1

Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale of the Study

Instructional materials (IMs) for senior high school continue to be a bottleneck to

an efficient implementation of the K to 12 program (David and Albert, 2012). Supply side

factor was one of the reasons pointed out by FLEMMS (Functional Literacy, Education

and Mass Media Survey) that impedes DepEd in realizing the 100 percent Education For

All (EFA) goal of achieving quality education. This is when instructional materials do not

meet the demands in the educational pedagogy.

The gap continues to thrive if the issue on IMs will not be properly addressed

specially in the newly installed level of Philippine educational system which is the senior

high school level. The Senior High School level compounds the demand for adequate and

appropriate IMs especially in the course Reading and Writing Skills.

Despite the Philippines’ high literacy rate, these potential applicants lack skills in

reading and writing as life-long learning or “survival” skills. The essence of functional

literacy is not just a simple ability to read and write, and extract meaning from it, but it also

requires the ability to think with a higher abstraction (Luz, 2007). On the other hand, for

workers to have a quality written output, quality reading instruction at school must be the

priority. It is more costly indeed for a government to raise a generation of non-readers

(Selangan, 2015).

These skills needed in tourism are manifested in the human resources skills in

which the government needs to invest via education. The dynamic effect of tourism to local

economic opportunity includes the investment in human resource skills (Ashley et.al.,
 2

2007). These human resource skills can be converted from tourism to other areas of

development. Recruiting, employee relations, onboarding and social media demand strong

communication skills from the workers. Social media in particular, asks for one's capability

to effectively communicate (Flavin, 2016).

The teaching-learning process of communication skills and knowledge would not

be holistic without attitude in it. For students to effectively attain academic and personal

success and fulfillment, it is vital for teachers to continuously educate themselves of the

diversities and ethnicities of students. This cultural knowledge and cross-cultural

communication skills needed by the teachers serve as their important guideline to create a

global society (Pratt-Johnson, 2006). In this light, instructional materials for reading and

writing can be an avenue for students to be well prepared of the career ahead of them.

Instructional materials that are localized pave way in strengthening the youth and

the local people in the preservation of rural culture and heritage. People will be inspired to

preserve their culture and heritage when they will understand that their culture and heritage

are the sources of their prosperity (Varquerizo, 2013). Thus, this study, in which the focus

is on developing an English instructional materials, tailor-fits to the Turo-turismo Program

in SHS.

Theoretical-Conceptual Background

This study is anchored on Culatta’s (2016) “Personalized Learning Initiative”, a

model relative to the development of a culture-based IM. Culatta (2016) proposed that

when using technology in the classroom, it must not be that the teacher simply lifts the

print and use technology as a medium, for example, in reading. It does not encourage

innovative learning after all. Learning initiative happens when the students utilize
 3

technology reinforcing their problem-solving skills and experiences. This is known as the

Personalized Learning Initiative. Technology and experience help the students to learn the

skills. However, learning is not the end point. The building up of experiences could give

students an opportunity for identity of self through the environment. Culture is a factor for

one’s learning.

The theories and concepts mentioned in this section serve as the framework of this

current research. The aim is on developing culture-based instructional materials in response

to the Turo-turismo-based program to improve the teaching-learning process and enhance

the learning competence. This is done by identifying the needs of the senior high school

students, and incorporating culture-based activities in the process of learning the reading

and writing course.

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Personalized Learning Initiative Constructivism Theory

build innovators by teaching them the . . .the learner is an active
digital tools to share and reinforce problem-solver who is
experiences in learning literacy skills influenced by the background
and cultural identity knowledge, text, and context. .
(Culatta, 2016)
(Anderson, Spiro & Montague, 1977;
build experiences-> teach ->highlight -> Halliday, 1976; Vygotsky, 1978,
reward 1986)

Senior High School Students’

Reading and Writing Proficiency
 Describing a written text as connected discourse
 Distinguishing between and among techniques in
selecting and organizing information
 Distinguishing between and among patterns of
development in writing across disciplines
Pretest  Identifying properties of a well-written text Post-test
 Explaining critical reading as looking for ways of
thinking
 Identifying explicit and implicit claims in a text
 Identifying the context in text development
 Explaining critical reading as reasoning
 Formulating evaluative statements
 Determining textual evidence

Implementation of Culture-Based Activities

Development of Turo-Turismo Culture-Based IMs

Figure 1. Theoretical Conceptual Framework of the Study.

 5

THE PROBLEM

Statement of the Problem

This study aims to assess the development and utilization of the culture-based

learning activities to the senior high school students’ reading and writing.

Specifically, the study answers the following:

1. determine the pre-post reading and writing proficiency level of students based on

ELC Proficiency Scale

2. the significant difference of the pre and post Reading and Writing proficiency

levels;

3. the development of Turo-turismo-based instructional materials.

Significance of the Study

This study contributes to the body of knowledge specifically in the English language

teaching, focused on reading and writing wherein the context is on tourism-based

instruction.

The tourism industry shall benefit this study since they will accommodate these

students as SHS-OJTs whose skills imbibed from the course will make these students

competent and culturally-oriented individuals. The academe will also benefit from this

study and that both teachers and students will be provided with culture-based IMs that will

make the teaching-learning process meaningfully, socially and environmentally

productive. The teachers will be given a clear picture of how a tourism-focused program

can be incorporated in the lesson. Students, are equally benefited through the tourism

concepts and the milestone of learning every competency through the culture-based
 6

activities. Obtaining a sense of ownership in their cultural identity is a unique and

advantageous trait of a future employee in the tourism industry.

Definition of Terms

The following terms are included in the discussions. The definitions given are

according to how they are used in this study.

Competencies focused in this study are those concerning the reading and writing

course. There are thirteen specifically indicated competencies in this course based on the

curriculum guide. These are the focus of the research in terms of needs assessment target.

Culture-based learning activity is the activity performed by the students in every

competency which aims at the transfer of learning of skills in reading and writing to

performing realistic tasks that would somehow touch the values and culture based on their

personal perspective of what their locality has.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter reviews relevant literature on the various steps of instructional

materials development, with discussions on Instruction-Design Theory, Reading and

Writing Skills and the Turo-turismo Program. The research papers discussed herein have

findings, conclusions or recommendations that support the research theory of the present

study.

Related Literature

What makes any instructional methodology, intervention, strategy, or program a

state-of-the-art is the consideration of one essential component known as the needs

analysis. Richards (2006), proposed that in the contemporary way of teaching

communicative language, teachers must identify the learning needs before applying any

intervention.

Prioritizing Learner’s Needs

Needs analysis is a directive way of designing materials for a course which has

limited books and resources. This is an initial step towards creating an instructional

intervention that focuses on the skills to be developed. Aguilar (1999) made use of needs

analysis (NA) in a triangulation method of gathering data regarding the outsider’s

perspective and the language learners’ needs in an English for Special Purpose (ESP)

context. Critical perspectives of hotel maids in Waikiki Hotel were identified as bases for

curriculum development and materials design for language teaching. Through NA, this

study concluded that though the lack of language skills does not affect the performance of
 8

the maids, the industry’s concern on the maids’ “aloha” language to the guests signals a

need for a language curriculum to tackle on the ethnography of guests for the language

learners, the hotel maids in this context, to be able to establish a meaningful dialogue with

the guests. Further, researchers to use NA when gathering learner's perspectives have to

utilize a wider range of people's voices.

Contextualizing the Reading and Writing Instruction

Ayson (2016) used a culture-based teaching method in contextualizing a core

subject like Reading and Writing in SHS. Contextualization is where content knowledge

can be readily understood by the students. Contextualizing content standards can be done

using the cultural treasures or assets, namely, cultural heritage, icons, resources and

expressions. First, cultural heritage refers to any natural, human-made, intangible and

movable in the locality. Second, cultural icons refer to person, object, place or event. Third,

cultural resources refer to the creative cultural occupation, community cultural

organization, spaces and facilities, festival and events, or creative cultural industries.

Lastly, cultural expressions refer to values, norms, knowledge, beliefs, practices, or

language unique to the local community. These are instrumental in designing IMs for

language learners.

Though these books provide familiar scenes to the readers, there is no guarantee

that learning is better improved unless there is enough enrichment of exercises provided

by the teacher. Books provide drills, however, one size does not fit all. A variety of

instructional materials is the key to engaging more learners in the process. As Rivers (2000)

Rivers’ (2000) principle leads the teacher in consideration of the six areas for

language learners to benefit in the development of resources. Half of which considers the
 9

learners. First, whether the use of new technologies fit in with the course’s aims, content,

and approaches that the language learners need according to the course goals; second,

whether we consider the student’s actual setting of the work field when adjusting the

materials and teaching; and third, whether practical efforts are poured into developing

effective materials using new media that are suitably recognized and compensated. This

principle supports the theory being used in the study. The learners are center in the

educative process. The models, concepts and theories guide this research in coming up with

a module that would both develop the reading and writing skills of the learners, inculcating

in the text the lifelong values that the learners could infer from the reading texts.

Related Studies

Studies on instructional design, contextualized IMs, and reading and writing skills

are the topics discussed in this section.

Instructional Designing

Martinez and Cardona (2012) focused their investigation on the instructional design

for language teaching of the two teachers. This design is related to the national standards

of English language learning set by the education department. Data source is from the two

class observations, teacher interview and language curriculum document of the school. It

was found out that the instructional focus was dominant in the linguistic competence

instead of the pragmatic and sociolinguistic competences. Adding to that, instructional

design developed for each teacher in their correspondent course does not seem to have

connection with the standards for learning English in Colombia.

This study simply suggests that instructional designs must always be directed

towards the same set of educational standards. Results of the teacher interview may be
 10

validated in the class observation, in relation to its language curriculum document. The

method of the research gives a useful tool in this research.

Genlott and Gronlund (2013) also studied on writing through reading and that their

motivation is not on increased writing time, but on the medium used for writing, which is

the social media, where peers can read, evaluate and leave comments, the way students do

in their social network sites. This also proved increased length of written output, improved

writing and reading performance by evaluating other’s work.

These studies on reading and writing are also connected in the current research in

a way that these suggest helpful strategies in designing instructional material which is the

aim of the present study. There had been no studies found regarding tourism-based

instructional material development focused in high school, particularly in the teaching of

reading and writing. The researcher assumes that this field of inquiry needs further

investigation, especially that a school is already implementing the tourism program.

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Chapter 3

RESEARCH METHODOLOGY

This chapter discusses the research process in terms of research design,

environment, method used, sources of data, and the research procedure.

Research Design

This study employs a mixed method of quantitative and qualitative designs.

Quantitatively, a quasi-experimental one shot design is conducted to find out the gain of

the pre and post-test after an educational intervention which is the Turo-turismo Culture-

based IMs. This design requires a pretest and post-test to the tested group.

The pretest is conducted to identify which competency needs instructional focus.

This paves way to the development of a contextualized instructional material which will

then be the main point for the needs analysis of the reading and writing proficiency level

of the senior high school students.

Qualitatively, culture-based activities were implemented to enrich the learned

competencies of the course. The students’ output is gauged using the ELC Framework. The

feedback of students are taken after finishing each culture-based activities.

Research Respondents

Convenience sampling is used to select the eighty-eight students in LNHS Grade

11 senior high school. It is the method used for data collection from population members

who are selected according to the researcher’s convenience. The researcher being the

Reading and Writing Skills teacher selects these students who are specializing GAS and

housekeeping.
 12

Research Environment

Lourdes National High School (LNHS) is located in Lourdes, Panglao, Bohol. It is

the only government high school in town which accommodates about 2,000 Grade 7 to

Grade 11 students from the 10 barangays of the municipality of Panglao, plus the nearby

barangays of Dauis. This school nationally pilots the Turo-turismo Program specifically in

senior high school which started this school year 2016-2017.

The province of Bohol chiefly chose Panglao to implement this program first

considering the significant amount of tourists visiting the town as compared to other towns

in Bohol. Another consideration is the construction of the international airport which could

hold potential tourism opportunities in the place.

With the united efforts of DepEd, Coalitions for Change in Education partnership

of The Asia Foundation-Australian Embassy in the Philippines, Bohol Association of

Hotels Resorts and Restaurants (BAHRR), the Provincial Government of Bohol and LGU

Panglao, a tourism facility or a “mini-hotel” is built within the campus of LNHS solely for

this tourism program. LNHS students of senior high school are then the appropriate

respondents for the needs analysis since they are the ones to use the instructional materials

geared towards the tourism program with the emphasis on the teaching of reading and

writing.

Research Instrument

A validated researcher-made pre-post-test questionnaire based on the reading and

writing competencies is used to assess the students’ proficiency level (see Appendix#2-A).

This pre-post-test is a thirty-item test in which three questions test the students in each

competency. There are 10 out of 13 competencies in the curriculum guide selected as the
 13

focus of this study. These ten competencies mainly tackle on the development of reading

skills. The scoring of responses depends on the proficiency level assigned in every option.

Launch level response is 4 points, Advanced level response is 3 points, Intermediate level

response is 2 points, and lastly, Foundation level response is 1 point.

The pre-post-test questionnaire is validated by three English Language Teaching

experts before administering. The first validator is a university professor who is an expert

in language curriculum and is also a literature and linguistics teacher. The second validator

is an author of a book on Reading and Writing for senior high school, a teacher adept on

this subject, and an English language professor. The third validator is an English major, an

education program supervisor, and an LRMDS in-charge at the Bohol division who has a

background on the Turo-turismo program.

Secondly, an Item-rated Content Validity Index (I-CVI) of Waltz in 1983 is used

for the validators to have an item-analysis of the pre-post-test questionnaire (see

Appendix#2-C). Every item is scrutinized following the four-point scale corresponding

each criterion: relevance, clarity, simplicity and ambiguity. The third tool is the researcher-

made IM which contains the cultural activities in line with the course competencies and

tourism-based content which will be used in the classroom (see Appendix# 3). The fourth

research tool is instrumental in gauging the effectiveness of the activities. The ELC

Proficiency level scale is used which is based on the Common European Framework

(CEFR). Using this tool, each student outcome will be assessed according to its descriptive

scale (see Appendix#2-B). Through the first research tool abovementioned, the post-test

quantifies the amount of change or improvement the learners will have in the process of

learning the reading and writing subject.

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Research Procedure

The researcher asks the permission of the Schools Division Superintendent of

Bohol to allow her to conduct a study on “Turo-Turismo Culture-Based Instructional

Materials for Senior High School English” and offer the Reading and Writing Skills subject

to the Grade 11 students on the first semester of the school year. Upon the SDS’ approval,

the researcher makes a pre-post-test questionnaire which is validated by three English

language experts. The researcher administers the reading and writing proficiency level

pretest to the senior high school students.

The answered questionnaires are individually analyzed to determine the students’

proficiency level. Also, the researcher identifies which competency corresponding the test

item the students need reinforcement.

After analyzing the pretest results, the researcher then develops an i-plan

corresponding each Reading and Writing Skills competency. The plan covers the culture-

based activities and contextualized reading materials. A clean copy of the module is made

as an instructional tool that would address the needs of the students in attaining mastery of

the skills.

In the preparation of the culture-based activities, the involvement of the researcher

as one of the work immersion teacher served a substantial opportunity in meeting the ideas

of the industry partners, the former BAHRR president, and the municipal tourism officer

with the school ideals and instruction designing. The concepts learned from these

stakeholders served as benchmark in the selection of tourism concepts and awareness to

include in the articles for the reading activities of the students. Specifically, the activities

expressed by the municipal tourism office were considered in the writing tasks for the
 15

students. In this manner, the students will be able to experience and take part in the

cultivation of one’s culture and heritage for these not to die out. Thus, this module is a

unified output for instruction from the ideas and needs vent by the external and internal

stakeholders in the Turo-turismo Program.

The full implementation of the module is yet to be done on the next semester’s

offering of the course. The implementation of the culture-based activities in the module

takes thirteen hours since each competency has a special culture session for enrichment of

learning the reading and writing skills (see iPlan attached at the last part of the module,

Appendix 3).

The effectiveness of these are tested using the validated post-test to check whether

or not there is a significant change or growth with the use of the intervention (IMs).

Learner’s feedback is manifested in their reflection write up.

Data Analysis

The quantitative analysis focuses on comparing the mean scores of students’

proficiency level in the pretest and post-test. The statistical significance of the results is

examined. The data is further analyzed using the paired-t-test. Students' t-test is used to

compare the means in student’s pretest and post-test proficiency levels. The data are

analyzed by competency since the purpose is to determine which competency needs to be

reinforced in the teaching of reading and writing.

The students’ answers on the pre and post-tests are given a descriptive statistical

analyses through simple mean and standard deviation. In identifying the students’

proficiency level, the mean value is assigned a particular point according to the ELC

Proficiency Scale. Where a mean score of 4.00 is equivalent to launch which is the highest
 16

level in the Reading and Writing Scale, 3.5 to 3.9 is a high advanced proficiency level, 3.0

to 3.4 is on a low advanced level, 2.5 to 2.9 indicates a high intermediate proficiency level,

2.0 to 2.4 means a low intermediate proficiency level, and a mean score of 1.0 to 1.9 is a

foundations level of proficiency.

The ELC Proficiency Scale is instrumental in the study since this deals with

gauging the proficiency level of a language learner, particularly including the skills reading

and writing, with culture and its corresponding indicator (see Appendix# 2-B). Through

this scale, the mean score is given a description relative to the students’ responses which

accordingly tells to which proficiency level the students’ response or chosen test option

belongs. Significant mean gain and significant mean gain difference in the pretest and post-

test are also computed using the paired t-test. The qualitative analysis is on the selection of

cultural activities for the module.

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Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This research purports to develop an instructional material that would address the

competencies to be mastered by the students in the course Reading and Writing respective

of the Turo-Turismo Program implementation. This chapter presents, analyzes and

interprets the data gathered on the pretest and the post-test to identify the Reading and

Writing Skills proficiency level of the students before and after the use of the instructional

material.

Pretest Reading and Writing Proficiency Level of Students

The following pretest data results provide insightful discussion and suggestions for

an instructional material designing. For the first problem, pretest results are presented in

Table 1 while Table 2 presents the post-test results.

The choices that the students make correspond to a proficiency level. In the first set

of questions which refers to the first competency, the students are in an intermediate (high)

proficiency level. The first question ranks first while the second and third questions fall

into the second and third rank respectively. The intermediate (high) pretest proficiency

level of students implies their skill in identifying, discussing, and summarizing of the main

idea from a reading text. Another implication on the data is that students are still on the

prerequisite level of getting the required skill on describing a text as a connected discourse.

Lastly, the data suggest that in designing an instructional material that would help students

to learn this competency, they must be exposed to various text types which would allow

them to digest these reading materials through writing activities that are suitable to their

purpose of writing.
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Table 1

Pretest Proficiency Level

Competency mean Sd Description Rank Totality
Mean sd Description
1 2.966 1.119 Intermediate (high) 1
Describing written
text as connected 2.739 1.189 Intermediate (high) 2 2.8 1.138 Intermediate
discourse 2.625 1.107 Intermediate (high) 3 (high)

2 2.989 1.129 Intermediate (high) 2 3.0 1.1 Advanced

Distinguishing
techniques in 3.307 1.128 Advanced (low) 1 (low)
selecting and 2.705 1.136 Intermediate (high) 3
organizing info

3 2.864 1.147 Intermediate (high) 2 3.0 1.05 Advanced

Distinguishing
patterns of 3.545 0.958 Advanced (high) 1 (low)
development in 2.625 1.065 Intermediate (high) 3
writing across
disciplines
4 2.852 0.9039 Intermediate (high) 2 2.7 1.0 Intermediate
Identifying
properties of a well- 3.011 1.056 Advanced (low) 1 (high)
written text 2.205 0.996 Intermediate (high) 3

5 2.545 0.982 Intermediate (high) 2 2.5 1.0 Intermediate

Explaining critical
reading as looking 3.250 1.064 Advanced (low) 1 (high)
for ways of thinking 1.852 0.989 Foundations 3

6 2.375 1.054 Intermediate (high) 2 2.6 1.0 Intermediate

Identifying explicit
and implicit claims in 3.557 0.945 Advanced (high) 1 (high)
a text 1.898 1.094 Foundations 3

7 2.625 0.861 Intermediate (high) 2 2.7 0.9 Intermediate

Identifying the
context in text 3.341 0.958 Advanced (low) 1 (high)
development 2.023 0.994 Intermediate (low) 3

8 2.625 0.848 Intermediate (high) 2 2.6 1.0 Intermediate

Explaining critical
reading as reasoning 3.25 1.106 Advanced (low) 1 (high)
2.011 1.119 Intermediate (low) 3

9 2.784 0.836 Intermediate (high) 1 2.5 0.8 Intermediate

Formulating
evaluative 2.534 0.946 Intermediate (high) 2 (high)
statements 2.090 0.737 Intermediate (low) 3

10 2.397 0.735 Intermediate (low) 2 2.4 0.8 Intermediate

Determining textual
evidence 2.83 0.997 Intermediate (high) 1 (low)
1.897 0.758 Foundations 3

Note. Population sample (n) is 88. If mean is 4.0 (Launch); 3.0-3.4 (Advanced-low); 3.5-3.9 (Advanced-high; 2.0-2.04 (Intermediate-
low); 2.5-2.9 (Intermediate-high); 1.0 (Foundations Level).

The second competency is on “Distinguishing between and among techniques in

selecting and organizing information”. The data indicate that the students are in the
 19

advanced (low) proficiency level in terms of choosing an effective graphic organizer to use

which ranked first of the three questions under this competency. In question# 4 and

question# 6 about choosing which technique of gathering and organizing information given

a situation, the students are in an intermediate (high) proficiency level, where question #4

ranks second and question#6 ranks third.

The data implicitly tell that students find it challenging to achieve critical reading.

Further, it demands an instructional task that enables students to read texts and incorporate

strategies to develop thinking in critical reading. The thinking aloud strategy is also an

overt way of guiding students to exercise this skill. Reading texts with contents related to

life experiences would also help adult learners to think of strategic ways to solve an issue.

Imel (2000) calls this a “functional context”. It is when readers are driven to explain

circumstances relevant to the text read and are motivated to think based on their experience.

Experience, as a functional context, is a resource and a stimulus for learning the skill.

In the instructional designing, the data results suggest that readers need to be

sensitive to the supporting statements expressed in the text to bring out the writer’s stand

on the topic. When it comes to availability of reading texts, environmental issues are a

good source of cultivating a rich and meaningful discussion upon learning the skill. Perin

(2011) however noted that over dosage of contextualization is proven to be

counterproductive. In this sense, reading texts can be culled from different areas in the

globe in which students can also introspect whether or not the same situation occurs in the

locality. Reading, when done critically, can also produce potential learning, if not so much

of the skill, then at least at the cultural insight of the learner.

 20

Figure 2 summarizes the pretest reading and writing proficiency level of students

per competency.

4
Proficiency Level

2.8 3 3
2.7 2.5 2.6 2.7 2.6 2.5
3 2.4

2
1
0
1 2 3 4 5 6 7 8 9 10
Competency

Figure 2. The Pretest Reading and Writing Proficiency Level.

The proficiency levels of students in terms of the competencies in reading and

writing ranges from intermediate (low) to advanced (low) levels. The lowest mean

(mean=2.4) is on competency#10 which is on determining textual evidences followed by

the competencies 5 and 9 (mean=2.5) which is on explaining critical reading as looking for

ways of thinking and formulating evaluative statements based on the text read,

respectively. While the difference in the mean scores are very close, the data suggest that

there needs to be an instructional intervention that would bring up the students pretest

proficiency level status to the launch level, or at least, close to this level. There is still a

gap of knowledge in the part of the students where the teacher through a proper

instructional material can fill in.

An intermediate proficiency level is not a complacent state for the learners and the

teachers to end up at the end of the course. With the findings discussed above, an

instructional material can be an effective tool to address this gap.

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Chapter 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings as the bases for conclusion and

recommendations.

Summary of Findings

The following findings are sought in this study:

1. The pre-post reading and writing proficiency level of students (based on the ELC

Proficiency Scale) in the competencies.

2. The implementation of culture-based instructional materials incorporated in the

module have awakened the student’s personal, social, cultural and intellectual

aspects. The reflections of the students underscores the development of these

aspects and is heightened when they realize the relevance of these tasks to their

future work or in their personal lives.

3. The instructional materials developed in the module are those that include reading

articles related to social and environmental issues.

Conclusion

The needs assessment helps generate an effective instructional tool in designing

activities for each competency. Furthermore, the culture-based activities embedded in the

learning tasks with the contextualized reading texts improve students’ proficiency level in

Reading and Writing Skills. These motivate students to perform the task, most especially

when they realize that having these competencies puts them at an advantage level and help

them in their future work life. Finally, students find learning a meaningful and purposive

task when they feel a sense of involvement in helping their community survive by taking
 22

care of their natural resources. Thus, the developed IMs in this research prove an effective

tool in the teaching and learning of Reading and Writing Skills.

Recommendations

The following recommendations are given based on the findings and conclusion:

1. In terms of instructional designing, the following are to be considered as implied in

the pretest and post-test results:

A. Purposive writing needs to be sought in every writing task. Students may be

encouraged to write an expression of meaning after being exposed to a text type.

Having them exposed in various text types would also allow them to digest

these reading materials through writing activities that are suitable to their

purpose of writing. Reading assignments could be a way to encourage learners

to be independent readers.

B. A stimulating writing activity can be prompted from a relevant reading activity.

Culture is a useful and engaging tool for a reading task.

2. Writing springs from a moment of expression and inspiration. The medium of

writing might be a source of inspiration (Genlott & Gronlund, 2013). Students can

make use of the digital or the millennial way of learning. This might as well be a

starting point where the learning of skill would be in the medium where students

are inspired to express. Teachers also need to guide students on the values that a

responsible media user must have.

 23

3. An intermediate proficiency level is not a complacent state for the learners and the

teachers to end up at the end of the course. With the findings discussed above, an

instructional material can be an effective tool to address this gap.

4. The culture-based activities need to be incorporated in the classroom instruction.

Culture is an encompassing medium of developing not just the skills but the

personal aspects of the learner.

5. Teachers utilize the module and the culture-based activities included in the module

as a full-implementation of this in a Reading and Writing Skills class.

Further Recommendations

The following studies are recommended:

1. Culture-based Activities in Developing the Skills in other SHS English Subjects

2. The Development of Tourism-focused Culture-based Activities for the SHS

Academic Subjects

3. Reading and Writing Skills useful in the Work Immersion Course

4. The Utilization of the Module as a Home-based Course for Students

5. Gamification and/or Educational Technology in a Culture-based Classroom

6. The Proficiency Levels of Students in the Cultural Activities Designed in the

Tourism-focused Module (for instructional improvement)

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REFERENCES

Abeberese, A.B. et. al. (2013). Improving reading skills by encouraging children to read in
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 26

APPENDICES
 27

Appendix 1- A
TRANSMITTAL LETTERS

May 15, 2017

DR. WILFREDA D. BONGALOS

Bohol Division Superintendent
Department of Education

Madam:

I am presently conducting a research entitled “Developing Turo-Turismo-Based

Instructional Material for SHS” as a partial fulfilment of the requirements for the degree
Doctor in Education major in English Language Teaching. This study intends to develop a
researcher-made instructional tool for English focusing on the program Turo-Turismo for
Senior High School students. Lourdes National High School of Lourdes, Panglao, Bohol
is the pioneer of this tourism-based program.

In this regard, I would like to ask permission from your office that I be allowed to conduct
a pre-post proficiency level test and implement the developed instructional material in the
course Reading and Writing Skills to the Grade 11 students of the said school. It is with
high hopes that this research output will help the students master the competencies and at
the same time, relearn the tourism advances and values for them to be socially and
environmentally responsible learners.

I hope you will positively respond to this request.

Sincerely yours,

(Sgd) MA. VIBETH C. LUGA

Researcher

Approved by:

(Sgd) DR. WILFREDA BONGALOS

Bohol Division Superintendent
 28

Appendix 1-B
LETTER TO THE SCHOOL PRINCIPAL

May 13, 2017

MA. BUENAVENTURADA G. SOCORIN

Principal
Lourdes National High School
Lourdes, Panglao, Bohol

Madam:
I am undertaking a study on “Developing Turo-Turismo-Based Instructional Material for
SHS” as a partial fulfilment of the requirements for the degree Doctor in Education major
in English Language Teaching. This study intends to develop a researcher-made
instructional tool for English focusing on the program Turo-Turismo for Senior High
School students.

In this regard, I would like to ask for your approval in conducting a diagnostic test and
implementing of a researcher-made instructional tool for the teaching of Reading and
Writing Skills to Grade 11 students on the first semester of the school year 2017-2018. The
result of the analysis could help the researcher in developing localized instructional
materials in the teaching of the core subject Reading and Writing which will be substantial
in the implementation of the Turo-turismo-based SHS Program of this school as the pilot
school.

I hope for your favorable response with regard to this request.

Very truly yours,

(Sgd) MA. VIBETH C. LUGA

Researcher

Noted by:

(Sgd) DR. VINCHITA G. QUINTO

Dissertation Adviser
 29

Appendix 1-C
LETTER TO THE RESEARCH PARTICIPANTS

July 17, 2017

Dear Grade 11 Students:

I would like to ask for your cooperation by answering this test questionnaire. This test will
help you and your English teachers to know your level of communicative competence. This
is in line with my current research entitled “Developing Turo-Turismo-Based Instructional
Material of SHS”. The result of the analysis could help the researcher in developing
localized instructional materials in your subject “Reading and Writing”.

Please be assured of the confidentiality of the results of your test. I am fervently asking
your diligence in taking time to read and understand the questions. Thank you in advance
and may God be with you!

Very truly yours,

(Sgd) MA. VIBETH C. LUGA

Researcher

Noted by:

(Sgd) MA. BUENAVENTURADA G. SOCORIN

School Principal
 30

MA. VIBETH C. LUGA

Dama de Noche St., Lindaville Subdivision Phase II, Tagbilaran City
E-mail Address: ma.vibeth@yahoo.com
Mobile Number: +63915-744-4501
Telephone Number: 412-7138

PERSONAL DATA
Date of Birth : March 25, 1990
Religion : Roman Catholic
Citizenship : Filipino
Civil Status : Single

EDUCATIONAL BACKGROUND
Post graduate -Cebu Normal University
- May, 2014- March, 2018
- Doctor in Education major in English Language Teaching
- May, 2010-March, 2014
-Master of Arts in Education major in English Language Teaching
College - Holy Name University, Tagbilaran City
- June, 2006- March, 2010
- Bachelor of Science in Secondary Education, Major in English
-Cum Laude
Secondary - Holy Name University, Tagbilaran City
- June, 2002- March, 2006
Elementary - Dao Elementary School, Tagbilaran City
- June, 1996- March, 2002

WORK EXPERIENCE

Education E-Lamp, Inc.

- English Communication Specialist
TGU Tower- IT Park, Lahug, Cebu City, Cebu
September, 2010 – April, 2011

Tubigon West National High School, Ilijan Norte, Tubigon, Bohol

- English Coordinator
June, 2013-March, 2014
- Class Adviser
- DLP English Expert Teacher, English 8
Dynamic Learning Program (DLP) of Bohol Division Secondary Schools
February, 2012- July, 2015

Lourdes National High School, Lourdes, Panglao, Bohol

- Grade 12 Level Coordinator, Senior High School Department
June, 2017- present
- Language (English and Nihongo) and Communication Teacher,
Senior High School Department
 31

June, 2016- present

- DLP English Expert Teacher, English 7, 9, 10
August, 2015-March, 2016
- Class Adviser, Housekeeping I/ Front Office A Class
- Nihongo no Sensei (Special Program for Foreign Language- Japanese Language)
June, 2016- present

Other Work-Related Experiences

- School Publication Adviser, Tubigon West National High School
June, 2014- March, 2015

- Coach, Vocal Duet- GSP Talents Quest

September, 2013

- GSP Adviser, Tubigon West National High School

June, 2013- March, 2014
Trainer, GSP Aspirancy Training Program/ Skills Advancement
December, 2012- March, 2014

- Resource Speaker, YCOM (Youth Communication) Academy;

Youth for Christ-CFC Community
May 2009-2013

Seminars/Trainings Attended
- Mass Training of Grade 8 English Teachers in the K to 12 Basic Education Curriculum
Cebu Normal University, Cebu, City
May 20-24, 2013

- ‘Course on Japan for High School Classroom Instruction’ (CJH) for

Batch 4 Teachers of the SPFL-Japanese
Applied Nutrition Center, DepEd building, Banilad, Cebu
April 2016- present

- Seminar-Workshop on the Teaching of Oral Communication

in Grade 11 for the K to 12 Program
Univeristy of the Philippines in Partnership with Commission on Higher Education
and DepEd Bohol
BPSTEA Convention Center, Tagbilaran City, Bohol
September 29- October 1, 2016