1

CHAPTER I

INTRODUCTION

Culture is the product of socially- and historically-

situated discourse. Communities are created & shaped by

language (Kramsch, 1998, p.10). Culture refers to social and

cultural contexts, as well as language functions to work as

effective facilitators for comprehension (Lantolf, 2000). As

the K-12 program of the Department of Education (DepEd)

starts, the National Commission for Culture and the Arts

(NCCA) and Philippine Cultural Education Program (PCEP)

prepare high school educators in public schools nationwide to

have a culture-based approach in their lessons. Secretary of

Education, Armin A. Luistro, said that it is important to

understand that the goal of K to 12 is to develop holistic

learners who are fully aware of their cultural identity as

Filipinos.

"Literature was not removed. It was and will be

reinforced," said Francis Bringas, the district head of the

Department of Education (DepEd)-Baguio. In K to 12

curriculum, he emphasized that neither the Philippine culture

 2

nor world literature was removed just to give way to the

incorporated subjects from college. In the previous

curriculum, which is the Basic Education Curriculum (BEC),

literature was taken only as part of the study in language

but in the new curriculum, literary pieces will be studied as

a medium for appreciation. He also shared that before, the

objective of studying genres in Philippine, Afro-Asian and

British American was to understand the writer’s style, the

story and its moral lesson. But students are now expected to

be able to demonstrate communicative competence through

understanding of these genres. To learn to realize their

value and other people from the characters, learning lessons

from circumstances, and using these lessons to connect to the

world. (sunstar.com.ph)

In connection with the K to 12 curriculum promoting

culture-based education, this study is created to start the

integration of the created and compiled Pinaggikanan

folktales in classroom instruction. The compiled

Pinaggikanan folktales are about the botanical

characteristics of the plant where the name of the place was

derived from, toponym of the barangay or municipalities,

level of awareness and the appreciation of the origin of the

 3

barangay or municipality, historical and cultural activities

to promote the name of the place.

In contextualizing the translated Pinaggikanan Alamat,

course design is constructed using the conducted Needs

Identification Analysis (NIA). With the recent paradigm

shift in education a new concept called learner-centeredness

is introduced. Learners are now

given an opportunity to process information, solve problems

and make decisions at their own. In this process, the

knowledge is not imparted to the learner but acquired

through an open enquiry process. In order to do this,

knowing more about the learners’ needs is important

before designing the instruction in order to achieve a

learner-centered environment.

This study aims to develop a Course Design for Grade 7

on English-translated Pinaggikanan alamat in Baao.

Specifically, it aims to: identify the Pinaggikanan alamat

in Baao; translate the identified Pinaggikanan alamat into

English; determine the learning needs, lacks and wants of

the English 7 students based on the Needs Identification

Analysis Test and preference survey in terms of reading

comprehension, listening comprehension, viewing

 4

comprehension, vocabulary development, literature, writing

and composition, grammar awareness, create a course design

utilizing the English translated Pinaggikanan alamat in Baao

at the same time, addressing the needs of the English 7

students in the lacking competency based on the Needs

Identification Analysis Test (NIA)and Preference Survey.

Statement of the Problem

The study aimed to develop a course design for Grade 7

on English-Translated Pinaggikanan alamat in Baao.

Specifically, the study sought to answer the following

questions:

1. What are the Pinaggikanan alamat in Baao?

2. What alamat can be translated into English out of the

identified Pinaggikanan alamat?

3. What are the learning needs, lacks, and wants of the

English 7 students based on the Needs Identification

Analysis Test and Preference Survey in terms of:

a. Reading Comprehension

b. Listening Comprehension
 5

c. Viewing Comprehension

d. Vocabulary Development

e. Literature

f. Grammar Awareness; and

4. What course design can be developed utilizing the

English translated Pinaggikanan alamat in Pugay and

Oras, addressing the needs, lacks, and wants of the

English 7 students?

Objectives of the Study

With the main objective of developing a Course Design

for Grade 7 on English-Translated Pinaggikanan alamat of

Bula and Nabua, the study specifically aimed to attain the

following objectives:

1. identify the Pinaggikanan alamat in Baao.

2. translate the identified Pinaggikanan alamat into

English;

3. determine the learning needs, lacks and wants of the

English 7 students based on the Needs Identification

Analysis Test and Preference Survey in terms of:

 6

a. Reading Comprehension

b. Listening Comprehension

c. Viewing Comprehension

d. Vocabulary Development

e. Literature

f. Writing and Composition

g. Grammar Awareness; and

4. create a course design utilizing the English translated

Pinaggikanan alamat in Baao at the same time,

addressing the needs of the English 7 students in the

lacking competency based on the Needs Identification

Analysis Test and Preference Survey.

 7

Significance of the Study

The findings of the study on developing a Course Design

for Grade 7 on English-translated Pinaggikanan Alamat of

Baao are beneficial to the following entities:

Students

The outcome of this research will be able to impart in

the development of Grade 7 students’ literary skills as well

as familiarization of Pinaggikanan alamat through developing

a course.

Teachers

The teachers may use the outcome of this study as

instructional tool for developing the students’ literary

skills.

Local Government Unit

This study will support the municipalities on

preserving their culture and pride in everyone’s life.

DepEd

The outcome of this research can be helpful in

developing culture-based instruction and curriculum where

both educators and learners will benefit.

 8

Future Researchers

This research can serve as a reference material for

other researchers who want to study on the same topic or

other related topic.

Scope and Limitations of the Study

The study’s main purpose is to create a course design

and lesson exemplar out of the English-translated

Pinaggikanan Alamat in Baao (Pugay and Oras).

In doing so, the researchers first identified the

existing Pinaggikanan Alamat in Baao. After identifying, the

legends were translated into English.

An 80-item NIA Test and preference test were

administered to the two (2) sections of Grade 7 STE Students

of Baao National High School. The result of the Preference

test was analyzed to get the wants of the students, and the

results of the NIA Test was analyzed to determine their

lacks. After that, the competency of the students that is

lacking, based on the Department of Education Curriculum

Guide was identified. Then, a course design was made.

CHAPTER II
 9

REVIEW OF RELATED LITERATURE

This chapter presents a review of related literature

and studies gathered from books, journals, unpublished

theses and dissertations, and publication from websites that

have some relevance to this study. These literatures

significantly contributed insights in conducting this study.

Culture-Based Education

According to the research of Navin Kumar Singh, et. al.

entitled Culture-Based Education: Lessons from Indigenous

Education in the U.S. and Southeast Asia, many terms have

been used by educational researchers over the past century

to denote culture-based education: Culturally responsive,

culturally respective, culture-sensitive, culturally rooted,

culturally relevant, and culturally congruent (Gray, 2010;

Yamauchi, 2005). Despite the use of different terms by

various researchers in culture-based education, the basic

premise is the show of respect for the multi-ethnic diverse

knowledge systems, skills, and the incorporation of socio-

cultural diversity in educational practices (p.5).

 10

Furthermore, they said that, in an era of

globalization, a society that has access to multilingual and

multicultural resources is advantaged in its ability to play

an important social and economic role on the world stage.

The challenge for educators and policy-makers around the

world is to shape the evolution of national and global

identity in a way that inherent rich indigenous culture and

heritage of societies to be preserved and honored, and the

cultural, linguistic, and economic resources of the nation

are used for the betterment of human kind. Nonetheless, in

the changed national and global contexts, it is evident that

the concept of culturally responsive pedagogy is drawing

more attention of educationists in curricular reforms across

the globe. Therefore, the prospect of indigenous culture-

based mainstream education is bright.

Also, the research of Shawn Kana’aiupuni, et. al.

(2010) entitled Culture-Based Education and Its Relationship

to Student Outcomes, found a set of nested relationships

linking the use of culture-based educational strategies by

teachers and by schools to student educational outcomes.

First, Culture-Based Education (CBE) positively impacts

student socio-emotional well-being (e.g., identity, self-

 11

efficacy, social relationships). Second, enhanced socio-

emotional well-being, in turn, positively affects math and

reading test scores. Third, CBE is positively related to

math and reading test scores for all students, and

particularly for those with low socio-emotional development,

most notably when supported by overall CBE use within the

school. The study also found that students of teachers using

culture-based educational strategies report greater Hawaiian

cultural affiliation, civic engagement, and school

motivation. They are also more likely to put cultural skills

to use on their communities and report higher levels of

trusting relationships with teachers and staff, underscoring

a deeper sense of belonging at school. The strength of these

connections is critical to producing engaged and successful

learners as they prepare for the future.

Teaching Literature

According to the research of Richard Beach (2005)

entitled, “Conducting Research on Teaching Literature: The

 12

Influence of Texts, Contexts, and Teacher on Responses to

Multicultural Literature,” found out that students’

responses were influenced by three different factors: the

teacher’s modeling of alternative ways of thinking about

texts by adopting alternative perspectives; responses to

texts in which students experienced characters challenging

status-quo discourses and institutional forces; and context,

in which student challenges to each other’s discourses led

students to revise their discourses. In experiencing

characters interrogating ideological forces limiting their

development, students began to examine forces in their own

lives limiting their own development. Students who shifted

in their discourses over the period of the course were most

open to entertain alternative perspective on themselves and

their worlds. These results suggest the need in conducting

research on teaching literature to examine the influence of

all three factors—teacher modeling, texts, and contexts on

shifts in students’ thinking about literature (76

references).

Literature in the K-12 Curriculum

"Literature was not removed. It was and will be

reinforced," said Francis Bringas, the district head of the

 13

Department of Education (DepEd)-Baguio. In K to 12

curriculum, he emphasized that neither the Philippine culture

nor world literature was removed just to give way to the

incorporated subjects from college. In the previous

curriculum, which is the Basic Education Curriculum (BEC),

literature was taken only as part of the study in language

but in the new curriculum, literary pieces will be studied as

a medium for appreciation. He also shared that before, the

objective of studying genres in Philippine, Afro-Asian and

British American was to understand the writer’s style, the

story and its moral lesson. But students are now expected to

be able to demonstrate communicative competence through

understanding of these genres. To learn to realize their

value and other people from the characters, learning lessons

from circumstances, and using these lessons to connect to the

world. (sunstar.com.ph)

Translation of Text

According to Nida, E. (1964) translation is producing

the closest, natural equivalent message of the source

language to the target language. It does not necessarily

mean an exact word-for-word translation but restating the

language in another form but with exact the same meaning or

 14

thought. Newmark, P. (1998) corroborate this through

defining translation as an attempt to replace a text in one

language with the same message in another language.

Also, by equivalence of thought that lies behind its

verbal expressions, translation is made possible (Savory, T.

1968). Translation is not only about the construction of

words but also on how to express the thought of the source

language to the target language appropriately.

According to Savory, giving a principle in translation

is impossible without contradicting another idea (Almario,

V. et al, 2003). The following are the principles in

translation: (1) Every language is rooted from the culture

of the people who owns it; (2) Every language has its own

property and characteristics which explains its own language

behavior. This refers to the structure of the sentences;

(3) Translation should be accepted by the target receiver.

(4) Abbreviations & acronyms including formulas that are

considered established or universal in use need not be

changed to conform with spelling and equivalences; (5) In

instances when more than one equivalence is acceptable, use

any of the equivalences, but provide a footnote for the rest

of the meaning; (6) In instances when more than one

 15

equivalence is acceptable, use any of the equivalences, but

provide a footnote for the rest of the meaning. (7) Brief,

concise, condensed expressions should always be observed in

translation process. This principle refers to thriftiness

in Filipino; (8) A word may have a definite meaning once it

becomes a part of a sentence. The meaning may depend on the

topic, the speaker, and the intention of the message; (9)

There are instances when direct expressions are best said

euphemistically to avoid awkwardness; (10) The belief that

Filipino language is inadequate, hence, translators resort

to imitation or borrowing not only of the word, but also the

idioms, way of expression, and the structure of the

sentences of English; (12) Consider differences in written

expression from spoken expression. It requires formality of

words in translation; (13) Consider unity of related words

borrowed from English; and lastly, (14) The property or

characteristics of a certain language should not be

transferred to the receptor language.

Pinaggikanan

The compiled Pinaggikanan folktales are about the

botanical characteristics of the plant where the name of the

place was derived from, toponym of the barangay or

 16

municipalities, level of awareness and the appreciation of

the origin of the barangay or municipality, historical and

cultural activities to promote the name of the place.

The research on Pinaggikanan folktales ended with just

the gathered legend and the written story, and the gathered

legend had no further use. That is why, this research was

conducted to put the legends into use.

Theoretical Framework

The theoretical framework below serves as the basis in

conceptualizing the present study (Fig. 1). This study is

anchored on the culturally responsive pedagogy by Kathryn H.

Au, 1993, et. al, the Social Learning Theory by Lev Vygotsky

(1962), and the Schema Theory by Jenkins and Dixon (1983).

The theory on culturally responsive pedagogy by Kathryn

H. Au, et. al (1993) asserts that to cater the needs of the

culturally diverse students, there should be the presence of

multicultural instructional materials. The Social Learning

Theory of Vygotzky (1962) also affirms the three major

themes regarding social interaction, the more knowledgeable

 17

other, and the zone of proximal development. Lastly, Schema

Theory by Jenkins and Dixon (1983), emphasizes the

importance of general knowledge and concepts that will help

forming schemata since students with limited schemas or

prior knowledge have more difficulty learning new words.

These theories give hope and guidance to educators who

are trying to improve the academic achievement of students

from diverse racial, ethnic, cultural, linguistic and

social-class group.

Social Learning Theory

of Vygotzky, 1962

This theory
asserts three
major themes
regarding social
interaction, the
more
knowledgeable
other, and the
zone of proximal
development.
 18

Course
Design for
Literature
Teaching
Culturally Responsive
Pedagogy of Kathryn H. Au, Schema Theory by
1993, et. al. Jenkins and Dixon, 1983

This theory This theory

asserts that to emphasizes importance
cater the needs of of general knowledge
and concepts that
the culturally
will help forming
diverse students schemata since
there should be students with limited
the presence of a schemas, or prior
multicultural knowledge, have more
difficulty learning
instructional
new words.
material.

Figure 1. Theoretical framework of the study

Conceptual Framework

This conceptual framework is rooted in the idea of

identifying and translating the existing Pinaggikanan

alamat of Baao specifically in the barangay Pugay and Oras,

and lastly, to produce a Course Design and Lesson exemplars

 19

from the findings, based on the learning needs, lacks and

wants of the students.

The ‘input’ of the study or the independent variable

are the existing Pinaggikanan alamat of Pugay and Oras in

Baao, and the Needs Identification Analysis (NIA) Test and

the Preference Test.

The ‘process’ of the conduct of the study involves the

analysis of the secondary data gathered, English translation

of the Pinaggikanan alamat, needs identification and

analysis, and the culture – based course design.

Lastly, the ‘output’ or the independent variable is the

English-translated Pinaggikanan Alamat of Pugay and Oras for

Literature Teaching.
 20

Input Process Output

1. Existing 1. Secondary data

Pinaggikanan analysis English-
Alamat of 2. English Translated
Oras and Pinaggikanan
translation Alamat of Oras
Pugay in Baao
3. Needs and Pugay Course
2. NIA Test and Design for
Identification
Preference English Language
Test and Analysis
and Literature
4. Culture – Based Teaching
Course Design

Figure 2. Conceptual framework of the study

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Definition of Terms

The following terms used in the study were

operationally defined to facilitate understanding on how

these words were used literally and technically.

Pinaggikanan

It is the Bicol translation of the english word -

“origin” which refers to the beginnning of something. In

this research, Pinaggikanan refers to the product of

previous researches conducted at CBSUA. It is a gathering of

the different legends of names or the toponyms of the

baranggays and municipalities of Camarines Sur.

Alamat

It is known as legend and is a genre of folklore that

consists of a narrative featuring human actions perceived

both by teller and listeners to take place within human

history. Legend is a short mono-episodic, traditional, and

historicized narrative performed in a conversational mode,

reflecting on a psychological level a symbolic

representation of folk belief and collective experiences and

serving as a reaffirmation of commonly held values of the

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group to whose tradition it belongs. In this research

alamats refer to the identified legends that belong in the

Pinaggikanan research.

Cultural Heritage

Is an expression of the ways of living developed by a

community and passed on from generation to generation,

including customs, practices, places, objects, artistic

expressions and values. Cultural Heritage is often expressed

as either Intangible or Tangible Cultural Heritage.

Origin

Refers to the point at which something comes into

existence or from which it derives or is derived from.

Literature

In general sense, literature is any body of written

works. More restrictively, literature is writing considered

to be an art form or any single writing deemed to have

artistic or intellectual value, often due to deploying

language in ways that differ from ordinary usage.

Cultural Awareness
 23

Is the foundation of communication and it involves the

ability of standing back from ourselves and becoming aware

of our cultural values, beliefs, and perceptions.

CHAPTER III
 24

METHODOLOGY

This chapter will present the overall design and

methods that the researchers will use in conducting the

study towards the realization of its objectives. It will

include the research design, locale, respondents of the

study, sampling technique, instrumentation, procedure of

investigation and statistical tools in analyzing the data.

Research Design

This study employed the combination of descriptive and

development method. The collected data was computed,

tabulated and analyzed to come up with the results and

conclusions for descriptive method.

The development method was used to edit the translated

Pinaggikanan Alamat into English and to develop a Course

Design.

Research Locale
 25

The research focused on the municipality in Rinconada

or the fifth Congressional district in Camarines Sur

specifically Baao.

The alamat gathered were from Barangay Pugay and Oras

or San Isidro, Baao Camarines Sur, but the respondents of

the study were from barangay Del Rosario, Baao Camarines

Sur.

Baao is a fourth-class municipality in the province of

Camarines Sur, Philippines.

Respondents of the Study

 26

The respondents of the study were the people of Baao.

Specifically, the students taking English 7 at Baao National

High School, Main Campus under STE Curriculum and the

teachers teaching the subject. Also, for the validity of the

translation, the researchers consulted an expert in the

field. The key informant was chosen based on the following

qualifications: (1) One of the authors of the compiled

Pinaggikanan folktales; (2) An English teacher; (3) A

writer.

Sample Size and Sampling Technique

The respondents of the study were selected, by using a

purposive sampling technique. The researchers formulated the

following criteria in selecting the respondents of the

study; For the NIA and preference test: 1) the respondents

should be a grade 7 student of Baao National High School,

taking English 7 subject. The total number of student-

respondents is 69. For the validation of the NIA test, three

English teachers served as the jury. For the validation of

the English-translated text, these are the criteria: (1) One

 27

of the authors of the compiled Pinaggikanan folktales; (2)

An English teacher; (2) A writer.

Instrumentation

In identifying the students’ needs, lacks and wants,

the researchers used two sets of questionnaire. First is the

preference test which measures the students’ preference in

learning, thus identified their learning wants and lacks.

The second set of questionnaire is the needs identification

analysis test that is composed of six parts based on six

competencies, and this test aimed to identify the learning

needs of the students based in the Department of Education

Curriculum Guide.

Data Collection Method

The researchers worked with the other researchers to

come up with the questionnaire that was intended for

identifying the needs, lacks and wants of the students in

these six competencies: reading comprehension; listening

 28

comprehension; viewing comprehension; vocabulary

development; literature; and grammar awareness.

The questionnaire was primarily culture-based,

springboarding on Bicol cultures, in the Philippines. Some

of the materials used were adapted local stories, epics,

legends, and songs (The Legend of Mayon Volcano and Ibalon:

The Three Heroes of the Bicol Epic) and song (Sarung

Banggi).

The test was divided into six parts. Test I up to Test

VI is categorized by the following: Vocabulary, Reading

Comprehension; Literature; listening Comprehension; Grammar

Awareness; and Viewing respectively. Each part is composed

of 10 items, with a total of 60 items.

To ensure the validity of the researcher-made test,

pilot testing was conducted to 15, chosen, Grade 7 students

of Laboratory High School. After the pilot testing, the test

papers were checked, and items were analyzed, to measure its

validity. The researchers used the Upper – Lower Index

Method where the difficulty index and discrimination index

were done and found out that there are some items which

needs revision. Based on item analysis data, test items are

revised for improvement. After revising the items that need

 29

revision, the researchers revised the items, and have it

checked by and approved by the instructor. The researchers

conducted the actual needs assessment to the respondents,

October 16, 2018.

The Jury Method is used to measure reliability. The

test undergone evaluation of three English teachers. After

the thorough evaluation of the test, the jury agreed to

revise some of the options and to edit the directions.

Finally, after some revisions the final needs assessment

test was made.

Procedure of Investigation

Prior to the conduct of the study, the researchers

first identified the existing Pinaggikanan alamat in Baao.

The selected texts were translated into English, the target

language.

The researchers then coordinated with the principal of

Baao National High School to seek permission to conduct the

study.
 30

Upon the approval of the principal, the researcher

asked the help of a knowledgeable other, with the advice of

our research adviser, to edit the translated text based on

the principles of translation by Savory.

The researchers then, together with the other research

groups, constructed test questions covering the seven

competencies of the new curriculum guide for K to 12. After

then, researchers conducted the pilot-testing on 15 students

with using of a purposive random sampling technique.

While the questionnaire used for pilot testing was

analyzed to determine if each question were to retain,

revise or entirely remove. A jury method was conducted,

wherein three experts where asked to validate the revised

questionnaire.

The revised questionnaire was then used to conduct the

Needs Identification Analysis (NIA) to 30 students and

another questionnaire was used to determine the learner’s

needs. The results were tabulated and analyzed.

The tabulated and analyzed results then helped develop

the course design. The data was used to create a two week
 31

learning instructions covering the 7 competencies just like

the K to 12 curriculum guide.

In the actual conduct of the study, a Course Design was

developed.
 32

CHAPTER IV

RESULTS AND DISCUSSION

This chapter comprises the analysis, presentation and

interpretation of the findings resulting from this study.

The analysis and interpretation of data was carried out in

one phase only, which is based on the results of the

questionnaire and it deals with a quantitative analysis of

data.

The Pinaggikanan Alamat in Baao

PUGAY

(Written by: Badian M., Barrameda J., Colarina R.,

Fuentiveros M., Medalla P., Yater C.,

Compiled by: Gloria B. Osea Ph. D.)

Noong unang panahon, may isang baryo at malalaking

pamilya ang nakatira. Pagtatanim at pagbebenta ng mga gulay

ang karaniwang hanapbuhay ng mga tao. Ang mga kababaihan ay

naglalako ng mga kakanin samantalang ang mga kalalakihan

 33

naman ay pagsasabong ang pinagkakaabalahan. Dito nakatira

ang pamilya nina Karding, Marta, at ang anak na si Selso.

Payak kung maituturing ang kanilang pamumuhay dahil

natutustusan naman ng mag-asawa ang pangangailangan ng

pamilya. SI Karding ang nagtatanim ng mga gulay, si Marta

naman ang nagtitinda ng mga bunga nito at si Selso ay nag-

aaral ng elementarya. Isa silang masayang pamilya.

Isang araw, habang nangunguha ng niyog si Karding upang

idagdag sa paninda ni Marta, may hindi inaasahang pangyayari

ang naganap. Pababa na sana siya ng bigla siyang tinuklaw ng

isang ahas. Nahulog si Karding at tumama ang kanyang ulo sa

bato. Iyon na ang dahilan ng kanyang pagkamatay. Halos

maubos na ang kanilang ari-arian sa pagpapalibing kay

Karding. Lubos na nagdalamhati si Marta sa kinahatnungan ng

kanyang mabait na asawa. Naghirap sila ni Celso. Dahilan

upang tumigil sa pag-aaral ang anak dahil hindi na ito kaya

ni Marta. Halos hindi na sila kumain dahil minsan ay wala

silang kita. Minsan ay nangungutang sila sa kanilang

kapitbahay na may tindahan para may makain. May kasungitan

ang kapitbahay nilang ito at laging nag aaway ang kanilang

pamilya. Minsan ay nainggit ito sa kanilang pamilya. Sa dami

ng utang nila sa tindahang iyon ay hindi na sila pinapautang

 34

pa. Minsan ay inutusan ni Marta ang anak na bumili ng

pagkain sa tindahan, sa halip ay kinuha lamang ang pera

dahil kulang pa raw iyon pambayad sa dami ng utang nila.

Umuwing malungkot si Celso Naghukay na lamang siya ng kamote

sa kanilang likod bahay at iyon na ang kinain nilang

panghapunan.

Isang umaga, huminto ang mag-ina sa paglalako upang

magpahinga nang may lumapit sa kanilang isang matandang

babae upang humingi ng kaunting makakain. Binigay nila sa

matanda nag baon nilang tinapay at tubig para sa kanilang

pananghalian. Gutom na gutom ang matanda dahil halos hindi

na nito nguyain ang tinapay. Paalis na sana ang mag-ina nang

may ibigay sa kanila ang matanda na isang butil. Ang sabi ng

matanda ay makakatulong daw iyon sa kanila. Tinago lamang

nila iyon sa isang baso.

Gabi noon, naisipang uminom ni Celso. Sa hindi

inaasahang pangyayari ay naitapon niya ang butil na nasa

baso. Tumubo ang butil sa may gilid ng kanilang bahay. Isa

itong niyog. Mataas at napakaraming bunga. Paggising ni

Marta ay nabigla siya sa nakita. Tinanong niya si Celso kung

bakit nagkaroon ng niyog sa gilid ng kanilang bahay. Walang

kamalay-malay ang mag-ina na iyon na pala ang butil na

 35

binigay ng matanda sa kanila. Kumuha si Celso ng isang

bunga. Ito ay kasinlaki ng nigo. Ang laman nito ay kasing-

kapal ng biko, at ang sabaw nito ay kasing-tamis ng tubo.

Namangha ang mag-ina sa nakita dahil noon lamang sila

nakakita ng ganoong klaseng niyog. Nagtinda sila nito sa

harap ng kanilang bahay. Marami ang bumili. Halos hindi sila

maubusan ng mamimili. Lahat ay nagtataka kung bakit ganoon

ang niyog na kanilang tinitinda at lahat ay nagtatanong kung

saan ito galing. Marami rin ang naipon nilang pera sa

pagtitinda ng niyog na ito. Nabayaran nila ang patong-patong

na utang sa tindahan, nakakakain na sila ng masasarap na

pagkain, at nakabalik na si Celso sa kanyang pag-aaral.

Dumami nang dumami ang namimili sa kanila na galing sa ibang

lugar. Ang niyog naman ay hindi nauubusan ng bunga.

Hanggang sa nagtaka na ang kanilang mga kapitbahay at

nagsimula nang mainggit. Isang gabi ay pinasok ng mga

kalalakihan ang bahay ng mag-ina upang pagnakawan. Tinakpan

nila ang kanilang mga mukha upang hindi sila makilala.

Ngunit, nagising si Celso. Nanlaban ito at naalis niya ang

takip sa mukha ng isang magnanakaw. Dahil doon ay nasaksak

si Celso at namatay. Ganoon din ang ginawa kay Marta. Kinuha

ng mga magnanakaw ang lahat ng pera ng mag-ina at inubos din

 36

nila ang bunga ng niyog hanggang sa wala nang matira. Nakita

ng matandang nag-bigay sa kanila ng butil ang nagyari. Isa

pala siyang binate na nagpanggap lamang upang humanap ng

mabait na tao para kanyang gantimpalaan. Nagalit siya sa mga

tao doon sa baryo dahil sa kasakimang ginawa nito sa mag-

ina. Bilang parusa ay ginawa niyang maliit ang bunga ng

niyog na pinag-aagawan nila. Ang dating kasinlaki ng nigo ay

kasinliit na lamang ng bola, ang dating makapal na laman

ngayon ay manipis na, at ang sabaw na dati’y kasintamis ng

tubo ngayon ay hindi na.

Nagtaka ang mga tao kung bakit ganoon na lamang kaliit

ang niyog sa bakuran nila Marta. Wala nang pumapansin at

kumukuha sa niyog na iyon. Hanggang sa mapuno na ng niyog

ang bakuran nina Marta. Dumami pa ito ng dumami at kumalat

sa iba pang bahagi ng kanilang baryo. Dahil sa maliliit na

bunga nito ay punangalanan nila itong “pugay” na ibig

sabihin ay maliit. Sa dami ng punong pugay na matatagpuan

doon ay iyon na lamang ang ginawang pagkakakilanlan ng

kanilang lugar. Simula noon ay “Pugay” na ang tawag sa

baryong iyon dahil sa dami ng punong pugay na tumubo doon.

ORAS
 37

(Written by: Badian M., Barrameda J., Colarina R.,

Fuentiveros M., Medalla P., Yater C.,

Compiled by: Gloria B. Osea Ph. D.)

Sa gitna ng kabundukan, may mga taong nakatira na kung

saan ang paggawa ng mga pampalamuting disenyo ng kawayan ang

kanilang pinagkakaabalahan. Maging ang kanilang mga tirahan

ay gawa sa kawayan. Halos lahat ng tao rito ay nagkakaisa,

matatag, masipag, nagkakaisa, at higit sa lahat ay maka-

Diyos. Sa tuwing sasapit ang Mahal na Araw nagkakaroon ng

prusisyon ng gawa sa lamparang kawayan.

Hanggang sa dinarayo na sila ng mga taong galing sa

ibayong barangay gawa sa kakaibang klase ng mga gawang kahoy

at kakaibang uri ng pamumuhay rito. Tinatawag ng mga taong

dumarayo rito ang magandang gawa ng mga Oras. Oras na isang

uri ng pangkahulugan sa pangalan ng kawayan. Isang araw,

kailangang dumalo ng mga kalalakihan sa taunang pagpupulong

sa kabayanan.

Nang sila ay tanungin kung saan sila galing na

barangay, kahit sino ay walang maisagot. Nang walang anu-

ano, isang lalaki ang nagsabi, galing kami sa Oras, at sabay

sigay ng nakararami. ORAS! ORAS! Galing kami sa ORAS! Na may

 38

kakaibang lakas ang hatid nito sa pampublikong lugar.

Hanggat sa tinawag na nga silang ORAS, na ngayon ay kilala

ring Barangay San Isidro, Baao, Camarines Sur. Oras na

sumisimbolo sa tatag ng mga taong nakatira rito.

The following are the first edited legends.

English-Translated Pinaggikanan Alamat in Baao

PUGAY

A long time ago, there was a village where large

families live. Planting and selling vegetables are the

common occupation of the people. The women sell rice cakes

while men spend their time in cockfights. Here lived the

family of Carding and Marta with their son, Celso. They are

living a simple life, enough to provide the needs of the

family. Carding plants vegetables and Marta is the one who

sells them while Celso is in elementary. They are a happy

family.

One day, while Carding is harvesting some coconut fruit

as an addition to what Marta will sell, something unexpected

happened. He was about to climb down the tree when he was

suddenly bitten by a snake. Carding fell and his head hit a

 39

rock. Their properties almost depleted after his funeral.

Marta fell in deep sorrow after what happened to his loving

husband. She and Celso experienced poverty. Because of this,

Celso had to quit school because Marta cannot afford it

anymore. They can hardly eat a meal a day because they are

not having an income. Sometimes, they borrow some goods from

their neighbor who owns a store for them to have something

to eat. That neighbor of them has an unpleasant attitude and

their families often fight. There had been a time where her

neighbor became jealous of their family. Due to the large

amount of debt they owed to that store, they were not

allowed owe some more. Once, when they had enough income

from selling, Marta send Celso to buy some food in the

store, but instead, his money was taken and he was told that

it is not even enough to pay all their debts. Celso went

home disappointed. He just dug some sweet potatoes on their

backyard and that’s what they ate for dinner.

One morning, Marta and Celso decided to stop for a

while and take some rest from selling vegetables. But

suddenly, a strange poor old woman came to them begging for

food to eat. They gave her bread and water. The poor old

woman seemed very hungry that she wouldn’t even chew the
 40

bread inside her mouth. As Marta and Celso were about to

leave, the beggar gave them a seed. She said that it will be

very helpful to them.

It was in evening when Celso felt the thirst of his

throat and thought of drinking water. Accidentally, he

knocked off the glass with the seed in it. The seed sprouted

on the side of their house. It is a coconut. Tall and

fruitful. Marta was stunned by the tree that she saw as she

woke up. She asked Celso of where does the coconut came from

and why is it that it is on the side of their house. They

have no idea that the tree was already the seed that the

poor old woman gave them.

Celso got one fruit of it. The coconut was big as a

winnower, it has white meat that as thick as the sweet rice

cake, and it has its juice that as sweet as the sugarcane.

Both were amazed on the tree that suddenly grew on the side

of their house and it was their first time to see such kind

of fruit. They sell those coconuts in front of their house.

A lot of people came and bought for themselves. They had a

lot of customers and buyers of the coconuts. Everybody was

wondering about why they have that kind of coconuts and

where it came from. By selling those drupaceous fruits, they

 41

paid their debts, they can already eat any delicious food

they want, and also, Celso had the chance to continue his

studies. The number of buyers coming from different places

increased rapidly. While the coconut tree never run out of

fruits.

Until all their neighbors started to wonder and get

envy. One night, some unknown men break into their house,

they covered their faces for them not to be recognized. But

Celso was awakened. He fought the burglar until he was able

to unveil one of them. Because of that, Celso was stabbed

and died. The same thing also happened to Marta. The thieves

took all their money and gathered all the coconut fruits

until nothing is left. The poor old woman who gave them the

seed saw what happened. She turned out to be a fairy

disguised as an old woman in order to find a kind person to

be rewarded. She was angry with the people of the village

because of the mistreatment they made to Marta and Celso. As

a punishment, she made all the coconuts that all of them

wanted to have, small. From the size of a winnower, it now

became as big as a ball, the thick white flesh of the fruit

now became thin, and the juice is not as sweet as the

sugarcane anymore.
 42

The people wondered why the size of the coconuts in

Marta’s village is just that small. No one’s paying

attention to the coconuts anymore. Until the coconuts fill

in the whole backyard of Marta. It increased even more until

it spread to other parts of the village. Because of the

tininess of its fruit, they named it “pugay” meaning small.

Because of the large quantity of pugay trees that can be

found there, they just made it the identity of their place.

And because of this, they started to call their place

Pugay.

ORAS

Somewhere in the mountain, there lived folks who create

decorations out of bamboo as their past time. Even the house

they lived in are made of bamboo. All of them are united,

steadfast and hardworking people. But most of all, they are

God-fearing. Every year when they celebrate Holy Week there

is a procession featuring their handmade bamboo lamps.

And so they are visited by the people from other

barangays because of their unique wood crafts and

distinctive lifestyle. People who visited them tells their

 43

beautiful creations are made by Oras. Oras which is another

name used to call a bamboo plant.

One day all men from their barangay needs to attend

their annual meetings in the city. When they were asked from

which barangay they are from none of them knows what to

answer.

Without hesitation one of them shouted they are from

Oras, which was agreed by everyone, ORAS!!! ORAS!!! We came

from Oras! It was so powerful that it made a lasting

impression in that public place. Since then, their barangay

was called Oras, and today, it was also known as Baranggay

San Isidro, Baao, Camarines Sur. Oras symbolizes their

steadfastness and deportment of the people who lived there.

The following are now the edited translated texts of the key

informant:

English-Translated Pinaggikanan Alamat in Baao

 44

The following are the English-Translated Pinaggikanan

Alamat in Baao where the underlined words or phrases are

the suggested revisions of the key informants.

PUGAY

A long time ago, there was a village where large

families live. Planting and selling vegetables are the

common occupation of the people. The women sell rice cakes

while men spend their time in cockfights. Here lived the

family of Carding and Marta with their son, Celso. They are

living a simple life, enough to provide the needs of the

family. Carding plants the vegetables and Marta is the one

who sells them while Celso is in elementary. They are a

happy family.

One day, while Carding is harvesting some coconut fruit

as an addition to what Marta will sell, something unexpected

happened. He was about to climb down the tree when he was

suddenly bitten by a snake. Carding fell and his head hit a

rock. They almost lost all their belongings for the wake.

Marta fell in deep sorrow after what happened to his loving

husband. She and Celso experienced poverty. Because of this,

Celso had to quit school because Marta cannot afford it

anymore. They hardly eat a meal a day because most of the

 45

time they do not have income. Sometimes, they borrow some

goods from their neighbor who owns a store for them to have

something to eat. Their neighbor has an unpleasant attitude

which results to conflicts between their families. There had

been a time where her neighbor became jealous Celso and

Marta. Due to the large amount of debt they owed to that

store, they were not allowed borrow some more. Once, when

they had enough income from selling, Marta send Celso to buy

some food in the store, but instead, his money was taken and

he was told that it is not even enough to pay all their

debts. Celso went home disappointed. He just dug some sweet

potatoes on their backyard and that’s what they ate for

dinner.

One morning, Marta and Celso decided to stop selling

vegetables for a while and take some rest; but suddenly, a

strange poor old woman came up to them begging for food to

eat. They gave her bread and water. The poor old woman

seemed very hungry that she wouldn’t even chew the bread

inside her mouth. As Marta and Celso were about to leave,

the beggar gave them a seed. She said that it will be very

helpful to them.
 46

It was in evening when Celso felt the thirst of his

throat and thought of drinking water. Accidentally, he

knocked off the glass with the seed in it. The seed sprouted

on the side of their house. It is a coconut. Tall and

fruitful. Marta was stunned by the tree that she saw as she

woke up. She asked Celso of where does the coconut came from

and why is it that it is on the side of their house. They

have no idea that the tree was already the seed that the

poor old woman gave them.

Celso got one fruit of it. The coconut was big as a

winnower, it has white meat that as thick as the rice cake,

and it has its juice that as sweet as the sugarcane. Both

were amazed for it was their first time to see such kind of

fruit. They sell those coconuts in front of their house and

a lot of people came and bought for themselves. They had a

lot of customers and buyers of the coconuts. Everybody was

wondering about the kind of coconuts they were and where it

came from. By selling those drupaceous fruits, they paid

their debts, they can already eat any delicious food they

want, and Celso had the chance to continue his studies. The

number of buyers coming from different places increased

rapidly. While the coconut tree never run out of fruits.

 47

After a while, all their neighbors started to wonder

and get envious. One night, some unknown men break into

their house, they covered their faces for them not to be

recognized. But Celso woke up and he fought the burglar

until he was able to unveil one of them. Because of that,

Celso was stabbed and died. The same thing also happened to

Marta. The thieves took all their money and gathered all the

coconut fruits until nothing is left. The poor old woman who

gave them the seed saw what happened. She turned out to be a

fairy disguised as an old woman in order to find a kind

person to be rewarded. She was angry with the people of the

village because of the mistreatment that they did to Marta

and Celso. As a punishment, she made all the coconuts that

all of them wanted to have, small. From the size of a

winnower, it now became the size of a small ball, the thick

white flesh of the fruit now became thin, and the juice is

not as sweet as the sugarcane anymore.

The people wondered why the size of the coconuts in

Marta’s backyard are reduced to a smaller size. No one paid

any attention to the coconuts anymore. Time passed until the

coconuts filled Marta’s whole backyard. It increased even

more until it spread to other parts of the village. Because

 48

of the size of its fruit, they named it “pugay” meaning

small. Because of the large quantity of pugay trees that can

be found there, they just made it the identity of their

place. And because of this, they started to call their place

Pugay.

ORAS

Somewhere in the mountain, there lived folks who create

decorations out of bamboo as their past time. Even the

houses they live in are made of bamboo. All of them are

united, steadfast and hardworking people. But most of all,

they are God-fearing. Every year when they celebrate Holy

Week there is a procession featuring their handmade bamboo

lamps.

And so they are visited by the people from other

barangays because of their unique woodcrafts and distinctive

lifestyle. People who visited them claims their beautiful

creations are made by Oras. Oras which is another name used

to call a bamboo plant.

One day all men from their barangay needs to attend

their annual meeting in the city. When they were asked from
 49

which barangay they are from none of them knows what to

answer.

Without hesitation one of them shouted they are from

Oras, which was agreed by everyone, ORAS!!! ORAS!!! We came

from Oras! It was so powerful that it made a lasting

impression in that public place. Since then, their barangay

was called Oras, and today, it was also known as Barangay

San Isidro, Baao, Camarines Sur. Oras symbolizes their

steadfastness and deportment of the people who lived there.

Learning Needs, Lacks and Wants of the English 7

Students

Table 1. Reading Comprehension

Item WRONG CORRECT

No.
Percentage Percentage
Freq. Freq.
% %
11 22 31.88 47 68.12
12 48 69.57 21 30.43
13 41 59.42 28 40.58
Table 1. Continuation of Reading Comprehension
Item WRONG CORRECT Item No. WRONG
No.
 50

14 53 76.81 16 23.19
15 42 60.87 27 39.13
16 20 28.99 49 71.01
17 9 13.04 60 86.96
18 65 94.20 4 5.80
19 34 49.28 35 50.72
20 49 71.01 20 28.99

TOTAL 55.51% 44.49%

Table 1 explains the results of the reading

comprehension part of the NIA test. Based on Table 2, out of

69 students, only 4 students (5.8%) got the correct answer

on item number 18. The Grade 7 students lack in

understanding and knowledge about the different article and

magazine parts. The students need to become aware of these

parts by letting them browse or read articles and magazines,

which they have to identify its parts, meaning, functions

and the things should be presented in each part. In this

way, they are developing their reading comprehension skills

while identifying the parts of the article or a magazine.

TABLE 2. Listening Comprehension

Item WRONG CORRECT

 51

No. Freq. % Freq. %

31 4 5.80 65 94.20
32 4 5.80 65 94.20
33 26 37.68 43 62.32
34 13 18.84 56 81.16
35 36 52.17 33 47.83
36 23 33.33 46 66.67
37 3 4.35 66 95.65
38 6 8.70 63 91.30
39 3 4.35 66 95.65
40 7 10.14 62 89.86
TOTAL 18.12% 81.88%

Table 2 explains the results of the listening

comprehension part of the NIA test. Based on table 4, the

Grade 7 students manifested that they have a good listening

skills and majority of them finds it easier to answer

questions when it is being listened to or read. It is

advisable that teachers must practice reading the selection

even if students have their copies of it for it helps the

students to get the ideas from the text because the gesture,

the facial expression and the feelings supplement

understanding of the text.

Table 3. Viewing Comprehension

 52

Item No. WRONG CORRECT

Freq. % Freq. %
51 33 47.83 36 52.17
52 41 59.42 28 40.58
53 8 11.59 61 88.41
54 4 5.80 65 94.20
55 47 68.12 22 31.88
56 54 78.26 15 21.74
57 34 49.28 35 50.72
58 8 11.59 61 88.41
59 30 43.48 39 56.52
60 20 28.99 49 71.01

TOTAL 40.43% 59.57%

Table 3 explains the results of the viewing

comprehension part of the NIA test Based on table 6, out of

69 (100%) students, only 15 (21.74%) got the correct answer

on item number 56 which is about interpretation or analyzing

a picture. Majority of the grade 7 students finds it easier

to answer the questions if it is being presented in

photographs so it means that most of them are visual

learners. Therefore, it is a must to present the lessons by

using instructional materials or visual aids creatively, for

 53

it will help them to comprehend the lessons or the

discussion much easier.

Table 4. Vocabulary Development

Item CORRECT WRONG

No.
Freq. % Freq. %
1 45 65.22 24 34.78
2 30 43.48 39 56.52
3 48 69.57 21 30.43
4 39 56.52 30 43.48
5 52 75.36 17 24.64
6 43 62.32 26 37.68
7 43 62.32 26 37.68
8 44 63.77 25 36.23
9 32 46.38 37 53.62
10 34 49.28 35 50.72

TOTAL 59.42% 40.58%

Table 4 explains the results of the vocabulary

development part of the NIA test. Based on Table 1, out of

69 (100%) students, only 17 (24.9%) got the correct answer

on item number 5, which is about figures of speech. The

Grade 7 students lack information about figures of speech

and shows difficulty in determining what kind of figures of

speech is used in a given sentence. Therefore, there is a

 54

need for the teacher to design and contextualize activities

about figures of speech. The teacher needs to cite several

contextualized examples of different types of figures of

speech so that students can easily familiarize and have a

deep understanding about it.

Table 5. Literature

Item No. WRONG CORRECT

Freq. % Freq. %
21 34 49.28 35 50.72
22 50 72.46 19 27.54
23 51 73.91 18 26.09
24 43 62.32 26 37.68
25 59 85.51 10 14.49
26 55 79.71 14 20.29
27 50 72.46 19 27.54
28 25 36.23 44 63.77
29 46 66.67 23 33.33
30 28 40.58 41 50.72

TOTAL 63.91% 36.09%

Table 5 explains the results of the literature part of

the NIA test. Based on table 3, out of 69 (100%), only 10

students (14.49%) got the correct answer on item number 25,

which is about the conflict of the short story. The Grade 7

students lack awareness on the different literary pieces in

 55

Philippine mythology, characteristics of a myth and kinds of

conflict. The students have to be exposed in the different

literary pieces in the Philippines because it will help them

to identify famous characters, events and plots in the

piece.

Out of all the competencies, the literature test got

the highest percentage of the students who got incorrect;

thus, this became the basis of the course design.

Table 6. Grammar Awareness

Item No. WRONG CORRECT

Freq. % Freq. %
41 48 69.57 21 30.43
42 43 62.32 26 37.68
43 40 57.97 29 42.03
44 41 59.42 28 40.58

45 43 62.32 26 37.68
46 54 78.26 15 21.74
47 11 15.94 58 84.06
49 46 66.67 23 33.33
50 24 34.78 45 65.22

TOTAL 54.93% 45.07%

Table 6 explains the results of the grammar awareness

part of the NIA test Based on table 5, out of 69 (100%) only

 56

15 (21.74%) students got the correct answer on item number

46 which is about clauses. Based on the test, 21.74% of the

students got confused with the difference between the

dependent clause and independent clause as well as to the

subject-verb agreement. Therefore, there is a need for them

to enhance their grammar awareness by focus discussion,

writing drills, and by showing them simple examples to

complex ones to understand the lessons in terms of grammar

awareness easily.

Students’ Preference (WANTS/NEEDS/NECESSITIES)

Table 7. Students’ Preference in terms of Listening

 57

ACTIVITY Every word Most words The No. of

but not all general Respon
idea dents
Radio or TV 11 36.66% 10 33.33% 9 30% 30
programs in
English
Course lectures 12 40% 13 43.33% 5 16.66 30
conducted in %
English
Telephone calls 8 26.66% 13 43.33% 9 30% 30
in English
Other non- 11 36.66% 12 40% 7 23.33 30
English- %
speaking
nationalities
English- 14 46.66% 9 30% 7 23.33 30
speaking %
nationalities

Which of these activities do you need to be able to

understand English? Below are the results of the preference

test in the listening part:

Out of 30 students, only 11 or 36.66% answered that

they need to understand every word when they are listening

or watching TV programs in English. While 10 students or

 58

33.33% said that they need to understand most words but not

all. Only 9 students or 30% of the class have answered that

they need to understand the general idea.

Also, out of 30 students, 12 or 40% of the class said

that they need to understand every word in course lectures

conducted in English. On the other hand, 13 or 43.33% said

that they need to understand most words but not all.

However, only 5 students or 16.66% of the class said that

they need to understand the general idea course lectures

conducted in English.

Then, out of 30 students, 8 or 26.66% of the class said

that they need to understand every word in answering

telephone calls in English. However, 13 students or 43.33%

answered that they need to understand most words but not all

and 9 students or 30% answered that they need to understand

the general idea.

Next, out of 30 students, only 11 or 36.66% of the

class answered that they need to understand every word that

other non-native English speaking nationalities is saying.

The result also shows that 12 students or 40% of the class

need to understand most word but not all and 7 or 23.33% of

 59

the class said that they need to understand the general idea

of what the non-native English speaking nationalities is

saying.

Lastly, out of 30 students, 14 or 46.66% of the class

answered that they need to understand every word of English-

speaking nationalities while 9 or 30% said that they need to

understand most words but not all. Only 7 or the 23.33% of

the class answered that they need to understand the general

idea.

Table 8 Students’ Preference in terms of Reading

Every Word Most words The No No. of
but not all General answer Respon-
idea dents
Freq % Freq % Freq % Freq % 30

. . . .
8 26.67 10 33.33 3 10% 9 30 30

% % %
Table 8 presents the results on the question, “How much

of what you read you understand?”.

Based on the tallied result, it shows that of out 30

students, 8 or the 26.67% of the class said that they can

understand every word they read. However, 10 or 33.33% of

the class can understand most words but not all of what they

read. Only 3 or 10% answered that they understand the

 60

general idea of what they read. And, 9 or 30% of the class

did not answer the question.

Table 9. Students’ Preference in terms of Writing

ACTIVITY University Formal Informal No. of

level of business communication Respon
expression communication with family dents
(academic) and friends
Course lecture 10 33.33 30
13 43.33% 7 23.33%
note-taking
Descriptive and 36.66% 30
11 12 40% 7 23.33%
story writing
Emails and
9 53.33% 26.66%
personal 30% 13 8 30

letters
List and tables 9 50% 20% 30
30% 15 6
of written data
Reports 10 33.33% 50% 16.66% 30
15 5

Table 9 shows the results of the question, “Which of

these activities do you need to be able to write in

English?”.

Based from the tabulated result, 13 students or 43.33%

of the class said that to be able to write course lecture

note-taking in English, they need to have university level

of expression activities. On the other hand, 10 students or

 61

33.33% of the class said that they need to have formal

business communication activities. Moreover, 7 students or

23.33% of the class answered that they need to have informal

communication with family and friends to be able to write

course lecture note taking in English.

Also, to be able to write descriptive and story-writing

in English, 11 students or 36.66% answered that need to have

university level of expression activities. Only 40% of the

class or 12 students answered that they need to have formal

business communication activities. Seven (7) students or

33.33% of the class said that they need to be engage in

informal communication with family and friends in order to

write descriptive and story writing in English.

Then, to be able to write emails and personal letters

in English, 9 students or 30% of the class said that they

need to have university level of expression activities.

While 13 students or 53.33% of the class answered that they

need to be to have formal business communication activities.

There are 8 students or 26.66% of the class who said that

they need to have informal communication activities with

family and friends.

 62

Next, to be able to write lists and tables of written

data in English, 9 students or 30% of the class answered

that they need to have university level of expression

activities. There are 15 students or 50% of the class has

said that they need formal business communication

activities. Only 6 students or 20% population of the class

said that they need to have informal communication with

family and friends to be able to write lists and tables of

written data in English.

Lastly, to be able to write reports in English, 10

students or 33.33% of the class said that they need to have

university level of expression activities. There are 15

students or 50% of the class has said that they need to have

formal business communication activities and 6 or 20% of the

class said that they need to have informal communication

with family and friends’ activities to be able to write

reports in English.

Table 10. Students’ Preference in terms of Speaking

Language Topics MEAN Interpretation

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Job and Work 1.9 NK

Health and Fitness 2.43 VU
Going Shopping 3.07 I
Your country and other

people’s country, customs 2.7 VU

and culture
Ordering and buying food and
2.03 VU
drink
Choosing holidays 2.8 VU
Describing families 2.6 VU
Making plans and social
2.1 VU
arrangements
Reading magazines and
2.23 VU
newspapers

Table 10 answers the question “Which of these

situations interest you? How useful will these situations be

to you?”.

Legend:
NK – Need to Know

VU – Very Useful

I – Interesting

Based on the table above, Job and work ranked first (1)

with the weighted mean of 1.9. The respondents considered it

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as they need to know wherein they can practice their English

speaking skills.

To practice their speaking skills, they find Health and

fitness a very useful situation with the weighted mean of

2.43.

The respondents considered going shopping an

interesting situation with the weighted mean of 3.07 to

practice and develop their speaking skills.

The respondents considered our country and other

people’s customs and culture a very useful situation with

the weighted mean of 2.7 to practice and develop their

speaking skills.

The respondents considered Ordering and buying food and

drink a very useful situation with the weighted mean of 2.03

to practice and develop their speaking skills.

The respondents considered using telephone a very

useful situation with the weighted mean of 2.67 to practice

and develop their speaking skills.

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The respondents considered choosing holidays a very

useful situation with the weighted mean of 2.8 to practice

and develop their speaking skills.

The respondents considered describing families a very

useful situation with the weighted mean of 2.6 to practice

and develop their speaking skills.

The respondents considered making plans and social

arrangements a very useful situation with the weighted mean

of 2.1 to practice and develop their speaking skills.

The respondents considered reading magazines and

newspapers a very useful situation with the weighted mean of

2.23 to practice and develop their speaking skills.

Table 11. Learning Habits

Learning Habits Mean Interpretation

2.5
Working Alone VEI

Working with one

2.1 VEI
another student
Working in small 1.83
MEI
groups
2.1
Working as a class VEI

Completing a task 2.63 VEI

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through problem

solving
Acting out a role
2.47 VEI
play
Prefers a teacher

directed lessons with 2.43 VEI

explanations

Table 11. Continuation of Learning Habits

Learning Habits Mean Interpretation

Completing

imaginative
2.2 VEI
and creative

activities-project

work
Giving and accepting 2.4
VEI
advice and decisions.

Legend:

VEI – Very Enjoyable and Important

MEI – Most Enjoyable and Important

Table 11 presents the results of the question, “There

are many ways to learn a new language. Think of your own

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language. Which activities do you find you enjoy doing the

most?”.

The respondents considered working alone very

enjoyable and important in learning a new language with the

weighted mean of 2.5.

The respondents considered working with one other

student very enjoyable and important in learning a new

language with the weighted mean of 2.1.

The respondents considered working in small groups

most enjoyable and important in learning a new language with

the weighted mean of 1.83.

The respondents considered working as a class very

enjoyable and important in learning a new language with the

weighted mean of 2.1.

The respondents considered completing a task through

a problem-solving activity very enjoyable and important in

learning a new language with the weighted mean of 2.63.

The respondents considered acting out role-paly

exercise very enjoyable and important in learning a new

language with the weighted mean of 2.47.

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The respondents considered taking decisions about

personal learning activities very enjoyable and important in

learning a new language with the weighted mean of 2.43.

The respondents considered prefer a teacher directed

lesson with explanations very enjoyable and important in

learning a new language with the weighted mean of 2.43.

The respondents considered completing imaginative and

creative activities-project work very enjoyable and

important in learning a new language with the weighted mean

of 2.2.

The respondents considered giving and accepting

advice and decisions very enjoyable and important in

learning a new language with the weighted mean of 2.4.

Course Design

The course design is all about the DepEd K to 12

Curriculum guide in English 7. It focuses on the program

standard, the grade level standard, and the learning

competencies such as: to explain myth, to categorize the

different types of conflict, and to evaluate the meaning of

legend. The course design addresses the needs, lacks, and

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wants of the grade 7 students by providing series of

lessons.
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CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

Chapter 5 discussed the summary of the study, the

conclusion drawn, and the recommendations of the researchers

derived from the analysis and interpretation of data

gathered throughout the conduct of the study.

Summary

This study aimed to create a course design, addressing

the learning needs, lacks, and wants of the students based

on the different competency namely, vocabulary, reading

comprehension, grammar awareness and viewing comprehension.

Specifically, this research aimed to: (1) determine the

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learning needs, lacks, and wants of the combined sections of

Grade 7 STE students of Baao National High School based on

the needs assessment and preference survey in terms of

Reading Comprehension, Listening Comprehension, Viewing

Comprehension, Vocabulary Development, Literature, Grammar

Awareness and (2) Develop a course design utilizing the

English-translated Pinaggikanan Alamat in Baao, at the same

time addressing the needs, lacks and wants of the Grade 7

STE Students of Baao National High School based on the Needs

Assessment and Preference survey in terms of Reading

Comprehension, Listening Comprehension, Viewing

Comprehension, Vocabulary Development, Literature, Grammar

Awareness.

The researchers looked for the weighted mean of the

items. Weighted mean refers to the arithmetic mean average.

It is used when the data are interval or in a ration level

of measurement. It also measures stability, it mostly used

for computing standard deviation, coefficient of variation

weakness and z-score.

The test was divided into seven categories namely;

vocabulary, reading comprehension, literature, listening

comprehension, grammar awareness, viewing comprehension,

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writing and composition. Oral and Writing competency were

omitted due to time constraints.

The researchers worked with the other researchers to

come up with the questionnaire that was intended for

identifying the needs, lacks and wants of the students in

these six competencies: reading comprehension; listening

comprehension; viewing comprehension; vocabulary

development; literature; and grammar awareness.

The questionnaire was primarily culture-based,

springboarding on Bicolano culture, Bicol, Philippines. Some

of the materials used were adapted local stories, epics,

legends, and songs (The Legend of Mayon Volcano and Ibalon:

The Three Heroes of the Bicol Epic) and song (Sarung

Banggi).

The test was divided into six parts: Test I up to Test

VI is categorized by the following: Vocabulary, Reading

Comprehension; Literature; listening Comprehension; Grammar

Awareness; and Viewing respectively. Each part is composed

of 10 items, with a total of 60 items.

To ensure the validity of the researcher-made test,

pilot testing was conducted to 15, chosen, Grade 7 students

of Laboratory High School. After the pilot testing, the test

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papers were checked, and item analyzed, to measure its

validity. The researchers used the Upper – Lower Index

Method where the difficulty index and discrimination index

were done and found out that there are some items which

needs revision. On the basis of item analysis data, test

items are revised for improvement. After revising the items

that need revision, the researchers revised the items and

have it checked by and approved by the instructor. The

researchers conducted the actual needs assessment to the

respondents, October 16, 2018. To test the validity of the

revised test for needs assessment, the researchers used the

Kuder-Richardson 21 formula.

The Needs Assessment and the Preference test was

conducted on STE Grade 7- Zara, and Grade 7-Alcala. The

Needs Assessment test was conducted on the schedule of the

English subject of the first section which is from 10:25 –

11:15 AM, and they were vacant on the next hour which is

11:15 – 12:25 AM. So, the preference test was conducted

during this time. At the same time, the Grade 7- Alcala

started the needs assessment. They were not able to take the

preference test because the second shifting in the classroom

already started.
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In other words, only the Grade 7- Zara was able to take

the preference test. Out of the 37 students of 7-Alcala,

only 30 were answered completely, 5 questionnaires were

returned without answer, and the remaining 2 were not

returned at all.

Conclusion

After the conduct of the research, the researchers

conclude the following statements:

1. The Pinaggikanan alamat in Baao are Pugay and Oras.

2. Both Pugay and Oras are written in Filipino and can be

translated into English.

3. Based on the data gathered, the students got the lowest

scores in Literature competency. This major finding shows

that there’s a need for the teachers to improve their

methodology in teaching literature. This also shows that

students think and perceive that the literature

competency needs to improve.

4. This result became the basis of the course design and the

lesson exemplar.
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Recommendation

1. Out of the seven competencies, the oral and written were

omitted due to time constraints. Researchers then

recommend to the future researchers that will conduct the

same research to cover the two competencies.

2. Further evaluation is necessary, especially an evaluation

that takes the account of the students’ views on their

course.

3. It would therefore be in the school’s best interest to

have someone gather data on student’s feedback and

collect additional data on teacher’s feedback.

4. The researchers also recommend the course design for

teachers to cover the needs, lacks, and wants of the

students in terms of reading comprehension, listening

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comprehension, viewing comprehension, vocabulary

development, literature, and grammar awareness.