Chapter I THE PROBLEM Introduction Reading is one of the openers of reliable learning. Through reading, comprehension emerges to offer new experiences for learners. These experiences are vital to their growth and maturity. Reading comprehension is defined as the level of understanding of a text. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text (Rayner, et. al,2001). It is the outcome determiner of the process of reading. Proficient reading depends on the ability to recognize words quickly and effortlessly. If word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read. One strategy for reading comprehension is the technique called SQ3R. This stands for Survey, Question, Read, Recite, and Review. These steps are vital to a better comprehension
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Chapter I
THE PROBLEM
Introduction
Reading is one of the openers of reliable learning. Through reading,
comprehension emerges to offer new experiences for learners. These experiences are vital
to their growth and maturity.
Reading comprehension is defined as the level of understanding of a text. This
understanding comes from the interaction between the words that are written and how
they trigger knowledge outside the text (Rayner, et. al,2001). It is the outcome determiner
of the process of reading. Proficient reading depends on the ability to recognize words
quickly and effortlessly. If word recognition is difficult, students use too much of their
processing capacity to read individual words, which interferes with their ability to
comprehend what is read.
One strategy for reading comprehension is the technique called SQ3R. This stands
for Survey, Question, Read, Recite, and Review. These steps are vital to a better
comprehension outcome, which at the later part will be at its utmost usefulness through
role-playing. Role-playing merges the SQ3R, which amplifies reading comprehension
outcomes. These outcomes will be shown on how the students react, interpret and portray
their roles based on the understanding they acquire from reading the selection. Role-play
activities allow students to act out concepts.
Role-playing refers to the changing of one’s behavior to assume a role, either
unconsciously to fill a social role, or consciously to act out an adopted role. It is also the
changing of one’s behavior to fulfill a social role, and the term is used more loosely in
Total 33 100 33 100Mean 18.70 20.85DR G VGSD 6.55 7.37
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7.37 in the posttest. The descriptive rating of Good in the pretest became Very Good in
the posttest.
Table 5t-test Result on the Reading Comprehension Ability of the Students in the Pretest
and Posttest
StatisticN 33No. of Items 30Mean Pretest 18.70Mean Posttest 20.85Mean Difference 2.15t-computed 5.23t-tabular 2.02Decision Reject Ho
The table shows the t-test Result on the Reading Comprehension Ability of the
Students in the Pretest and Posttest.
It presents the number of correspondents (33) and so with the number of items
(30). The students overall mean score in reading comprehension was 18.70 in the pretest
but increased to 20.85 in the posttest. The improvement of the reading comprehension
ability of the students can be attributed to the use of role-playing because the students
took the role of the characters in the story and internalized the text. The same results were
found out by Oberle (2004). The results of his research demonstrated that the activity
increased the students understanding of the topics of the project, fostered their awareness
about the topic and enhanced their academic skills and abilities
Since role-playing is experience-based and student- centered, the students were
more capable of understanding the material. The involvement of the students made them
feel compassion for the characters. This empathy made them determine, interpret, and
understand meaning of the story. This is the supported by the claim of Morris (2003) that
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in role playing students feel empathy regarding events in the past when they act out the
situation and make connections between the character they play and real situations.
Empathy, furthermore, is one of the tools used to help determine, interpret, and
understand meaning. He concluded that acting out holds great potential for students
because experiencing empathy and making connections between time and places are vital
to learning and making the material stick.
The activity was not as simple as the traditional classroom instruction and
lectures. They were engaged in the activity physically and they were able to make the
learning livelier. There was an active learning. These can be reasons to the improved
reading comprehension skills of the students, too. As stated by Eklova(2007) that lessons
thought through role playing can be motivating. The presentation of the lesson is different
from the traditional ones, making it more interesting, funnier and lively. Thus, students
are more likely to learn. The work is dynamic and learners are actively involved in the
process. This argument is also strengthened by Schaap’s research (2005) which states that
role playing promotes active learning. His students had a high level of energy and
excitement, they were encouraged to express ideas, and they were able to get immediate
feedback on ideas. Furthermore, Graves (2008) stated that role playing is also beneficial
to the students because of the enjoyment and thrill it gives to the students. Role palying
should be used and it helps students learn material better. Van Ments (1983) also agrees
that role playing is highly motivating as the majority of the students enjoy these types of
activities and become more inspired learners.
In the activity, the learners were given the chance to express themselves freely,
which does not usually occur in the traditional classroom setting. This can be a possible
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factor in the improvement of their reading comprehension ability. Van Ments (1983)
stated that role playings provide a safe venue for expressing personal and sometimes
unpopular attitudes and opinions.
The overall computed t-value is 5.23 while the tabular t-value is 2.02.
since the computed t-value exceeded the tabular t-value, the researcherd rejected the null
hypothesis that there is no significant difference between the performance of the students
in the pretest and in the posttest. This means that there is a significant difference between
the performance of the students in the pretest and posttest. Furthermore, their reading
comprehension ability particularly their skills in identifying main idea, noting details,
organizing ideas and developing mental images was developed through Role Playing.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter deals with the summary of the findings, conclusion, and
recommendations forwarded by the researchers.
Summary
This study primarily aimed to determine the effectiveness of role-playing in
improving the reading comprehension ability of the second year students section Jade of
the UNP-LS during the Fourth Quarter of the School Year 2011-2012.
The researchers made use of the One-Group Pretest-Posttest Design to determine
the students’ reading comprehension ability. Furthermore, they used a teacher-made test
to find out the reading comprehension ability of the II-Jade students. This is composed of
a pretest and a posttest. The pretest and the posttest contain 30 items measuring the
reading comprehension ability along Identifying Main Idea (2 items), Noting Details (15
items), Organizing Ideas (16 items) and Developing Mental Images (2 items). The result
of the pretest and posttest were recorded, analyzed and interpreted by the researchers.
The Mean, Standard Deviation and Gain Ratio were used to interpret the data gathered.
Findings
It was found out that the mean scores of the students in the pretest retained to
“good” in the posttest along Identifying main idea. The mean scores in the pretest also
retained to “very good” for the sub-skill Noting details. In organizing ideas, the mean
scores of the subject increased from “fair” to “good”. The mean scores in the pretest
retained to “good” in the posttest along developing mental images. Majority of the sub-
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skills’ mean scores retained their level but the scores increased in the posttest. Moreover,
the overall mean score improved from 18.70 in the pretest to 20.85 in the posttest.
Based on the statistical result, the posttest mean of 20.85, in the “very good” level
had a mean difference of 2.15 from the pretest. The computed t-value is 5.23 and it
exceeded the tabular t-value of 2.042. Thus, the null hypothesis is rejected. This means
that the treatment employed was effective. The ability of the students to comprehend the
text read was improved with the use of the role-playing activity.
Conclusions
After analysis and interpretation of the findings, the researchers conclude that
there is a significant difference in the ability of the Second Year section Jade students in
the pretest and posttest. Furthermore, the level of the reading comprehension ability of
the Second Year section Jade students after their exposure to Role-Playing in terms of
Identifying Main Idea is “Good”, while along Noting Details is “Very Good”, as for
Organizing Ideas is “Good”, and Developing Mental Images is “Good.”
Recommendations
Based on the result of the study, the following recommendations are forwarded:
1. Teachers should use Role-playing frequently to come up with better
reading comprehension ability for the students.
2. There shall be more exercises given to develop and improve the reading
comprehension ability of the students along identifying the main idea, noting details,
organizing ideas, and developing mental images.
3. Lastly, a similar research on role-playing using two groups should be
conducted to test whether it can really improve the reading comprehension ability of
students and to make this study more conclusive.
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REFERENCES
A. BOOKSRayner, Keith; Barbara Foorman, Charles Perfetti, David Pesetsky, and Mark Seidenberg
(November 2001). "How Psychological Science Informs the Teaching of Reading". Psychological Science in the Public Interest2 (2): 31–74
Salandanan, Gloria G, (2000). Teaching Approaches and Strategies, Quezon City: Katha Publishing Co., Inc.
B. UNPUBLISHED RESOURCESGraves, Elizabeth Ann, “Is Role-Playing an Effective Teaching Method?” A Master’s
Research Project in College of Education, Ohio University, May 2008
Ilona Eklova, “Role Play in Upper Primary Classes”, Diploma Thesis in Masaryk University Brno, Faculty of Education, Department of English Language and Literature, April 8, 2007
Piamonte, Honey Girl R., et. al. “Improving Students Reading Comprehension Using the Story Schema Acyivation and Construction Strategy.” (Unpublished Action Research, University of Northern Philippines, 2009)
Realin, Marivic F. “The English Language Proficiency of the Third Year Students of the Secondary Schools of Sto. Domingo—San Ildefonso District Division of Ilocos Sur.” (Unpublished Master’s Thesis, University of Northern Philippines, 2003.)
Budden, J., “Role play”. British Council Spain. 20 April 2006, Retrieved last July 9 2012,http://www.teachingenglish.org.uk/think/speak/role_play.shtml
Republic of the PhilippinesUniversity of Northern Philippines
Vigan City
COLLEGE OF TEACHER EDUCATIONFebruary 2, 2012
DR. MARGARITA DULAYPrincipal-UNP Laboratory High School
Madam:
We, the undersigned BSE-English Students are conducting an action research entitled, “IMPROVING THE READING COMPREHENSION ABILITY OF II-JADE STUDENTS THROUGH ROLE-PLAYING”. This is one of the requirements to successfully finish the course Bachelor of Secondary Education. This study aims to improve the reading comprehension ability of II-Jade students with the use of role-playing.
In view hereof, may we ask permission to conduct the said research in your prestigious unit specifically with the II-Jade class. Furthermore may we request that we will be holding English Classes with the students with which we will be conducting a lesson for the first and third day and will be floating pretest on the second day and posttest questionnaire on the fourth day to gather relevant idea needed for the study.
We look forward with deep appreciation and gratitude for your response regarding this request.
Very truly yours,
(SGD)GERALDINE A. PERALTA(SGD)WINNIE T. CALIBOSO(SGD)VIEJAY CHRISTOPHER B. SEVILLENA
Noted:(SGD)DR. JOSE P. PICHAYResearch Adviser
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Approved:(SGD)DR. MARGARITA DULAYPrincipal
APPENDIX A-2Letter to the Evaluators
Republic of the PhilippinesUNIVERSITY OF NORTHERN PHILIPPINES
Heritage City of Vigan
COLLEGE OF TEACHER EDUCATION
February 2, 2012_________________________________
________:
Warm Greetings!
We are presently conducting an action research study entitled: “IMPROVING THE READING COMPREHENSION ABILITY OF II-JADE STUDENTS THROUGH ROLE-PLAYING.”
It is for this reason that we would like to request your kindness to please evaluate the attached questionnaire.
We know fully your expertise along English teaching for which we are confident that you are the best person who could assist us in the content validity of the instrument. We will be very grateful if you could give us back the research instrument and the result of the evaluation before February 3, 2012.
We look forward to your appropriate action on this request. Thank you very much and God bless.
Very truly yours,
(SGD)GERALDINE A. PERALTA
(SGD)VIEJAY CHRISTOPHER B. SEVILLENA
39
(SGD)WINNIE T. CALIBOSOResearchers
APPENDIX B
SUMMARY
COMPUTATION OF THE CONTENT VALIDITY
OF THE TEST IN SCENT OF APPLES
CRITERIA AVERAGEA B C Total DR
1. Are the items elicited from the story representative of the selection entitled “Scent of Apples”?
4 4 4 12/3 4(VM)
2. Do the items really measure the students’ reading comprehension ability along identifying the main idea, noting details, organizing ideas and developing mental images?
4 3 4 11/3 3.6(M)
3. Are the test items representatives of the skills to be measured as regards to reading comprehension ability?
4 3 4 11/3 3.6 (M)
4. Are the test items already stated for the students to understand?
I. OBJECTIVES: At the end of the lesson, the students are expected to:A. 1. Describe the characters, events and setting of the story
2. Identify the main events of the story (plot)3. Organize the parts of the story4. Relate the story with own words5. Write a simple poem out of the reading selection6. Criticize actions of the characters
B.1. Share insights about the story
C. 1. Perform a role-play adopted from the story
II. SUBJECT MATTER:
Scent of Apples by Bienvenido N. Santos
Reference: Marimba, Asuncion D. 1993. Philippine Contemporary Literature. Makati City, Philippines: Bookmark, Inc. pp.10-17
Instructional Materials:
Hand outsManila paperMarker Push pins
III.PROCEDUREA. MOTIVATION:
Teacher’s Activity Student’s ActivityDo you want to go abroad?
Do you want to stay there forever? Why?
Yes Ma’am.
No Ma’am because I love my country.
No Ma’am because it is easier and happier to live here.
No Ma’am because my family is here.
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I understand your desire in staying abroad but what if you would go and nobody from your home country remembers you, what would you feel?
Yes Ma’am because I will bring all my loved ones abroad.
I will be so sorry.
I would feel so bad Ma’am because it would mean that no one loves me.
B. UNLOCKING OF DIFFICULTIES:
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C. PRESENTATION:
Teacher’s Activity Students’ ActivityToday, we are going to meet a Filipino who went abroad. Let us know his story but before we proceed, here is a simple background about the author.The author of the story we are going to read is a Filipino-American. He is Bienvenido Santos. He was born on March 22, 1911 at Tondo, Manila. His works are fictions and poetry. He studied at University of the Philippines, University of Illinois, Columbia University and at the most prestigious university in the whole world which is…?
Yes. He also attended Harvard University which means that he was an intelligent man. He also worked in Washington D.C during World War II. Now, we are going to read his most notable work which is the Scent of Apples.
Harvard University
Bienvenido Santos Ma’am.
Teacher’s Activity Students’ ActivityHere is a set of words. Match column A with column B in order to find each word’s meaning.
b. Backc. Cluster of treesd. Endlesse. Enthusiasmf. flashg. Homesicknessh. Insipid or dulli. specialj. Unclear
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Who is the author again?
What is his work that we are going to read?
Very good!
Scent of Apples Ma’am.
D. DISCUSSION
Teacher’s Activity Student’s ActivityI am giving you copies of a story written by him. You are given 30 minutes to read and analyze it. Do you understand?
Do you have any questions?
(after 15 minutes)You only have fifteen minutes. Don’t hesitate to ask questions.
(after 30 minutes)Are you through?
So, who are the characters of the story?
Good. How about the place where it took place?
When did it happen?
Where did the speaker and Fabia meet?
What was asked by Fabia?
How did the speaker’s answer?
What did Fabia tell?
Yes Ma’am.
None Ma’am.
Yes Ma’am.
The speaker, Celestino Fabia, Ruth and Roger
It happened in Kalamazoo Ma’am.
On a summer Ma’am.
At a forum Ma’am.
Fabia asked if the Filipino women are still like the Filipino women twenty years ago.
Since he did not know how the women before were, he asked Fabia to the Filipino women before.
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After hearing Fabia, what did the speaker tell him?
Very good. What happened after the forum?
Why did he invite the speaker?
Did the speaker accept his invitation?
What happened at their journey?
What about Fabia’s past?
Alright! What did they do at Fabia’s place?
Did Fabia relate a story to the speaker while they were eating?
What was the story?
Very good. How did the story end?
He told the speaker that Filipino women twenty years ago were nice, they were modest, they wore their hair long, and they dressed up proper and went for no monkey business. They were natural, they went to church regular, and they were faithful.
He said that Filipino women have changed- but definitely; the change has been on the outside only. Inside they are the same as they were twenty years ago, God-fearing, faithful, modest and nice.
Fabia invited the speaker to their place.
He invited the speaker because he wanted his wife to meet a first class Filipino.
Yes Ma’am.
Fabia related his past to the speaker.
He related that he had a good family but he was banished because of his bad character.
Fabia introduced the speaker to his family. They had a dinner and chatted.
Yes Ma’am.
The story was about the reason behind Fabia’s storing of apples.
Fabia drove the speaker back to
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Why did Fabia refuse the speaker’s offer?
the hotel he was staying. The speaker said that he would visit Fabia’s place but Fabia refused.
He refused because for him nobody would remember him.
E. VALUES INTEGRATION
Teacher’s Activity Students’ ActivityIf you were Celestino Fabia, what would you feel after staying abroad for twenty years?
Would you want to go back to your country then?
Why?
What have you learned from the story?
Very good. This story is a proof that there’s no place like home. Do you agree?
If I were Celestino Fabia, I would miss my family so much.
Yes Ma’am.
I would go home because I miss my family and I want to be with them.
I have learned that it is hard to stay abroad Ma’am.
I have learned that wherever we go, we would still remember our country.
I have learned that we will always be Filipinos no matter what happen.
Yes Ma’am.
F. GENERALIZATION
Teacher’s Activity Students’ Activity
Did you like the story?
Do you want to go where Fabia was?
Do you want to meet the speaker
Yes Ma’am.
Yes Ma’am.
Yes Ma’am.
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and Fabia and his family?
G. DRILL
Teacher’s Activity Students’ ActivityNow, you will be divided into two. First, I need two volunteers to be the leaders. Next, you draw a paper from the box. The number reflected on the paper will be your group number. Understood?
You will have your role playing. Do you know how?
Good to hear that but we will still have a review on how to conduct role playing. Understood?
In role playing, you will adopt someone’s life. You will portray another role. You will act according to your understanding of the story. Do you get it?
In each group, you will also have your director, assistant director, technical director, wardrobe manager, props manager and men, and actors. The director will be the leader and the asst. director will take charge in case of absence of the director. Technical director is in charge of the sounds and lights. The wardrobe manager is for the costumes. The props manager will work with the props men on the management of props. Lastly, the actors will portray the characters. Do you understand?
Do you have any questions?
Alright. You will also create your
Yes Ma’am.
Yes Ma’am.
Yes Ma’am.
Yes Ma’am.
None Ma’am.
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scripts and all of you will work on it. Understood?
Now, group leaders, assign the tasks on your group mates.
You will only have 5 minutes to present your work.
Yes Ma’am.
H. EVALUATION
Teacher’s Activity Students’ ActivityBased on the reading selection you have read which is the Scent of Apples by Bienvenido Santos, you are going to have a 30-item test.
IV. AGREEMENT:
Teacher’s Activity Students’ ActivityFor your assignment, continue making your portfolios. You may include a copy of your script in it.
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APPENDIX E
Table of Specifications
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APPENDIX F
The Instrument
Pretest/Posttest
I. MULTIPLE CHOICESelect the best answer by encircling the letter which corresponds to your answer.
1. _________ and silver stars hung on pennants above silent windows of white and brick red cottages.A. MercuryB. CopperC. SteelD. Gold
2. What were being compared in the open forum?A. Filipino cars and American womenB. Filipino women and American womenC. Filipino and American foodsD. Filipino and American languages
3. What is the setting of the story?A. KalamanzooB. KalamazooC. CalamazooD. Calamanzo
4. What does this line mean?“It touched him off on long deserted tangent but ever there perhaps.”A. That what the speaker said made Fabia remember something from his
forgotten pastB. That what the speaker said made Fabia sadC. That what the speaker said made Fabia happyD. That what the speaker said annoyed Fabia
5. What is the referent of he in the following sentence?“He was telling his story for the first time in many years. He was remembering his own youth.”
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A. RogerB. FabiaC. FatherD. The old man
6. “In a backyard, an old man burned leaves and twigs while a grey haired woman sat on a porch, her red hands quiet on her lap, watching the smoke rise above the elms, both of them thinking of the same thought perhaps about a tall, grinning boy with blue eyes and flying hair, who went out to war, where could he be now this month when leaves were turning into gold and the fragrance of gathered apples was in the wind?”
A. The parents of the child continued their lives even if they missed him
B. The parents of the child were happy for going out to warC. The parents of the child were sad for they don’t have their child by
their childD. The parents of the child remembered him
7. Why did Fabia start keeping apples in their backroom after the wintertime when he had an attack of acute appendicitis?A. To have food for the pigsB. To hoard because price of apple by that time was lowC. To keep them reminded of the lovely apple blossom’s time and not of
the unhappy incidentD. To have something to eat
8. Why did Fabia marry Ruth?A. Because Ruth was an American, he could get a green cardB. Because Ruth was beautifulC. Because Ruth was wealthyD. Because Ruth was a nice girl, like the Filipino women
9. How did Fabia describe himself?A. “just a Filipino”B. “just a farmer”C. “just a Filipino farmer”D. “just an American”
10. What was symbolized by the scent of apples?A. Fabia’s being a FilipinoB. Fabia’s problems
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C. Fabia’s love for his wifeD. Fabia’s hatred for his family
11. Study this line, “Over it a great silence hung; and their boys were there, unheard from, or they were on their way to some little known island on the Pacific, young boys all, hardly men, thinking of the harvest moons and smell of forest fire.” Why did the author say that the young boys are hardly men?A. Boys were hardly men because boys’ voices were unheard.B. Boys were hardly men because boys were not matured enough to be
called menC. Boys were hardly men because boys think of harvest moons and smell
of forest fireD. Boys were hardly men because they were on a little island
12. Describe Celestino Fabia throughout the story?A. He was timid and easily discouraged old man.B. He was longing for home and proud of his home land.C. He was a happy old man and contented of his present life.D. He was a sad man and ashamed of his nationality.
13. Why did Celestino invite the speaker to have dinner with them at home?A. He would like the speaker to see his (Celestino) apple orchardB. He would like the speaker to meet his familyC. He would like to tour the speaker aroundD. He would like to ask help for his apple business
14. What do you think would happen after the speaker’s visit at Celestino Fabia’s hometown?A. The speaker would relate to Fabia his experience in his hometownB. The speaker would not tell Fabia that he went to his (Celestino)
hometownC. Fabia would return to his hometown upon knowing the story of the
speakerD. Fabia decides never to go home again upon knowing the story of the
speaker
15. When Ruth, Celestino’s wifr said these lines, “Aw, go away there is no such thing as first class Filipino.” What did you feel as a Filipino? Did you find it right?A. I felt happy because there’s no really a first class Filipino
53
B. I felt disappointed because she did not believe that there’s a first class Filipino
C. I felt sad because there’s no first class FilipinoD. I felt insulted because Filipinos are degraded
II. TRUE or FALSEWrite True if the statement really happened in the story or is correct based on the story. Write False if the statement did not happen or is wrong based on the story. Write your answer on the space provided for.________1. The speaker was insulted by the crowd in the forum.________2. Ruth showed great excitement with the news of her husband
about the speaker’s arrival.________3. The speaker arrived in Kalamazoo in a heated summer season.________4. The story implies that wherever you go, you would still be a
Filipino.________5. The speaker had affection for the family of Celestino Fabia.
III. Summarize the story in 5 sentences: the first being the exposition; the second, complication/rising action; the third, climax; the fourth, denouement/falling action and; the fifth, resolution. Select the answer from the choices in the box by writing your response in the space provided. (5 points)
The speaker thinks of going to Fabia’s hometown but Fabia disagrees
The speaker starts to suspect that Fabia has a grudge over his roots in the Philippines from that time in the forum. Fabia invites the speaker to his house.
The speaker arrives at Kalamazoo on October. He meets a Filipino farmer named Celestino Fabia in a forum where he was a speaker.
The speaker tries to persuade Fabia to go home to his family in the Philippines.
Fabia shares his story to the speaker. The speaker smells the scent of apples.
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Climax
Complication Denouement
Exposition Resolution
IV. Create a simple poem consisting of 1 stanza with at least 4 lines on any topic from the story: on family, on being a Filipino overseas worker, on the difference between women of this time and the women twenty years ago, etc. (5 points)
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APPENDIX G
Picture Documents
The II Jade students while reading the “Scent of Apples”
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The students listened carefully as they were
instructed for the pretest.
Smiles are seen in the students’ faces while they
do the role- playing.
Jornalyn and her group as they perform
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Johanna’s group
Jornalyn’s group
The two groups posed after showing their talents in role-playing.
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II Jade students as they took the posttest
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CURRICULUM
VITAE
60
CURRICULUM VITAE
Name : Caliboso, Winnie T.
Address: Nagsantaan, Cabugao, Ilocos Sur
Age: 20
Date of Birth: September 11, 1992
Place of Birth: Sinait, Ilocos Sur
Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic
Parents:
Father: Prudencio M. Caliboso, Sr
Mother: Jocelyn Tabuno- Caliboso
Educational Background:
Tertiary: UNIVERSITY OF NORTHERN PHILIPPINES
Tamag, Vigan City
Course: BACHELOR IN SECONDARY EDUCATION
Specialization: ENGLISH
Secondary: CABUGAO INSTITUTE
Bonifacio, Cabugao, Ilocos Sur
Intermediate: REPPAAC-BATO ELEMNTARY SCHOOL
Reppaac, Cabugao, Ilocos Sur
61
Primary: NAGSANTAAN PRIMARY SCHOOL
Nagsantaan, Cabugao, Ilocos Sur
Eligibilities:
1. Civil Service Sub professional Eligibility October 16, 2011
2. Civil Service Professional Eligibility May 27, 2012
Activities, Seminars, Workshops, Trainings and Conventions attended:
1. 3rd Lakbay-Aral ng KAMAGUFIL, Metro Manila Sept.25-27, 2009
2. 9th PYSEC, Ambuacao, Santiago Dec.11-13, 2009
3. Wika Kabataan, Diwa ng Kabataan,
St. Louise University, Baguio City August 29, 2010
4. PYSEC 2010,Gabao, Santiago, Ilocos Sur Dec. 18-19, 2010
5. Literacy and Numeracy Program (Tutor)
San Sebastian, San Vicente Ilocos Sur Feb. 4- Mar.11, 2011
6. FETA Quiz Bee (1st Place)
New SC Building, UNP October 4, 2011
7. Seminar on Waste Management, UNP Gym December 3, 2011
8. Seminar on Standardized Accounting System For
Student Organization, UNP Gym December 8, 2011
9. One Run, One Planet (Participant) February 2012
10. One Run, One Planet Quiz Bee (Facilitator) February 2012
11. Seminar on Personality Development, UNP Guestel February 19, 2012