluation/assessment tools
- Conducts action research
- Counsels, mentors, and coaches students including home visits
- Consultation and conferences with parents

✦Continuous Improvement Plan Team Leader (2014 to present)

- Helps the member to do their roles and responsibilities
- Leads the team in brainstorming to come up with a decision that concerns
the team and the process of the project
- Sets meetings/conference with the team members, facilitators, coach and
School Head whenever necessary
- Motivates the team and maintain teamwork
- Consults/Seeks assistance from the Facilitators, coach, school head and
other person who are familiar with the CI processes regarding the steps and
team concerns
- Assigns task to every member about the data gathering
- Collects the data gathered by the team and update the CI template
- Plans activities based on the data gathered
- Updates the team about the progress of the project
- Reports the progress to the facilitators, coach and School head
- Participates actively in brainstorming and other activities concerning the
project

✦Test Constructor for the English Test of Grade 8 and 10 in Rodriguez 1B (2013-
pres.)
- Prepares test materials
- Consolidates test results, correct response, and item analysis
- Attends regular meeting regarding consultation, planning, and inquiries

✦School Paper Adviser of The Licerian (2009 to 2012)

- Trains student writers for the division schools press conference
- Proofreads/Edits news articles and among others
- Participates and wins in the division and regional schools press conference

✦English Club Adviser (2009 to 2012)

- Conducts election, general assembly/meetings to the club advisers
- Prepares and participates in the school program
- Organizes the Reading Month Celebration Program and Festival of Talents
in English

72
 1999-2008

Light of Life Christian School

Rosario, Pasig City
✦English teacher from Grade 4 to Fourth Year High School
✦Teacher of subjects like Filipino, Math (Grade 3), and MAPEH (Grade 8)
✦Citizenship Advancement Training (CAT) Commandant (2004-2008)
✦School Paper (The Life Lighters) and English Club Adviser

SEMINAR/TRAINING
✦Making Action Researches and Statistical Analyses
University of Rizal System – University Statistical Center
University of Rizal System-Function Hall, Morong, Rizal
February 12, 19, and 26, 2016

✦Regional Mass Training for Grade 10 English Teachers

Department of Education IV-A CALABARZON and
University of Rizal System
Regional Education Learning Center, Marikina City
May 18-23, 2015

✦Conference and Awarding on the Implementation of the Continuous Improvement

Program
Deped Rodriguez 1 and 2
Kasiglahan Village Elementary School, San Jose, Rodriguez, Rizal
May 13, 2015

✦Rodriguez 1 Continuous Improvement Symposium

Deped Rodriguez 1
Eulogio Rodriguez Jr. Elem. School, Rodriguez, Rizal
May 11, 2015

✦Kamustahan Session (Batch 4) of the Continuous Improvement Program

Deped Rodriguez 1 and 2
Burgos National High School, Burgos, Rodriguez, Rizal
March 2, 2015

✦Municipal Roll Out on Continuous Improvement Program

Deped Rodriguez 1 and 2
Alberto’s Hall, Malanday, San Mateo, Rizal
November 13-14, 2014

73
✦District Training in Filipino, English, Science, Mathematics, and Araling Panlipunan
on Content and Pedagogy
Deped Rodriguez 1 and 2
Burgos National High School, Burgos, Rodriguez, Rizal
September 11-13, 2014

✦District Elementary and Secondary Roll-Out of Results-Based Performance

Management System (RPMS)
Deped Rodriguez 1 and 2
E. Rodriguez, Jr. Elem. School, Rodriguez, Rizal
June 28, 2014.

✦Seminar Workshop for K-12: Enhancing Development and Use of Teaching

Materials in the English Classroom
The Ateneo Center for English Language Teaching (ACELT) and the British
Council
Escaler Hall, Ateneo de Manila University, Quezon City
February 23, 2013

✦Division Training for Secondary English, Science and Mathematics (ESM)

Teachers on Content and Pedagogy
Deped Division of Rizal
Casimiro A. Ynares Sr. Memorial National High School, Taytay, Rizal
October 23-25, 2012

✦Enhancement and Expansion of Capability in Information and Technology and

English (EXCITE) Program
Deped Division of Rizal, Guronasyon Foundation Inc., and University of Rizal
System
PREVAT Center, URS Morong Campus, Morong, Rizal
October 24-28, 2011

✦2011 Division Schools Press Conference in English

Deped Division of Rizal
Binangonan Elem. School, Binangonan, Rizal
September 9-11, 2011

✦2011 Division Training Program for School Paper Advisers in English and Filipino
Deped Division of Rizal
Rosario Ocampo Elem. School, Taytay, Rizal
July 23-24, 2011

74
✦Regional Schools Press Conference
Department of Education IV-A CALABARZON
Sta. Rosa City, Laguna
November 8-12, 2010

✦2010 Division Schools Press Conference in English

Deped Division of Rizal
Binangonan Elem. School, Binangonan, Rizal
September 23-25, 2010

✦Enhancement Training of Secondary School Teachers in English

Deped Division of Rizal
Casimiro A. Ynares Sr. Memorial National High School, Taytay, Rizal
April 19-23, 2010

✦2009 Division Training Program for School Paper Advisers in English and Filipino
Deped Division of Rizal
Rosario Ocampo Elem. School, Taytay, Rizal
August 18-20, 2009

✦Division Demofest in English

Deped Division of Rizal
Taytay National High School, Taytay, Rizal
December 10, 2008

75
 MELISSA A.OLILA
B1F5U4 INC Compound
#5 Allan Bean St. Dona Faustina II
Tandang Sora, Quezon City, Philippines
+639568702759
always_smile222003@yahoo.com

EDUCATION

April 2016 to present

Master of Arts in Teaching major in Technical English (with units)
Marikina Polytechnic College

2005-2010
Master of Arts in Education major in SPED (30 units)
New Era University
Central Avenue, Quezon City

1998-2002
Bachelor of Secondary Education major in English
New Era University
Central Avenue, Quezon City

1994-1998
New Era University
Central Avenue, Quezon City

Silangan Elementary School

Silangan, San Mateo, Rizal

WORK EXPERIENCE

2005 to present
Silangan National High School
Silangan, San Mateo, Rizal
✦English Department Head (2016 to present)
- Attends school, district, and division department head meetings
- Assists the principal, as requested, to determine teaching assignments

76
 - Directly involve in the School Improvement Plan
- Works with teachers to establish their procedures and to establish
consistent evaluation and grading practices for student learning
- Provides support, guidance, and orientation of student teachers, new
teachers to the department, and teachers new to the profession
- Observes classes from Grade 7 to Grade 10
- Checks daily lesson log/lesson plan
- Checks class records, F-137, F-138, and other school forms
- Consolidates test result and correct response then make an item analysis
- Constructs test materials for G10 and restructures the exam from G7 to G9
- Prepares monthly report for the department
- Organizes activities for the reading month and festival of talents in English
- Facilitates/Participates during In-Service Training, Workshops, and
Conferences
- Conducts remedial classes
- Prepares lesson plan, action plan, instructional materials,
evaluation/assessment tools
- Conducts action research
- Counsels, mentors, and coaches students including home visits
- Consultation and conferences with parents

✦Continuous Improvement Plan Team Leader (2016 to present)

- Helps the member to do their roles and responsibilities
- Leads the team in brainstorming to come up with a decision that concerns
the team and the process of the project
- Sets meetings/conference with the team members, facilitators, coach and
School Head whenever necessary
- Motivates the team and maintain teamwork
- Consults/Seeks assistance from the Facilitators, coach, school head and
other person who are familiar with the CI processes regarding the steps and
team concerns
- Assigns task to every member about the data gathering
- Collects the data gathered by the team and update the CI template
- Plans activities based on the data gathered
- Updates the team about the progress of the project
- Reports the progress to the facilitators, coach and School head
- Participates actively in brainstorming and other activities concerning the
project

✦School Paper Adviser of Eastern Chronicles (2011-2015)

- Trains student writers for the division schools press conference
- Proofreads/Edits news articles and among others
- Participates and wins in the division and regional schools press conference

✦Guidance Coordinator (2005-2013)

-Provide guidance to students

-Assist the Principal in planning for the Guidance Department
-Conduct orientation for incoming freshmen students and their parents

77
SEMINAR/TRAINING
✦Rollback B2B Statistical Treatment on Research
Division of Rizal (District Level)
Justice Vicente Santiago Memorial Elementary School
January 19-20, 2017

✦Division Training of Trainers for School Paper Advisers (English and Filipino)
Division of Rizal
Rosario Ocampo Elementary School
July 23-25, 2015

✦Division Press Conference 2015

Division of Rizal
Rosario Ocampo Elementary School
September 16-18, 2015

✦Regional Mass Training for Grade 10 English Teachers

Department of Education IV-A CALABARZON and
University of Rizal System
Regional Education Learning Center, Marikina City
May 18-23, 2015

✦Regional Press Conference 2015

Region IV-A CALABARZON
Batangas City
January 13-16, 2015

✦Division Training of Trainers for School Paper Advisers (English and Filipino)
Division of Rizal
Rosario Ocampo Elementary School
July 24-26, 2014

✦Division Press Conference 2014

Division of Rizal
Rosario Ocampo Elementary School
September 25-27, 2014

✦National Press Conference 2014

National Level
Subic Bay, Pampanga
April 7-11, 2014

✦Regional Cliniquing for Qualifiers for NSPC Delegates

Region IV-A CALABARZON
Tagaytay City
January 6-10, 2014

✦Regional Press Conference 2013

78
 Region IV-A CALABARZON
Dasmarinas, Cavite
December 2-6, 2013

✦Division Training of Trainers for School Paper Advisers (English and Filipino) 2013
Division of Rizal
Rosario Ocampo Elementary School
July 25-27, 2013

✦Division Press Conference 2013

Division of Rizal
Rosario Ocampo Elementary School
September 26-28, 2013

✦Division Training of Trainers for School Paper Advisers (English and Filipino) 2012
Division of Rizal
Rosario Ocampo Elementary School
July 26-28, 2012

✦Division Press Conference 2012

Division of Rizal
Rosario Ocampo Elementary School
September 19-21, 2012

✦Division Training for Secondary English, Science and Mathematics (ESM)

Teachers on Content and Pedagogy
Deped Division of Rizal
Casimiro A. Ynares Sr. Memorial National High School, Taytay, Rizal
October 23-25, 2012

✦ National Press Conference 2012

National Level
Palawan
April 16-21, 2012

✦ Regional Press Conference 2013

Region IV-A CALABARZON
Lucena City, Quezon
January 9-13, 2012

✦Enhancement and Expansion of Capability in Information and Technology and

English (EXCITE) Program
Deped Division of Rizal, Guronasyon Foundation Inc., and University of Rizal
System
PREVAT Center, URS Morong Campus, Morong, Rizal
October 24-28, 2011

79
✦2011 Division Schools Press Conference in English
Deped Division of Rizal
Binangonan Elem. School, Binangonan, Rizal
September 9-11, 2011

✦2011 Division Training Program for School Paper Advisers in English and Filipino
Deped Division of Rizal
Rosario Ocampo Elem. School, Taytay, Rizal
July 23-24, 2011

✦Enhancement Training of Secondary School Teachers in English

Deped Division of Rizal
Casimiro A. Ynares Sr. Memorial National High School, Taytay, Rizal
April 19-23, 2010

✦Division Demofest in English

Deped Division of Rizal
Taytay National High School, Taytay, Rizal
December 10, 2008

80
 MARJORIE GRACE A. ABELA
e- mail address: marj _ abela@yahoo.com
Contact numbers: 09486835171/ 0926-611- 7261

Present Address: Blk. 1 Lot 16, Sta. Maria, Banaba, San Mateo, Rizal

Objective: To obtain a position in a goal-driven institution that will enable me to use my

strong organizational skills, educational background and ability to work well with people.

Professional Summary

Experienced and goal oriented professional with a track record of consistently meeting and
exceeding established goals and objectives related to communications and public relations.
Skilled in building long-term relationship with all levels of individuals. Achieved significant
results to promoting organizational growth and development. Motivated and ambitious with
excellent interpersonal communication, relationship management and presentation skills.
Capabilities include:

 Telephone receptions Word Processing and Typing Teaching Skills

 Strategic Planning Customer Service Relations

EXPERIENCES English/ Speech Teacher, 2014-2015

Center for Positive Futures- Banaba
Banaba, San Mateo, Rizal

English Teacher, 2012-2014

St. Adelaide School- Philippines
Don Matias, Burgos, Pangasinan
 Provide classroom instructions for K-12 students
with emphasis on values and English language.
 Develop strategies to create a good learning
atmosphere for students with an emphasis on
maintaining an environment where students can
learn though collaboration and cooperation

SKILLS Strong communication skills

• Problem analysis and problem solving
• Organizational skills and customer service
orientation
• Adaptability and ability to work under pressure
• Initiator

EDUCATION BACHELOR OF ARTS IN ENGLISH

Pangasinan State University
Bayambang, Pangasinan
2008-2012

81
 BACHELOR OF SECONDARY EDUCATION-
MAJOR IN ENGLISH (18-unit earner)
Colegio de Dagupan
Dagupan City, Pangasinan
2012

TRAININGS ATTENDED THIRD REGIONAL CONGRESS- EDUCATION

STAKEHOLDERS’ SUMMIT AND A TRIBUTE TO
TEACHERS, October 2015
Ynares Center, Antipolo City

TEACHING STRATEGIES/ DIFFERENT LEARNING

STYLES AND ART OF REASONING, May 2013
St. Albert the Great School- Pangasinan

TEACHING STRATEGIES/ DIFFERENT LEARNING

STYLES AND ART OF REASONING, May 2013
St. Albert the Great School- Pangasinan

PERSONALITY DEVELOPMENT TRAINING,

May 2013
Dagupan City, Pangasinan

INSET SEMINAR-TRAINING, April 2013

Lingayen, Pangasinan

REVIEW PROGRAM FOR LET 2013

LITE Review Center, March 2013

SEMINAR ON GENDER AND DEVELOPMENT,

CAREER
GUIDANCE AND UPDATES ON EDUCATION,
March 2012
Pangasinan State University- Bayambang Campus

ACHIEVEMENTS LICENSED TEACHER, LET March 2013

CUMLAUDE, March 2012

STUDENTS IN FREE ENTERPRISE PRESENTER,

2012

82