CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter includes the presentation, analysis, and interpretation of data

gathered. The needs assessment survey was conducted in Batangas State

University, ARASOF-Nasugbu.

1. Instructional materials that can be used in teaching Stylistics and

Discourse Analysis

Table 4.1 shows the instructional materials that can be used in teaching

Stylistics and Discourse Analysis with weighted mean and verbal

interpretation.

Table 4.1

Instructional Materials that can be used in teaching Stylistics and Dicourse

Analysis

Instructional Materials Weighted Verbal Rank

Mean Interpretation

Textbook 3.15 Often 4

Printed Materials 3.26 Often 3
Transparency 2.82 Often 5
Powerpoint Presentation 3.65 Very Often 1
Lecture Notes 3.29 Often 2

General Weighted Mean 3.23 Often

Based on the result, it can be noted that PowerPoint Presentations ranked

first with a weighted mean of 3.65, respectively, and interpreted as Very Often.

PowerPoint presentation is a great source of information during interactive

discussion. It can display different lessons that composed of images, videos,

texts and audios. It easily attracts the attention of the students because of its

design and colorful patterns. It is easy to present because of its various features

that can be used with a vast audience. This instructional material is designed

according to the intellectual capability of all the learners. They can improve

learner's personality in all aspects (physical, emotional, intellectual, and

physical).

Tabatabaei supported this result, and Ying Gui (2011) studied the impact

of technology on teaching and learning languages underlines that technology has

helped enhance, motivate, and engage students in classroom activities. The

more interested students are, the more they will learn while enjoying their time.

This is especially true with teaching foreign languages in the classroom needs

more interaction. The study also found that if they experience themselves, people

or students seemed to learn more and understand knowledge. Also, the research

study of Kurts (2015) states that instructional materials and methods have been

selected appropriate for the instruction system and process. Numerous technical

equipment such as TVs, VCDs, projection systems, and more modern items such

as computers, software applications, and projectors were also chosen.

Throughout this research, these different teaching materials attracted the

students' attention to further learning, since the use of teaching materials makes

teaching effective because it allows learners to engage actively throughout

teaching in classrooms. All these views suggest that the use of instructional

materials may improve the performance of the students.

 Second in rank was lecture notes with a weighted mean of 3.29 and

interpreted as Often. This shows that lecture notes significantly contribute to

learning. It only proves that lectures notes are easy to find and use, affordable,

and is the most available hand-out.

Third in rank was printed material including pictures, posters, and charts.

They are kinds of instructional materials that can be found on the internet and

have become popular with a weighted mean of 3.26, respectively, and was

interpreted as Often.

The fourth was textbook with a weighted mean of 3.15 and interpreted as

Often. Textbooks are the primary source of information. They give

comprehensive guidelines and examples which maximize learners'

comprehension. The last was transparency with a weighted mean of 2.82 and

interpreted as Often.

Overall, the result of the evaluation received a general weighted mean of

3.23 and is interpreted as Often. This was probably due to the sudden change in

the curriculum, as many courses still lack related instructional materials. The

table above shows that transparency is the least one used, which further

supports the necessity of creating one to help the teachers and the students in

the teaching and learning process in the subject, Stylistics and Discourse

Analysis.

2. Assessment of the available materials used in teaching Stylistics and

Discourse Analysis
 Table 4.2 shows the criteria of instructional materials used in teaching

Stylistics and Discourse Analysis with weighted mean and verbal

interpretation.

Table 4.2

Assessment of the Used Instructional Materials

Criteria Weighted Verbal Rank

Mean Interpretation

1. Are relevant to the course content 3.45 To a great extent 3.5

2. Provide wide learning 3.47 To a great extent 1.5
competencies
3. Are suitable for the level and types 3.47 To a great extent 1.5
of students
4. Are entirely suited to the specific 3.34 To a great extent 8
purpose of the course
5. Are made clear, simple, and easy 3.45 To a great extent 3.5
to understand by the students
6. Student’s awareness and 3.39 To a great extent 5
appreciation of the topic
7. Provide collective experience for 3.29 To a great extent 10
all students
8. Develop intellectual capability 3.23 To a great extent 11
9. Encourage and stimulate student 3.37 To a great extent 6
development of critical thinking
10. Enhance student multiple 3.32 To a great extent 9
intelligences
11. Contain clear and helpful 3.35 To a great extent 7
examples

General Weighted Mean 3.38 To a great extent

Based on the results, assessment of the available materials used in

teaching Stylistics and Discourse Analysis are suitable for the level and types of
students and provide wide learning competencies ranked 1.5 with a weighted

mean of 3.47, respectively, and interpreted as to a Great Extent. In addition, all the

eleven (11) criteria given have a verbal interpretation of to a Great Extent.

Suitability of available materials to the levels and types of students are essential

for the teaching-learning process to be more effective. Available materials can

provide the basis for what students can learn in Stylistics and Discourse Analysis

class and what the professor should teach to the students, with that, in creating

materials the first criteria in assessing the available materials are if the available

materials used in teaching Stylistics and Discourse Analysis are suitable for the

level and types of students and if it provides wide learning competencies. This

assessment of the Instructional Materials is designed according to the possible

benefits, importance and readiness of the students presented by the researchers

of this study. Also, this shows that the relevance of the content and also the wide

range of learning competencies are significantly considered as the criteria in

assessing the instructional materials.

Zhou and Botha supported the result and studied about suitability of the

materials varied among the different types of schools investigated and that there

was much room for improvement. According to the study, most teachers have not

yet reached higher levels of operation regarding the use of instructional materials.

In conclusion a number of recommendations are made to improve the situation.

In the result, in rank 3.5 are relevant to the course content and are made

clear, simple, and easy to understand by the students with a weighted mean of

3.45 and interpreted as to a Great Extent. This shows that the relevance of the
content and also the simplicity, clearness and understandable instructional

materials is significantly considered as the criteria in assessing the instructional

materials.

Fifth in the rank was student’s awareness and appreciation of the topic

with a weighted mean of 3.39 and interpreted as to a Great Extent. Students’

awareness and appreciation to the topic are important because the students need

to have background information to the topic in Stylistics and Discourse Analysis.

Sixth in the rank was the to encourage and stimulate student development

of critical thinking with a weighted mean of 3.37 and interpreted as to a Great

Extent. In studying the Stylistics and Discourse Analysis the critical thinking will be

tested because the topics was broad.

Seventh in the rank contain clear and helpful examples with a weighted

mean of 3.35 and interpreted as to a Great Extent. Providing examples will be very

beneficial to students to better understand the topic in Stylistics and Discourse

Analysis.

Eighth in the rank are entirely suited to the specific purpose of the course

with a weighted mean of 3.34 and interpreted as to a Great Extent. Purpose of the

course will help to have an effective learning objective for students to be focus on

a particular objective of the day or in a whole semester to really understand the

topics in Stylistics and Discourse Analysis.

Nineth in the rank was enhance student multiple intelligences with a

weighted mean of 3.32 and interpreted as to a Great Extent. According to Garner,

students have different ways to learn and acquire information with that, it is
significant in assessing the Instructional materials in Stylistics and Discourse

Analysis.

Tenth in the rank was provide collective experience for all students with a

weighted mean of 3.29 and interpreted as to a Great Extent. In education there is

an experiential learning often involves working in a team, so learning in this setting

allows students to practice teamwork.

The last was develop intellectual capability with a weighted mean of 3.23

and interpreted as to a Great Extent. To develop the intellectual capability is the

main purpose of any course and that will be the reason why it is ranked as the last

in this study.

The general weighted mean is 3.38 that is interpreted as to a Great

Extent.

Contents

Table 4.3 Assessment of Teachers and Students on the Developed

Alternative Learning Material in terms of Contents that can be used in teaching

Stylistics and Discourse Analysis with weighted mean and verbal interpretation.

Table 4.3

Assessment of Teachers and Students on the Developed Alternative

Learning Material in terms of Contents
Content Weighted Verbal Rank
Mean Interpretation

1.Content is current 3.37 Agree 2

2.Content is accurate 3.45 Agree 1
3.Scope and depth of 3.31 Agree 3
topics are appropriate to
audience needs
4.The content is 3.26 Agree 5
 sufficient in quantity to
cover stated objectives
adequately
5.The content integrates 3.26 Agree 5
“real-world” experiences
6.The subject matter 3.26 Agree 5
content is appropriately
sequenced.

General Weighted 3.32 Agree

Mean

Based on the result in this study, Assessment of Teachers and Students

on the Developed Alternative Learning Material in terms of Content first in the

rank is the content is accurate with a weighted mean of 3.45, respectively, and

interpreted as Agree. Furthermore, the content should be accurate in a course

because accuracy is to be ensuring that the information is correct and without

any mistake. Content accuracy is important because may the life of people

depend in it like the Stylistics and Discourse Analysis information, so that content

must be accurate. According to Ubico, Accuracy is important to consider because

giving inaccurate content will cause ineffective teaching and learning.

Second in the rank is content is current or timely with a weighted mean of

3.37 and interpreted as Agree. Currency of the content will help students to

connect the information they may gain in the lesson to the real life.

Third in the rank is the content scope and depth of topics are appropriate

to audience needs with a weighted mean of 3.31 and interpreted as Agree. The

needs of the students should be appropriate to the students’ needs because the

content will sustain the development of the student and achieving the quality of

learning.
 Fifth in the rank are the content is sufficient in quantity to cover stated

objectives adequately, the content integrates “real-world” experiences and the

subject matter content is appropriately sequenced with a weighted mean of 3.26

and interpreted as Agree. All those three are needed in a quality content of the

alternative learning materials.

The general weighted mean is 3.32 and it is interpreted as Agree.

Instructional Design

Table 4.4 Assessment of Teachers and Students on the Developed

Alternative Learning Material in terms of Instructional Design. It that can be used

in teaching Stylistics and Discourse Analysis with weighted mean and verbal

interpretation.

Table 4.4

Assessment of Teachers and Students on the Developed Alternative

Learning Material in terms of Instructional Design

Instructional Design Weighted Verbal Rank

Mean Interpretation

1. The material provides a useful table 3.34 Agree 1.5

of contents and references.
2. The material requires the learners to 3.34 Agree 1.5
become actively engaged in order to
learn.
3.The material includes appropriate 3.27 Agree 3
 Assessment.
4.It accommodates diverse learning 3.26 Agree 4
styles and activity levels.

General Weighted Mean 3.30 Agree

Based on the results, Assessment of Teachers and Students on the

Developed Alternative Learning Material in terms of Instructional Design 1.5 in the

rank is the material provides a useful table of contents and references and the

material requires the learners to become actively engaged in order to learn with a

weighted mean 3.34 respectively, and interpreted as Agree.

Third in the rank is the material includes appropriate assessment with a

weighted mean of 3.27 and interpreted as Agree.

Fourth in the rank is, it accommodates diverse learning styles and activity

levels with a weighted mean of 3.26 and interpreted as Agree.

The general weighted mean of 3.30 and interpreted as Agree.

Layout

Table 4.4 Assessment of Teachers and Students on the Developed

Alternative Learning Material in terms of Layout. It that can be used in teaching

Stylistics and Discourse Analysis with weighted mean and verbal interpretation.
 Table 4.5

Assessment of Teachers and Students on the Developed Alternative

Learning Material in terms of Layout

Layout Weighted Verbal Rank

Mean Interpretation

1. The material has 3.27 Agree 2

unity/congruency.
2.The order in which the information 3.32 Agree 1
is presented is logical and suited to
course objectives.
3.The material has a physical format 3.23 Agree 3.5
and appearance suitable for the
intended use.
4.The material meets high standards 3.16 Agree 5
of quality in factual content and
presentation.
5.The material is added with tables 3.13 Agree 6
of contents, chapter/lesson and sub-
topic titles, overviews or advance
organizers and summaries
6. The text, captions, labels, are 3.23 Agree 3.5
clear and free of errors.

General Weighted Mean 3.22 Agree

Based on the result in table 4.5, Assessment of Teachers and Students on

the Developed Alternative Learning Material in terms of Layout first in the rank
were the order in which the information is presented is logical and suited to

course objectives with a weighted mean of 3.32 respectively, and interpreted as

Agree. It is important that the information presented was arrange in a logical

manner and connected to the course objectives provided.

Second in the rank were the material has a unity/congruency with a

weighted mean of 3.27 respectively and interpreted as Agree.

3.5 in the rank were the material has a physical format and appearance

suitable for the intended use and the text, captions, labels, are clear and free of

errors with a weighted mean of 3.23 respectively and interpreted as Agree.

Fifth in the rank were the material meets high standards of quality in

factual content and presentation with a weighted mean of 3.16 respectively and

interpreted as Agree.

Last in the rank were the material is added with tables of contents,

chapter/lesson and sub-topic titles, overviews or advance organizers and

summaries with a weighted mean of 3.13 respectively and interpreted as Agree.

The overall Assessment of Teachers and Students on the Developed

Alternative Learning Material in terms of Layout has a general weighted mean of

3.22 respectively and interpreted as Agree. This means that the layout of

learning materials is appropriate and suitable.

Learning Activities
 Table 4.6 Assessment of Teachers and Students on the Developed

Alternative Learning Material in terms of Learning Activities. It that can be used in

teaching Stylistics and Discourse Analysis with weighted mean and verbal

interpretation.

Table 4.6

Assessment of Teachers and Students on the Developed Alternative

Learning Material in terms of Learning Activities

Learning Activities Weighted Verbal Rank

Mean Interpretation

1. Learning activities are aligned 3.37 Agree 3

with instructional objectives.
2.Constitute a range of activities 3.27 Agree 4
that will enhance students’
learning through interaction and
collaborative works.
3.Allows the student to express 3.48 Agree 1.5
their ideas and creative thinking
through active participation.
4. Develops students’ 3.48 Agree 1.5
competencies in Stylistics and
Discourse Analysis.

General Weighted Mean 3.4 Agree

Based on the results of Table 4.6, Assessment of Teachers and Students

on the Developed Alternative Learning Material in terms of Learning Activities.

According to Wasserman, learning activities is said to be the core unit of

instructional design. It is more focused in the delivery of knowledge (lecture) and

to the development of the student’s learning skills (problem solving).

1.5 in the rank were develops student’s competencies in Stylistics and

Discourse Analysis and allows the student to express their ideas and creative

thinking through active participation with a weighted mean of 3.48 respectively

and interpreted as Agree.

Third in the rank were learning activities are aligned with instructional

objectives with a weighted mean of 3.37 respectively and interpreted as Agree.

Last in the rank were constitute a range of activities that will enhance

students’ learning through interaction and collaborative works with a weighted

mean of 3.27 respectively and interpreted as Agree.

The overall Assessment of Teachers and Students on the Developed

Alternative Learning Material in terms of Learning Activities has a general

weighted mean of 3.4 respectively, and interpreted as Agree, implying that

learning activities are useful in developing learning materials in which it

stimulates experiential learning to the learners.

 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary, findings, conclusion, and

recommendations.

Summary

The study was conducted to develop alternative learning materials in

Stylistics and Discourse Analysis.

To achieve the purpose of the study, the researchers sought to answer to

the following problems:

1. What are the available materials that can be used in teaching Stylistics

and Discourse Analysis?

2. What is the assessment of teachers and students on the available

instructional materials used in teaching Stylistics and Discourse Analysis?

3. What is the assessment of teachers and students on the developed

alternative learning material in terms of:

3.1. Content;
 3.2. Instructional design; and

3.3. Layout

3.4. Learning Activities

4. What are the suggestions and recommendations of the respondents to

improve the alternative learning materials?

The subjects of the study were the two (2) sections of third-year Bachelor

of Secondary Education Major in English, composed of twenty-six (26) Bachelor

of Secondary Education in English 3101 and thirty-two (31) Bachelor of

Secondary Education in English 3102, all in all, this research have fifty-eight (57)

respondents and five (5) selected English instructors. They were selected based

on their specialization and content knowledge of the language.

The instruments used in gathering data were the needs assessment

questionnaire and rating scale. Statistics such as weighted mean and ranking

were also utilized.

Summary of Findings

This study yielded the following findings:

1. The instructional materials in teaching Stylistics and Discourse Analysis.

The Power point Presentation ranked first with the highest weighted mean

of 3.65 and interpreted as Very Often. Primarily, power point presentation is

the most widely used in this generation by the students and teachers. Second

in rank was Lecture notes with a weighted mean of 3.29 and interpreted as

Often. Third in rank was printed materials with a weighted mean of 3.26 and

interpreted as Often. Fourth was textbooks, with a weighted mean of 3.15

 interpreted as Often, while transparency ranked last with a weighted mean of

2.82 and interpreted as Often. The respondents agreed to the use of various

instructional materials.

2. Assessment of the used available materials that can be used in teaching

Stylistics and Discourse Analysis.

The alternative learning materials in Stylistics and Discourse Analysis

were provide wide learning competencies and were suitable for the level and

types of students which ranked first with a weighted mean of 3.47 and

interpreted as to a Great Extent. This may indicate that the alternative

learning materials in Stylistics and Discourse Analysis were provide wide

learning competencies and were suitable for the level and types of students.

Second in rank was that they were relevant to the course content and were

made clear, simple, and easy to understand by the students with a weighted

mean of 3.45 and interpreted as to a Great Extent. Moreover, develop

intellectual capability came last in rank with a weighted mean of 3.23 and

interpreted as Great Extent.

3. The assessment of teachers and students on the developed alternative

learning material in terms of:

3.1. Content;

3.2. Instructional design;

3.3. Layout; and

3.4. Learning Activities

 The learning activities came first in rank with a weighted mean of 3.4 and

interpreted as Agree. Second in rank was content with a weighted mean

3.32 and interpreted as Agree. Third in rank was the instructional design

with a weighted mean of 3.30 and interpreted as Agree. Lastly, layout with

weighted mean of 3.22 and interpreted as Agree. The overall assessment of

the alternative learning materials had a general weighted mean of 3.31 and

interpreted as Agree.

4. The suggestion/recommendation given by the evaluators were the following:

First, the alternative learning materials for Stylistics and Discourse

Analysis is a good source of supplemental information. In addition, make sure

that all sources are cited and acknowledged appropriately. Then, the learning

activities should be more collaborative and applicable for both face-to-face

and online classes. Lastly, it is necessary to enhance the content particularly

in analyzing texts stylistically.

Conclusions
 Based on the preceding summary of the findings, the following

conclusions were drawn:

1. There is a need to develop alternative learning materials in Stylistics and

Discourse Analysis to increase their skills and knowledge in terms of

acquiring language and learning. It can be a useful alternative learning

material for textbooks, since power point, lecture notes and printed

materials are the first three most often used instructional material in

teaching the course, and to help to assess what the students learned

about the course.

2. These alternative learning materials can be a great help in supporting

student-learning and teacher-teaching and in uplifting the level of

knowledge and understanding in Stylistics and Discourse Analysis.

3. Alternative Learning Materials can be a useful material to determine how

the students learn and develop a deeper understanding and appreciation

in Stylistics and Discourse Analysis. It can be an aid for students to

elevate and enhance their skills because it is incorporated by real-world

tasks.

4. There is a need to develop and use learning materials, specifically

alternative learning materials provides wide learning competencies and

were suitable for the level and types of students.

Recommendations
 Based on the analysis and conclusions of the study, the following

recommendations are hereby endorsed:

1. The College may consider the development of alternative learning

materials in Stylistics and Discourse Analysis to support and deepen the

students learning with regards to the importance of using alternative

learning materials in language learning. The alternative learning materials

for Stylistics and Discourse Analysis is a good source of supplemental

information. In addition, make sure that all sources are cited and

acknowledged appropriately. Then, the learning activities should be more

collaborative and applicable for both face-to-face and online classes.

Lastly, it is necessary to enhance the content particularly in analyzing

texts stylistically.

2. The developed alternative learning materials in Stylistics and Discourse

Analysis should undergo further evaluation and validation procedures for

the use of College, CTE Faculty Members, as well as the education

students.

3. That the future researchers may utilize this study as a source or reference

and must be motivated to improve this alternative learning materials in

Stylistics and Discourse Analysis.