Action Research Proposal

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Department of Education

Region V

Division of Camarines Sur

Ragay District

Baya Elementary School

ACTION RESEARCH PROPOSAL

IMPROVING READING COMPREHENSION

THROUGH THE USE OF HIGHER ORDER THINKING ACTIVITIES

I – Proponent:

                                      MR. NOEL R. DAURAN

                                      Master Teacher – I

                                      Baya Elementary School

                                      Ragay, Camarines Sur

II – Background of the study:

            The area of focus for my research is improving Reading Comprehension Through the Use of Higher-Order Thinking Skills. Without the solid foundation of reading skills the researcher feels that children will be struggle hard throughout their schooling and adult life. By learning the best comprehension strategies and how to best teach these strategies to the pupils, the researcher hopes to provide the solid foundation needed to succeed. Although the school’s NAT result has meet or exceed its expectation, still the researcher has thought of a way to improve it.

            In reading class, the grade III pupils scored 84%, but the scores dropped in the 4^th grade. So, the researcher concludes that the pupils scores decrease because of the pupils have a very poor higher-order thinking skills. In this study, the researcher hopes to incorporate higher-order thinking activities to increase reading test scores and develop meaningful reading experience to the pupils.

III – Statement of the problem:

            As the teacher researcher of this research, I have found out that many of my pupils in grade III are able to read fluently, but still have difficulty in answering the how and why questions. I am hoping that by incorporating higher order thinking skills my pupils would be able to transfer and make connections to reading. This is important in order for a child to be successful. I feel that incorporating reading strategies and showing pupils how to reflect about what they have read, would improve their reading comprehension and to become lifelong learners. I am looking forward to working on this area of concern and sharing my findings with my co – teachers.

IV – Significance of the study:

            This study will be deemed important for the proper recognition of the Improving Reading Comprehension Through the use of Higher – Order Thinking Skills on the academic performance of grade III pupils. Likewise, the findings of this study may prove useful to the following, to wit;

      Pupils. Having a clearer view and firsthand experience of the teacher’s performance, this will further enhance pupil’s knowledge of the importance of mastering the basic skills of their competencies so they will make an effort to do best. This may lead to better enthusiasm and develop good study habit.

            Teachers. This study may heighten their awareness in identifying the learning  tasks that are well developed as well as the least. This may further be a motivating factor to adapt measures and new strategies for the improvement of instructions in reading.

            Parents. The result of this study will serve as bird’s eye view of the parent to know the needs of their children with regards to improving their reading comprehension.

         School Administrators and Supervisors. Result of this investigation may encourage administrator and supervisors help their teachers upgrade their teaching performance in improving reading comprehension through closer supervision  and faculty development and training programs.

           Department of Education Camarines Sur Specially in Ragay District. With the use of the results of the study, any educational improvement will benefit the municipality of Ragay as it may improve the quality of working force of the municipality or the quality of life of their respective constituents.

            Curriculum Planners. The findings of this study may assists the planners in the proper selection of methods, techniques, and strategies that need to be reinforced.

            Community. The results of this study may benefit the community in as much as they know that the teachers of their children are equipped with the necessary tools and competencies in teaching them.

            Researcher Himself. This may serve as inspiration in teaching his pupils above and beyond his capacity.

            Future researcher. The information and insights that will be gained from this study may serve as guide for other researcher in framing their conceptual framework and design and at the same time encourage them to conduct lateral studies within their area of preferences.

V – Scope of the study

            The general focus of the present study was on the Improving Reading Comprehension Through the Use of Higher – Order Thinking Skills activities of the grade III pupils in Baya Elementary School, District of Ragay, Division of Camarines Sur. The study covered the Phil-Iri Assessment results of the school year 2010- 2011 utilizing the posttest.The aspects in Improving Reading comprehension that the present study will look into the different reading strategies. Predicting, Making connections, visualizing, Inferring, Questioning, and Summarizing are shown on this research to improve reading comprehension.

VI – Research Design

A.Methodology

This study employ the pre – experimental one-shot case study.

According to De Jesus the pre-Experimental ne shot case study is a design in which a single group is only studied once, subsequent to a treatment is the instruction of reading strategies. It is important to teach the strategies by naming the strategy and how it should be used, modeling through think aloud process, group practice, partner practice, and independent use of the strategy.

            Parental consent was obtained for this research project during the last week of August. To show evidence of a problem in reading comprehension the teacher researcher orally surveyed his grade III pupils using the Metacomprehension Strategy Index(MSI). During the first week of September, the researcher administered this oral survey to his pupils. The survey measured each students’ awareness of the strategies used in the reading process, the teacher researcher reads one part of the survey per day for three consecutive days. This tool was used to measure the pupil’s awareness of their strategic reading process before the strategies were introduced.

            The second tool used was the PHIL – IRI Test administered to the pupils in the third grade classroom in the first week of July, 2011. This tool is used to determine student growth in reading comprehension.

            The teacher observation checklist was used by the researcher to gather data throughout the intervention. This tool provides information of changes on how well his pupils understand and use reading comprehension strategies over time.

B. Sampling Design   

            Purposive sampling was employed in selecting pupils-respondent of the study. The pupils who were selected were enrolled in the third class for the school year 2011 – 2012.

c. Description of Instrument Data and Gathering Form.

            The Metacomprehension Strategy Index (MSI) had a total of 25 questions divided into three parts that asked about the strategies pupils used to help them better understand the story. Part I of MSI is consist of statement about the strategies used prior to reading a story, Part II of the MSI is consist

POST – IMPLEMENTATION

Dates	Activities
March 21, 2012	Writing the presentation and analysis of result
March 25, 2012	Makes revisions and complete the Action Research Project
April, 2012	Submit Final Action Research project

PROPOSED BUDGET

Expected Expenses	Proposed Budget
Bond paper	P 108.00
Computer’s Ink	P1,606.00
Fare (from Ragay to Div. Office)	P 600.00
Total	P 2, 300

                                                                                   Prepared By;

                                                           

                                                                           MR. NOEL R. DAURAN

                                                                         Researcher

Noted:

                     HELEN J. DE LIMA

                           School head

Recommending Approval:

                           OPHELIA A. PLATON, Ph.D.                 FE C. BACLIG

                                         PSDS                                               ES – I

                                   Approved:

                                                   NORMA B. SAMANTELA

                                                                   ASDS

Sample Completion of Action Research

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Region V

Division of Camarines Sur

Report of Research Project Completed

TITLE:  Improving Reading Comprehension Through the Use of Higher Order Thinking  

               Activities

RESEARCHER:      Mr. Noel R. Dauran

                                   Master Teacher – 1

SCHOOL/DISTRICT:   Baya Elementary School

                                          Ragay District

ABSTRACT:

            This action research project was conducted to improve reading comprehension of grade III pupils of Baya Elementary School, Ragay District, Division of Camarines Sur for the school year 2011-2012. The researcher intends to improve the reading comprehension by using the higher – order thinking skills such as predicting, making connections, visualizing, inferring, questioning and summarizing. In his classroom the researcher modeled these strategies through the think – aloud process and graphic organizers. This is followed by the pupils using these strategies through the whole class, small group, and independent practice.

            The pre-Experimental One-shot case method of Research was utilized in which the treatment was the instruction of Reading Strategies. Documentary analysis was also employed since the results of school’s PHIL-IRI and Metacomprehension Strategy Index were used as the source of data.

            The researcher gathered information prior to implementing the strategy interventions. The Metacomprehension Strategy Index indicated a lack of pupil’s knowledge of strategies to use before, during, and after reading. The PHIL-IRI given to the grade III pupils identified 9 of the 16 pupils below target level.

            The information gathered by the researcher after the intervention had been modeled and practiced showed improvement with the grade III pupils. The post intervention scores for the Metacomprehension Strategy Index showed a significant increase in pupils’ knowledge of the reading comprehension strategies. The Phil – IRI post intervention scores indicates only 2 of the 49 pupils of the grade III pupils remained non reader. The table on Level of reading comprehension it shows that along frustration level, indicated a decrease of 32.65%, under Instructional indicated an increase of 32.65% and 6.13% for Independent Level.

Purpose:

1.      To improve the reading comprehension of grade III pupils

2.      To increase the performance level of the grade III pupils in the Phil – IRI

3.      Prepare the grade III pupils for the National Achievement Test (NAT).

4.      Improve pupil’s performance in English  and further enhance the teacher-facilitator teaching competencies.

  Design/Methodology:

A.    Methodology

             This study employ the pre- experimental one- shot case study. According to De Jesus (1985) the pre – experimental one shot case study is a design in which a single group is only studied once, subsequent to a treatment is the instruction of reading strategies. It is important to teach the strategies by naming the strategy and how it should be used, modeling through think aloud process, group practice, partner practice and independent use of the strategy.

                Parental consent was obtained for this research project during the last week of August. To show evidence of a problem in reading comprehension the teacher researcher orally surveyed his grade III pupils using the Metacomprehension Strategy Index ( MSI). (see Appendix B)During the first week of September, the researcher administered this oral survey to his pupils. The survey measured each student’s awareness of the strategies used in the reading process. The researcher reads one part of the survey per day for three consecutive days. This Tool was used to measure the pupil’s awareness of their strategic reading process before the strategies were introduced.

                The second tool used was the PHIL – IRI Test administered to the pupils in the third grade classroom in the first week of July, 2011. This tool is used to determine student growth in reading comprehension.

                The teacher observation checklist (Appendik C) was used by the researcher to gather data throughout the intervention. Beginning in October 2011, once a month, the researcher used checklist to observe which reading comprehension strategies were being used by the pupils in small groups.  This tool provides information of changes on how well his pupils understand and use reading comprehension strategies over time.

B. Sampling Design

             Purposive sampling was employed in selecting pupils – respondents of the study. The pupils who were selected were enrolled in the third grade class for the school year 2011 – 2012.

                However, in terms of the selection of pupil-respondent of the study, a total enumeration of the grade III pupils who underwent the PHIL-IRI and Metcomprehension Strategy Index in English subject were involved.

Findings:

                       The objective of this research project was to improve reading comprehension in the third grade pupils through teacher modeling and think aloud process using six strategies. The researcher used predicting, making connections, visualizing, inferring, questioning, and summarizing strategies. Beginning in September 2011, the strategies were introduced and practiced over a sixteen week period ending with an assessment at the end of January 2012. The strategies were first modeled by the researcher through the think aloud process and the use of graphic organizer. Next the strategies were practiced by the whole class then small groups, and finally independently.

                                One tool the researcher used to collect data, analyze pupils’ use, and pupils’ understanding of the reading strategies was an observation checklist. Beginning in October 2011, once a month, the researcher used checklist to observe which reading comprehension strategies were being used by the pupils in small groups. The researcher found two problems with using checklists. The researcher observed that pupils had a problem using the strategies within the group setting without a guide sheet to follow. Therefore the researcher developed a group record keeping sheet for the various strategies pupils were to use before, during and after reading the story in their group. This record keeping sheet aided the researcher in monitoring pupils’ progress since observing groups at one time was a second problem.

                  Following the teaching of the reading strategies, the researcher administered Metacomprehension Strategy Index (MSI) to see if the strategies changed pupils approaches in reading. The MSI measures pupils’ knowledge of reading strategies used before, during, and after reading, The researcher noted the new activities led to an increase in pupils’ knowledge of the reading strategies in all parts of the MSI.

           

Figure 1

A comparison of Percentage of Pretest and Posttest Responses

For the Metacomprehension Strategy Index

For the Targeted third Grade Pupils

                    The Metacomprehension Strategy Index (MSI) Part I, showed a comparison of pre-test percentages from September 2011 and post – test percentage from January 2012. These percentages indicated an increase in correct pupil’s responses of 38% for predicting, 13% for previewing, 11% for purpose setting, 20% for self – questioning, and 23% for drawing from background knowledge.

Figure 2

A comparison of Percentage of Pretest and Posttest Responses

For the Metacomprehension Strategy Index

For the Targeted third Grade Pupils

           The Metacomprehension Strategy Index (MSI) Part II, which measures reading strategies during reading, showed a comparison of pre-test responses from September 2011 and post – test from January 2012, (figure 2). These scores indicated an increase in correct pupil responses of 35% for predicting, 49% for self – questioning, 20% from drawing from background knowledge, and 19% for summarizing.

Figure 3

A comparison of Percentage of Pretest and Posttest Responses

For the Metacomprehension Strategy Index

For the Targeted third Grade Pupils

                 The Metacomprehension Strategy Index (MSI) part III, which measures reading strategies used after reading, showed a comparison of pre – test responses from September 2011 and post – test responses from January 2012 (figure 3). These scores indicated an increase in correct pupil responses of 35% for predicting, 36% for purpose setting, 23% for drawing from background knowledge, and 23% for summarizing.

Figure 4

A comparison of Percentage of Pretest and Posttest

Responses for the Phil – Iri for the

Targeted third Grade Pupils

            The table above on Phil – Iri, which measure reading comprehension it shows that

Along frustration level, indicated a decrease of 32.65%, under Instructional level indicated an increase of 32.65% and 6.13% for the Independent level.

Research Limitation/Implications

                        The general focus of the present study was on the Improving Reading Comprehension Through the use of Higher – Order Thinking Activities of grade III pupils in Ragay District, Division of Camarines Sur. The study covered the reading performance of the grade III pupils in English subject in the Phil – IRI of the school year 2011 – 2012 utilizing the pre and posttest. The aspect in Improving Reading Comprehension that the present study were looked into are the different reading strategies: predicting, making connections, visualizing, inferring, questioning, and summarizing are shown on this research to improve reading comprehension.

                        The Investigator limited this research on the strategies in reading which is generally applied in English subject. This study was further delimited on the reading performance of the pupils on the pre and posttest of the PHIL – IRI of school year 2010- 2011. The Improving Reading Comprehension through higher – order thinking Skills was delimited to the teacher’s perception along strategies for reading and selected reading activities. This did not, however, cover the socio demographic profile of the respondent. The other aspects in teaching practice such as formulation of test question and reading materials were not included in this study since the focus will only be in the implementation of higher – order thinking activities as applied in the classroom.

                        This research project has helped me develop a better understanding of the strategies my third grade pupils need to learn in order for them to comprehend when they read. I have found out that the teacher modeling and think-aloud process are the most valuable tools I can use to help my pupils understand the comprehension strategies I want them to use. In the past I have used both of these tools, but failed to see that they need to be used to model the same strategies throughout the school year. The time when I read to the children in my class and model these strategies has become more productive and a better learning experience for my pupils. At the same time it has given me a better insight into my pupils’ live through their personal connections. One of the struggles that I encountered with my third grade pupils was a way to know if they were using the comprehension strategies independently. Even during small group work the only way they were able to show the use of strategies was through some type of paper and pencil activity or checklist. Since many of these comprehension strategies are new to the children, I  think it was unrealistic for me to expect them to use the strategies without some type of written reminder. I feel the majority of my pupils are now able to use the predicting, making connections, and visualizing strategies in small groups and independently. Most of my pupils still need guided practice for the questioning, inferring, and summarizing strategies. At this stage of their cognitive development I think it is appropriate for most of the pupils need guided practice for the questioning, inferring, and summarizing strategies.  

                       

Originality/Value:

            I found this journey through research quite rewarding. When I first began my research I was quite overwhelmed with the number of reading comprehension strategies I needed to implement and unsure of how everything would come together. Now I feel more confident and knowledgeable about the various reading comprehension strategies, how to integrate them into my curriculum, and how it will improve the higher order thinking skills of my pupils.

            I have found out that by using teacher modeling and the teacher think aloud process; my pupils had a better understanding of the various reading strategies. As I taught the reading comprehension strategies my pupils were eager to use predicting, making connections and visualizing strategies whenever I did a read aloud or we started a new lesson.

            Now that I have seen an increased understanding of reading comprehension strategies and an improvement in reading comprehension of my pupils, I would like to continue using  this strategies in my curriculum. Our Literature review for this research project made me aware of other areas of reading instruction that I would like to incorporate best practices into my curriculum for a well rounded reading program.

                                                                                                       Submitted by:

                                                                                         NOEL R. DAURAN

                                                                                         Master Teacher – I

Noted:

               HELEN J. DE LIMA

                       ESHT-III

Recommending Approval:

  

                                             OPHELIA A. PLATON, Ph. D.            FE C. BACLIG

                                                                  PSDS                                (ES – I English)

                                     Approved:

                                                         NORMA B. SAMANTELA, Ph. D.

                                                      Asst. Schools Division Superintendent

Thesis Abstract

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ABSTRACT

Title:    The Effect of Integrative Teaching on the Academic Performance of the Grade VI Pupils

Author:   Dauran, Noel R., Master of Arts in Education, Major in Administration and Supervision, University of Northeastern Philippines, City of Iriga

Keywords: Integrative Teaching, Academic Performance

This study determined the effect of Integrative Teaching on the academic performance of the Grade VI pupils in Ragay District, Division of Camarines Sur for the School Year 2006 – 2007. It drew out the academic performance of the pupils along Science, Mathematics, and English. Further, it determined the significance of agreement on the academic performance of the pupils in the three subject areas; the level of effectiveness of the integrative approach on the academic performance in the three subject areas as perceived by the teachers along objectives of integrative teaching, lesson plan, strategies for teaching the approach and selected teaching procedures, and values integration; whether there is a significant agreement among the rank orders of the teachers’ perceptions in the different subject areas; the problems encountered by the teachers in using the Integrative Teaching Approach; the solutions they proposed to solve the problems encountered; and whether significant agreement existed among  the rank orders of the problems encountered and solutions to the problems among the different zones namely, Central, Northern, Southern, Railside, and Lowland.

The Pre-Experimental One-Shot Case method of research was utilized in which the treatment was the Integrative Approach. Its effect was perceived by the teachers teaching the three different subject areas. Documentary analysis was also employed since the results of Division Mathematics, English, and Science Tests were used as the source of data. The research subjects were 1,426 Grade VI pupils while the teacher-respondents were 25 coming from the five sectors of Ragay. Data were treated statistically using frequency count, percentage rank order, mean, standard deviation, proficiency level, average weighted mean, chi-square, and Kendall Coefficient of Concordance W. Significance level was pegged on 0.05.

The findings drawn from this study are:

1.   The academic performance of the Grade VI Pupils ranged   from 32.31% to 45.84 in English, 42.2% to 54.58% in Mathematics and 37.09% to 42.14% in Science. In English, Central zone had the highest proficiency level of 45.84%, along Mathematics Northern zone got the highest with 54.5%, and in Science  Northern zone still had the highest with 42.14%. They are all equivalent to “Needs Improvement.”

2.   Using the Kendall coefficient of concordance  w, to test the significance of agreement on the rank order of pupils’ academic performance, the coefficient of concordance yielded to 0.7995 with a chi square of 59.9625 (p<0.001). The alternative hypothesis was accepted.

3.    The level of effectiveness of Integrative Approach in teaching the three subject areas obtained a weighted mean of 4.45 (Effective) for objective of Integrative Teaching, Lesson Plan 3.95, strategies 3.91, Values Integration 3.94. With a combined weighted mean of 4.05 or Effective.

4.    The test of Significance of agreement on the Rank orders of the level of effectiveness of Integrative teaching had a coefficient of concordance and a computed X² of 0.25 and 4.518 (p>0.05) respectively for objectives, Lesson plan had 0.848 and 17.821 (p<0.025), Values Integration 0.79 and 11.85 (p<0.05), strategies 0.68 and 10.29 (p>0.05). The alternative hypothesis was accepted in terms of lesson plan and Values Integration but rejected in objectives and strategies.

5.    Of the nine problems identified to have been encountered by the teachers in using the Integrative Approach, the two which were considered to be very serious are: Insufficiency of in-service/pre-service training (4.6) and lack of reference materials (3.96). Those that were “serious” were: Difficulty in making Integrative lesson, Poor assistance by the school heads (3.32), Inability to execute lesson plan with prescribed time–frame (3.0), Lack of knowledge and related experiences (2.76) and Insufficient background in the different strategies (2.68).

6.    The coefficient of concordance to determine the significance of agreement on the Rank Orders of the problems was 0.63 with a chi square of 25.36 (p<0.001). The alternative hypothesis was accepted.

7.    There were ten solutions formulated to solve the problems. Of those, five were considered to be very much urgent. Considering their weighted mean in descending order were: Teachers should be effective facilitators of learning (4.84); Teachers should be competent and innovative in preparing the integrative activities. To facilitate the teaching of IT as a method, a proposed instructional manual (4.76); supplementary materials be sufficiently provided (4.68); Teachers should be resourceful (4.68); and Master the subject matter and skills (4.56).

        The coefficient of concordance to determine the      significance of agreement of the rank orders of the solutions was 0.2439 with a computed chi square of 10.98 (p>0.05), the alternative hypothesis was rejected   

Conclusions

     The following conclusions were derived from the findings of the study:

     1. The academic performance of the Grade VI pupils along English, Mathematics, and Science in the different sectors of the district is low and is within the level of “Needs Improvement”.

     2. The rank order of the pupils’ academic performance in the tool subjects are highly significantly agreed among the different sectors of Ragay district.

     3.1 Teachers perceived Integrative Approach to be effective  along its objectives, lesson plan, and values integration on developing pupils’ academic performance in the three subject areas: English, Science, and Mathematics.

     3.2 The following strategies used in integrative approach were perceived by the teachers in the three subject areas in the following rank order: demonstration, simulation games, experiments, role playing, field trips, and interviews.

     4.  The teachers in the three subject areas were significantly agreed on the rank order of the level of effectiveness along lesson plan but they were not significantly agreed according to objectives, value integration, strategies, and in the over-all effectiveness of integrative teaching in the development of pupils’ performance in the subject areas.

     5. The problems that were considered to be very serious were insufficiency 0f in-service/pre-service training program, and lack of reference materials. Those that were perceived to be serious were difficulty in making integrative lesson, poor assistance accorded by the school head, inability to execute lesson plan within a prescribed  time-frame, lack of knowledge of different and related experiences, and insufficient background in the different strategies.

     6. The solutions that were considered to be very much urgent by all zones were about the effectiveness of teachers as facilitators of learning and manage the condition of learning, and that teachers should be competent and innovative in preparing the integrative activities and evaluation of learning to attain the objective of integrative teaching, the attitudes of teachers, and the provision of sufficient instructional manual, workbook, and teaching-learning aids and workbook to facilitate the teaching of instructional technology as a method.

     7.1 The teachers in the different zones were highly significantly agreed on the rank orders of the seriousness of the problems encountered.

     7.2 There is no significant agreement on the rank order of the urgency of the solutions offered by the teachers in the different zones of Ragay District.

Recommendations

Based on the conclusions of the study, the following recommendations are offered.

1. Integrative teaching as a method should be included as subject in education courses.
2. In order for teachers to be more effective in integrative teaching, they should improve their communication arts skills and fluency, they should uplift themselves in a refreshing self – study course or by enrolling in the graduate studies and by subscribing to reading materials related to improve communications arts skills.
3. Follow – up trainings, seminars, and demonstration teaching on integrative teaching must strictly be emphasized.
4. To facilitate the use of integrative teaching method, a proposed instructional manual, supplementary materials, teaching learning aids, and workbook must be sufficiently provided by the system.
5. The appropriate time allotment should be provided in the integrative teaching learning period of different subject areas in order to have enough time to attain and realize the objectives in getting along with integration.
6. Since the sources of subject matter also depend upon the resourcefulness of the teacher, and with difficulty in making integrative lesson plans, the teacher prefers to use the uniform lesson plans which possibly can be based on the model for all teachers.
7. The importance and significance of integration in empowering the learners for lifelong learning which is generally the overall aim of the curriculum should be emphasized.

Recommendations for Future Research

     1. Similar studies should be conducted in other districts in other grade levels and include other subject areas.

     2. Other treatment variables should be considered to improve the pupils’ academic performance;

     3. A five-year Supervisory Plan be formulated to improve the pupils’ academic performance in all subject areas in the different grade levels.

     4. A Supervisory Scheme be formulated for the improvement of the pupils’ academic performance in the different grade levels in all subject areas.

Sample Letter of Designation

Department of Education

Region V

Division of Camarines Sur

District of Ragay

Baya Elementary School

DESIGNATION OF SCHOOL PROPERTY CUSTODIAN

TO: MS. MAGILTN D. FUERTES

       Teacher – I

       Baya Elementary School

        In the exigency of the service you are hereby designated as the PROPERTY CUSTODIAN    of   Baya Elementary School effective immediately in addition to your regular teaching loads.

       You are expected to perform the duties and responsibilities attached to your designation and such   other related function as may be assigned and will doing so until such time that this is revoked.

                                                                                                  HELEN J. DE LIMA  

                                                                                  Elementary School Head Teacher III

Conformed: 

                   MAGILYN D. FUERTES

                            Teacher-I

Recommending Approval:

JOSE L. DONCILLO, CESE

Assistant Schools Division Superintendent

                                Approved:

GILBERT T. SADSAD

Schools Division Superintendent

Tula tungkol Sa Wika

ARMANDO MIRABONA JR. my former Grade 3 learner

who recited the poem during District Festival of Talent

“Wikang Filipino at Iba pang Wika sa Rehiyon: 
“Wika ng Bayan sa Kapayapaan”

Mr. Noel R. Dauran

Baya Elem. School

Ragay District

I

Wika ng rehiyon ay malawak, maunlad

Kaya’t mga tao’y higit na mapalad’

Saang sulok ka man mapunta, mapadpad

Pag wika ng rehiyon ginamit, makikilala ka agad.

II

Ito’y wikang gamit sa lahat ng oras

Sa bawat panig ng bansang Pilipinas,

Wika ng rehiyon ay ipinamalas

Ginagamit natin sa pakikipag-usap.

III

Di lingid sa atin ang kagandahan nito

Kahit di ituro alam nan g tao

Kahit mga bata sa buong rehiyon ko,

Kaya’t MTB Ipinatupad ng departamento

IV

Itong wika sa mahal kong rehiyon

Mahalagang tunay na kailangan yon,

Pagtulong,paglinang sa wikang Pambansa

Sa kapayapaan at pagkakaisa ng madla

V

Sa lahat sa inyo hiling ko lang naman,

Wikang Filipino’y pagyamanin at ating pag-aralan

Ipagmalaki natin kahit kaninoman,

Mahalin, igalang at pagkaingatan.

VI

Bago ako magpaalam, iiwan ang halaga

Ng winika ni Gat. Rizal sa ngayon ay ididikta

Na ang hindi raw magmahal sa sariling wika niya,

Ay mas higit pa sa hayop at sa isda na malansa.

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GUIDELINES FOR MASTER TEACHER POSITION

I - Basic Requirements

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