Reading Level of Intermediate Pupils for School Year 2019 – 2020

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This study determined the reading level of intermediate pupils of Tagaytay Elementary School for the school year 2019-2020. The findings revealed that out of 76 pupil-respondents, in the word recognition area, 28 or 37% were at the frustration level, 27 or 36% were at the instructional level, and only 21 or 27% were at the independent level. On word recognition, the intermediate pupils were at the frustration reading level. In the Phil IRI Pre-test result in reading comprehension, out of 76 pupil-respondents, 41 or 54%, were in the frustration level; 21 or 28% were in the instructional level; and 14 or 18%, were in the independent level. In the second part, the results obtained in the Phil-IRI pre-test showed that more intermediate pupils were at the frustration level. There was a reading intervention action plan proposed and a book entitled “On your mark, get set… READ!” based on the results of the study. For the Phil-IRI pre- and post-test results of the intermediate pupils in the area of word recognition level, the following were found: In the frustration reading level, from 37%, it decreased to 20%; in the instructional reading level, from 36%, it increased to 43%; and for the independent reading level, from 27%, it successfully increased to 37% for Phil IRI pre- and post-test results of Intermediate pupils in the area of reading comprehension level. For the frustration reading level, it decreased from 58% to 32%; for the instructional reading level, it increased from 28% to 42%; and for the independent reading level, it increased from 18% to 26%. The statistical comparison proved that there was a significant difference in the Phil-IRI pre- and post-test results of the intermediate pupils. From word recognition to reading comprehension, there was an improvement after the reading intervention was implemented.

Application of Focusing-Oriented Art Therapy (FOAT) to establish a safe and supportive environment for adolescent victims of sexual abuse

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The study explores the application of Focusing-oriented Art Therapy (FOAT) approaches, namely FOAT check-in and Clearing a space with Art (CAS-Art), among adolescent victims of sexual abuse in a shelter facility.  Using an action research methodological framework, this qualitative research study aims to determine how FOAT may help the victims in their process of recovery and healing.  Case narratives and artworks recount the insightful experiences of the participants.  Prevailing themes are identified as a means of synthesizing the results gathered.    Through the combined processes of focusing, mindfulness, and art-making, the participants were able to make use of art as a vehicle to express themselves in a nonjudgmental and safe space.  There were also realizations of renewed empowerment, strength, and acceptance of their past.  The participants recognized the value of hope especially in their difficult situation.

Practicing Aural Comprehension Skills at Department of English, GSTU on the basis of John Morley’s Listening ‘Comprehension Instructional Models-Matching Theory and Practice’: Classroom Implementation, Benefits and Challenges

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This study aims to investigate the implementation of practice models of Listening Comprehension proposed by John Morley in his article “Listening Comprehension Instructional Models-Matching Theory and Practice” (Morley, 1995). Morley has suggested four types of models of aural comprehension for all types of students and all four models are outlined for the foreign language learners. This paper will discuss how these models can be followed inside class sessions of English Language Learning. What are the advantages and problems of applying these models in classroom. The classroom environment is different from outside and that is why some syllabus-oriented materials should be modified according to the needs of the students. In this case, Hilda Taba’s (Taba, 1967) inductive approach is followed to identify and talk about students’ needs. From model numbers 1 to 4 of Morley, the procedures and techniques have been followed in English Masters of Arts (MA) in Applied Linguistics and English language Teaching (ALELT) classroom to investigate which model is the best one to be followed. The adults 17 learners are the targeted group. The course title assigned is “Teaching Different Areas and Skills of Language”. The students were asked to listen to two songs- “Secret Love Song” and “Don’t Cry Joni”. Then they were asked to do several activities based on Communicative Language Teaching (CLT) and Eclectic approach. The effects of implementation and some positive and negative outcomes will be critically analyzed and discussed in this article. The method of the data collection is a case study of students’ performances, classroom observation, note taking and video-recording from pair and group discussion sessions of student’s collaborative tasks given by the teacher. The data is then organized by the researcher and discussed in findings. How theory and models of instruction can be effectively practiced in real classroom and what results are found.