ENGLISH INSTRUCTIONAL MODULE FOR STE 7

Master's Degree Thesis

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
ABSTRACT
English language competence plays a very significant role in many sectors like education,
medicine, technology, engineering, and business. This study determined the
effectiveness of a control-based module in enhancing the English competence of the
Science, Technology, and Engineering (STE) Grade 7 learners of La Union National
High School by employing the one-shot pretest-posttest design. The primary data
gathering tool was the screening test by the English department of La Union National
High School, which the principal generously approved for use upon the department
head's endorsement. The researcher treated the gathered data with the use of descriptive
and inferential statistics. The result showed that before the intervention, the respondents
were moderately competent in English. After the post-test, they became highly
competent signifying that the intervention greatly affected the learners' development
being confirmed by the test on significant difference. Furthermore, the study affirmed
the significant relationship between the respondents' reading skills and grammar skills to
their writing skills. Hence, the researcher strongly recommends the adoption of the
validated English Instructional Module for STE 7.

Keywords: STE Learners, English Competence, English Instructional Module for STE 7

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English Instructional Module for STE 7
Background of the Study
Education, defined by John Dewey as life, responds to the needs and demands of
the time to make life more meaningful. As viewed in the past, it is a process wherein the
skills, attitudes, and values needed for citizenship and active participation in society are
developed (Dkhar, 2013). Today, more people see education as a product to be used in a
marketplace, bought and sold by academic institutions, with quality as the brand, the
mark of global competitiveness. With this, educational institutions, being the primary
education provider, have the responsibility of equipping learners of the needed
competence and skills for global competitiveness wherein the English competence in
English communication is paramount as it is the international language for human
developments (Cortez, 2016).
In the 2010 British Council Report, it was highlighted that the English language is
a beneficial language for economic and social development for the following reasons: a)
ease of doing business in the English language, b) employment and recruitment are easier
to those who have a good command of the English language, and c) social programs and
projects are in English (Pinon & Haydon, 2010). Furthermore, Hann, Timmis, Alkhaldi,
Davies, Troncoso, & Yi (2014) extracted the following benefits of the English language
to learners' lives: a) the language contribute to the development of self-esteem, b) it
widens learners' networks and relationships, c) access to leisure and cultural opportunities
from countries beyond those with English as a first language, and d) English gives the
respondents a sense of global citizenship.

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The preceding identified benefits of the English language and its much
underlying significance emphasize the reason for a heightened commitment to advance
more rigorous campaigns in developing one's facility in the English language. However,
numerous reports in the global community challenge every nation's commitment to
confidently achieving a high English proficiency level. Even first economy countries
such as Australia, Canada, United Kingdom, and America face some English competence
problems. The citizens of these countries who speak impressive English tend to have
difficulty communicating with other people outside their places (Abolade, 2018).
Besides, Texas, New York, and New Jersey in the United States of America experienced
the non-competent use of the English language (Batalova et al., 2015).
In Asia, particularly in countries wherein English is considered a foreign
language, competence in the language also shows tremendous challenges. Baalova et al.
(2015) underscored that about 47% of learners aged 10-14 from China, Vietnam, Japan,
and Korea are not competent in English. In Malaysia, professors and education
stakeholders often question the level of English proficiency among students. Despite
learning English for ten years, most of these students cannot communicate effectively in
English at the tertiary level (Nazurah, 2016). Meanwhile, the Philippine situation showed
that the level of English competence of high school learners is lower than their
counterparts from Thailand (David, 2018), while Valderama (2019) cited Hopkins
International Partners' remarks that the Filipinos ranked only third or fourth among
ASEAN countries in terms of English proficiency adding that there is a continuous
decline to Filipinos.

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Furthermore, Cabigon (2015) noted that the roundtable discussion of the key
stakeholders from the government, academe, private, and non-government sectors
organized by the British Council regarding Filipinos' English competence was also
noticeable. They said that the government has to exercise essential measures ensuring the
further improvement of the English proficiency of Filipinos, which is greatly necessary
for global competitiveness. Among the recommendations to be undertaken was to
heighten campaigns of enriched instructions of English among schools. Amenably,
Regala (2017) described that an English teacher in a Senior High School is one of the
schools in the Philippines yielded that there is a need for an intensive enhancement on
teachers' capacity to advance creative and innovative approaches in teaching English.
Then, Barrot (2018) found out that the K to 12 Program's current English curriculum
needs to improve its specificity, internal coherence, and integration of some essential
21st-century language teaching-learning.
Moreover, it is noteworthy that the English competencies, specifically reading and
writing in Ilocos Region, are given much emphasis since the region is known for its
excellence in the different English and journalism competitions (Casuga, 2016).
According to Regional English Supervisor Dr. Criselda Ocang, who spearheaded the
regional training on Critical Content in English 7, the region has been making ways to
address our learners' problems in various areas of English subjects. She proposed to
localize and contextualize several lessons from the central office's resources to practically
address the learner's needs based on their context.
In the 2017-2018 National Achievement Test (NAT) for Grade 10, Ilocos Region
garnered a 41.54 mean percentage score (MPS) lower than the national rating, 43.48

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MPS, indicating that the takers possessed moderate competence in English. It was too
alarming that learners are having difficulties learning the competencies needed in the
English subject.
In the Schools Division Office – City of San Fernando (L.U.), there was a low
NAT performance of the learners, particularly in the English area, for years (Tomaneng,
2019). Based on the 2018 NAT results, the Division got 58.40 MPS. The annual NAT
result had been too alarming to the said Division because this showed there is a problem
in the teaching and learning English in the area. As mandating unit in the area with
English teachers' help, the Division Office created programs and activities that will
enhance the learners' proficiency (Ordonia, 2019).
In La Union National High School, particularly in the Junior High School, the
students' English competence was moderate. Based on the last school year's report on the
mastery of learning conducted by the English teachers, Grade 7 curriculum garnered
63.03%, Grade 8 got 64.24%, Grade 9 noted 64.17%, and Grade 10 recorded 66.06%.
This performance meant that they moderately mastered the lessons offered for the whole
school year. However, the mentioned school garnered 44.34 MPS in the 2018 NAT
interpreted as moderately competent.
To deal with this perennial occurrence, teachers who deliver the subject matter are
conducting undertakings that would improve their students' English competencies. One
of these is the scaffolding of lessons from the instructional materials available. This
scaffolding is a process through which a teacher adds supports for students to enhance
learning and aid in the mastery of tasks. Most teachers adopt this to make acquisition and
mastery of learning more evident. Through localization and contextualization, teachers

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could display the lessons associated with students' practices and lives. Teachers develop
instructional materials because they believe that these may greatly help them effectively
transfer the lessons to the learners.
Krukru (2015) affirmed in his study that instructional materials significantly
affect the learners' academic performance. Strengthening the promises of instructional
materials to the development of the learners, Igiri & Effiong (2015) concluded that
students exposed to appropriate instructional materials pose better performances than
those who were not. Meanwhile, Brucal, Quilaton, Tampucao & Mandinigma (2018)
confirmed that a module was significant in making literature more understandable and
concrete. Through the utilization of the module, students could visualize the author's
message in the literary piece. Therefore, the more exposure of the learners to the English
language through literature, the more they become competent in comprehending it.
Given the above scenario, the researcher considered teaching English to heighten
English competence development to his learners. This approach is the content-based
instruction defined by Stollen (2002) that language teaching focuses not on the language
itself but on the content using the language as a vehicle of transmitting the vital concept
to be learned and the skill to be acquired. Villalobos (2014) recognized CBI's
effectiveness as a language approach after utilizing the process in his class, which
increased his learners' facility in terms of content and language structure. Consequently,
Amiri & Fatemi (2014) highlighted from their experiment that learners taught using the
CBI approach outperformed their counterparts taught using the other methods of
language teaching. Similarly, Jaelani (2017) experimented on using CBI in teaching
writing to her students. The result was another welcome to CBI when those students

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taught with CBI to learn the art of writing performed better than those taught writing
using problem-based learning. These situations further advanced the impact of CBI in
language teaching and learning.
While the CBI approach has been established among the promising approaches to
foster better performance, the researcher faced challenges due to the abrupt change of the
face-to-face teaching modality to a home-based learning approach. Recognizing this, the
researcher, who is currently teaching at the La Union National High School – Junior High
School, advanced this study on using CBI-based English Module among the Grade 7
learners from Science, Technology, and Engineering (STE). Additionally, the researcher
believes that this CBI module would greatly help the learners a) fully embrace their
interests and excellence in Science, Technology, and Mathematics; b) to imprint the said
subject areas' concepts, and c) to hold their program's objectives and goals. Furthermore,
since the researcher has been teaching STE for years, he confirms that the content of his
module is vertically aligned with his respondents' program as he envisions his students to
be better in science, technology, mathematics, and engineering by immersing them with
the STE concepts facilitated by their utility of the English language.
In other words, the STE learners will be utilizing a content-based instructional
module to prepare themselves to acquire the language while using the context of their
program's components. Through this innovation, the researcher believes that these
learners' English competence advances to prepare them better to perform their chosen
endeavors, conquer the battlefield, and compete globally.

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Theoretical Framework
These theories provided academic substance and served as a backbone in this
study: Constructivism, Communicative Competence Theory, and Input Hypothesis of
Second Language Acquisition.
First is the theory of Constructivism by Jerome Bruner which encompasses the
idea of learning as an active process whereby the learners form new ideas based on what
they already know. It likewise suggests that it is useful when faced with new material to
follow a progression from inactive to iconic to symbolic representation. Bruner's work
also advocates that a learner can learn the material if organized appropriately, even at a
young age. With this principle in mind, the researcher acclaimed the relevance of this
study as his guidepost in designing the activities that link concepts together; connect
concepts to real-world examples, discussions, and problem-solving; and promote research
and creative projects and group collaborations.
Second is the Canale and Swain's Communicative Competence Theory which
claims that functional communication takes place when communicators can synthesize
the subject of the communication based on these three types of knowledge -- knowledge
of underlying grammatical principles, knowledge of how to use language in a social
context to fulfill communicative functions, and knowledge of how to combine utterances
and communicative functions for discourse principles. This theory provided the
guideposts to the researcher, particularly in designing the activities during the
intervention and finalizing the outputs by emphasizing how the activities led the learners
to synthesize their learning of the concepts they need to master.

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Lastly is the Krashen's Input Hypothesis of Second Language Acquisition which
states that the learner improves and progresses along with the natural order when he/she
receives second language input that is one step beyond his/her current linguistic stage
competence. Providing the backbone to the study, the researcher considered this
principle in designing the learner's module to enable the learners to connect what they
know to their learning material.
The above-mentioned theories expressed how the second language is effectively
acquired, why English competence must further be enhanced, and how they contribute to
developing content-based instructional modules as the main output of this study.

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7





























Figure 1.
Research Paradigm















English competence
of the respondents
before the
intervention
















English Instructional
Module for STE 7

INPUT PROCESS OUTPUT
Feedback
Analysis of the
English
competencies of
the respondents
before the
intervention
Implementation
of the
intervention
Conduct of the
posttest and
analysis of the
results
Development of
the English
Instructional
Module for
STE 7
Validation of the
English
Instructional
Module for
STE 7

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Statement of the Problem
This study aimed to determine the English competence of the Grade 7 STE
learners of La Union National High School for School Year 2020-2021 as the basis for
developing an English Instructional Module for STE 7.
Specifically, it answered the following questions:
1. What is the English competence level of the Grade 7 STE learners on the
following skills before and after the intervention:
A. Reading Skills
1. Inferring;
2. Identifying the mood of a literary piece;
3. Identify supporting details;
4. Identifying important facts;
5. Drawing conclusion; and
6. Analogy?
B. Grammar Skills
1. Ide Identifying and using the correct voice of the verb;
2. Using the correct simple tenses of the verb;
3. Using the past perfect tense of the verb;
4. Identifying and using the indirect and direct speech correctly;
5. Differentiating phrases from sentences and using them correctly;
6. Distinguishing dependent and independent clause and using them
correctly; and
7. Identifying the parts of a sentence?

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C. Writing Skills
1. Mechanics;
2. Organization; and
3. Content?
2. Is there a significant difference in the respondents' English competence level
before and after the intervention?
3. Is there a significant relationship between the respondents' reading and grammar
skills to their writing skills concerning mechanics, organization, and content?
4. What English instructional module for STE 7 can be developed?
5. What is the level of validity of the English instructional module for STE 7?
Hypotheses
1. There is no significant difference in the respondents' level of English competence on
the identified skills before and after the intervention.
2. There is no significant relationship between the respondents' reading and grammar
skills to their writing skills concerning mechanics, organization, and content.

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Method
This section discusses the research design used in the study, the participants, data
gathering tools and procedures, and data management.
Research Design
This study utilized the quasi-experimental design, particularly the one-group
pretest-posttest design. Flores (2020) cited that one group pretest and post-test design
(OGPP) is a type of research design to determine the effect of a treatment or intervention
on a given sample. Furthermore, the present study employed this method since no group
was identified as control and experimental groups as the entire classes underwent the
same treatment. This design described the learners' level of English competence in
reading, grammar, and writing skills. Based on the results, an English instructional
module for STE 7 was made as an output.
Participants of the Study
The participants of the study were 35 Grade 7 learners from the Science,
Technology, and Engineering (STE) program of La Union National High School, City of
San Fernando, La Union for the School Year 2020-2021. Since the researcher has been
teaching in the said program for years, he selected these participants to improve their
English competence, explicitly reading, grammar, and writing skills, employing some
concepts from Science, Technology, Mathematics, and Engineering through this study's
output.
Data Gathering Tools and Procedure
The study made use of the teacher-made test of the English Department of La
Union National High School, drawing the relevant items, which determine the

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competencies covered in the study and structure these accordingly. Having been used as
a screening test in the Science, Technology, and Engineering Program of La Union
National High School, the considerations that these were validated and tested before use,
the researcher was limited to re-validation of the restructured test to assure it covered the
scope of the study. Pilot-testing was no longer carried out as the internal consistency of
items had already been established from the original test bank.
The school principal approved the test's use upon the English department head's
endorsement after the researcher's request. The validation of the reconstructed test was
done by the three master teachers from La Union National High School, one Education
Program Supervisor in-charge of English, and one Education Specialist from the Schools
Division Office – City of San Fernando (L.U.). The validity rating was 4.56, which
meant very high.
Having prepared the data gathering tool, the researcher sought the ethics review
of his proposal with all the Committee on Oral Examination recommendations. The
documents were scrutinized to ensure strict adherence to the study to the college's
responsible conduct. The ERB certified the researcher's compliance with the research
protocol, which warranted him to gather data.
The researcher first sought permission for the conduct of the study with the
recommendations of his school principal. He was further reminded to adhere to the
established protocol for the gathering of data. The data gathering commenced with
seeking permission from the identified respondents' parents to be part of the study. It was
explained adequately to the parents that their children's activities as an output of the study
are part of their performances. The participants' identity was also assumed to be known

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only to the researcher, being their teacher, but not to other parties. With these provisions,
the parents gave their consent with the trust that the researcher shall adhere to these
protocols.
Followed was the pretest's conduct to the respondents via Google Classroom,
where the researcher watched them closely. The test was checked and analyzed to
develop the intervention material abiding with the concepts of content-based instruction.
The quarter one competencies were the coverage of the study. The researcher subjected
the expert's validation of the intervention material (see Appendix 10). The material was
deemed very highly valid with a mean rating of 4.76.
Upon establishing the intervention material's validity, the researcher explained to
the participants the condition at which they had to observe during the intervention period,
which commenced from the second week of October to the end of November 2020. The
post-test was conducted in the first week of December, wherein the analysis of the
intervention's impact was made.
Data Management
The researcher treated the data gathered using descriptive and inferential
statistics.
Mean percentage score (MPS) was used to determine the respondents' level of
English competence, while the weighted mean was used to determine the level of validity
of the English Instructional Module for STE 7. Paired samples t-test was utilized to
determine the significant difference between the pretest and post-test. Lastly, Pearson
Product-Moment Correlation was used to ascertain whether a significant relationship
existed between the respondents' reading and grammar skills to their writing skills.

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Results and Discussion
This section presents the study's findings and the interpretation and implications
of these findings based on its objectives.
Level of English Competence of the Grade 7 Science, Technology and Engineering
(STE) Learners

The respondents' English competencies covered in this study are the identified
skills and reading, grammar, and writing. These skills are the topic coverage of the first
grading period in the English studies of the respondents. These skills serve as the
research benchmark to develop the contest-based writing module identified in the study's
main statement. For a clearer understanding of the study results, the researcher presents
them based on the three macro-skills – reading, grammar, and writing. Table 1 illustrates
the findings of the study.
Reading Competence of the Respondents Before the Intervention
The general reading competence of the Grade 7 learners in the STE program
before the intervention is moderate, as indicated by the mean percentage score of 58.86.
This finding means that the respondents are not yet confident and independent in reading.
They are also experiencing difficulties with the identified reading skills. The present
findings were supported by Albdour (2015), wherein seventh graders in a specific district
in the United Arab Emirates showed difficulty in reading. The present study and that of
Albdour can be comparably understood as both respondents are non-native speakers of
English, which puts the context in a similar spectrum. Similar findings with the present
study were seen in Aquino & De Vera (2018), wherein most of their respondents in
Pangasinan registered a low reading competence level.

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Table 1. Level of English Competence of the Respondents
Skills Pre-test Posttest
MPS DER MPS DER
A. Reading Skills 58.86 MC 72.81 HC
1. Inferring 91.43 VHC 94.29 VHC
2. Identifying the mood literary piece 68.57 HC 77.14 HC
3. Identifying important facts 45.71 MC 91.43 VHC
4. Identifying supporting details 42.86 MC 51. 43 MC
5. Drawing conclusion 54.29 MC 61.43 MC
6. Analogy 50.29 MC 61.14 MC
B. Grammar Skills 48.08 MC 68.05 HC
1. Identifying and using the correct voice of the verb 45.14 MC 57.71 MC
2. Using the correct simple tenses of the verb 65.14 HC 78.29 HC
3. Using the past perfect tense of the verb 36.00 MC 59.43 MC
4. Identifying and using indirect and direct speech correctly 50.86 MC 63.43 MC
5. Differentiating phrases from sentences and using them
correctly
49.71 MC 75.43 HC
6. Distinguishing dependent and independent clause and using them
correctly
44.57 MC 72.35 HC
7. Identifying the parts of a sentence 46.14 MC 69.71 HC
C. Writing Skills 48.10 MC 70.71 HC
1. Mechanics 42.86 MC 70.00 HC
2. Organization 50.00 MC 65.71 HC
3. Content 51.43 MC 77.14 HC
Interpretation: MPS- Mean Percentage Score DER- Descriptive Equivalent Rating
MPS Interpretation: 0-4%-No Competence (NC) 5%-14%-Very Low Competence (VLC)
15%-34%-Low Competence (LC) 35%-64%-Moderate Competence (MC)
65%-84%-High Competence (HC) 85%-94%-Very High Competence (VHC)
95%-100%-Complete Competence (CC)

Considering the specific reading skills covered in this study, inferring registered
the highest mean percentage score of 91.43, interpreted as very high competence before
the intervention. This result means that the respondents have well-developed inferring
skills. Tomaneng (2019) defined inferring as the process of figuring something out
through reasoning. This skill encourages learners to be more critical readers, enabling
them to understand better and enjoy the text they read. Inferring skill belongs at the
interpretive and critical reading levels of the Philippine Informal Reading Inventory
(Phil-IRI). The present finding contradicts Aquino & De Vera (2018), Paz (2018), and
Labarete (2019), whose studies found out that Grade 7 learners were at a low level in

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interpretive, critical, and application levels. One of the underlying factors of these
discrepancies between these previous and present studies is attributed to the respondents'
categorization. The present study focused on the special science program students with
some criteria for selecting students in the said program. In contrast, the earlier studies
considered the regular curriculum.
In terms of identifying the mood in a given literary piece, the respondents' pretest
competence level is a 68.57 MPS interpreted as high. This result means that before the
experiment's commencement, the respondents already possessed a useful competence in
identifying a given literary piece's mood. Identifying the mood is a reading skill wherein
the learner applies his/her skill in determining the general atmosphere or the emotional
complexions which the literary piece evokes from the reader (LitCharts, n.d.). This
finding is influenced by the setting and characters of the selection, the diction of the
words used, and the text's imagery. In this skill, the learner does apply not only his literal
sense but also his analytical and interpretive skill. With this, identifying the mood
belongs to the higher reading skill level and not just on the literal. This finding of the
present study was supported by Aquino & De Vera (2018) and Paz (2019), wherein both
studies identified difficulties of learners in applying their interpretive and analytical
reading skills to look beyond the literal words in the text and were able to delve more in-
depth on the meaning of the literature which uncovers the beauty and impact of the
literary piece as an extension of human experiences. Consequently, the DepEd NAT
result, along with critical analysis and problem-solving skills, which require interpretive
and analytical reading skills, registered a low mastery for both Grade 6 and Grade 10
learners.

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The respondents recorded a 54.29 MPS interpreted as moderate competence for
their pretest competence level regarding drawing a conclusion. This means that they
have difficulty in drawing a conclusion. This study's finding aligns with Ordonia (2019),
which affirms that the level of comprehension along drawing conclusion was
instructional. Wilson (2015) defined 'drawing conclusions is using information that is
implied or inferred to make meaning out of what is not clearly stated. Writers give
readers hints or clues relative to logical analogies and help them read between the lines.
Besides, drawing a conclusion is a decision, opinion, or judgment reached after
thoughtful consideration of the material one has read.
Regarding analogy in reading, the respondents' pretest competence level listed a
50.29 MPS interpreted as moderate. This means that the respondents are not yet well-
versed concerning word formation and logical comparison. Since analogy entails lexicon
formation and how words or word groups are interrelated, a learner would enrich his/her
vocabulary and develop his/her analytical thinking skills (Soberano, 2010). MasterClass
(2020) defined analogy as a point of comparison between two things by showing how
two things are alike. The analogy aims not only to demonstrate but also to clarify the
relatedness or difference between two things. Blume (2020) further established that an
analogy is more detailed than a simile or a metaphor, which is only meant to be seen
without clarification. This is connected with Akcay (2016), expressing that significant
learning is directly linked to students' capacity to acquire and incorporate new and
applicable existing information. Analogies can also be powerful methods for practical
learning. This finding of the present study is reinforced by Akcay (2016), stating that
Grade 7 learners from Turkey had low mastery in identifying, comparing, and analyzing

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the word or word group concept into another set of ideas. Therefore, the analytical and
interpretative skills were lower than the expected outcomes. Consequently, the first-year
high school students in Tagudin National High School were moderately weak in
identifying the relationship between two concepts, which significantly affected their
comprehension level from the literary piece read (Fernandez, 2016).
Concerning identifying important facts from a literary piece, the respondents'
competence level during the pretest is 45.71 MPS, interpreted as moderate. This denotes
that the respondents still struggle in identifying important facts from a literary piece they
are reading. Identifying important facts is a reading skill that involves a thorough
investigation of what is indicated in a text. Identifying important facts has a bulge effect
on a reader's understanding of his/her critical and analytical skills (Cortez, 2016). These
skills are significantly required to the respondents since they shall do experiments in
science and computations on Mathematics. This finding is synonymous with the study of
Perez (2015), which states that developing critical and analytical skills of an individual as
early as possible would help his/her comprehension and explanation reasonable. His /Her
reasoning ability would be undoubtedly enriched with the substantial facts he/she
acquired from his/her readings.
Finally, the respondents' pretest competence level in identifying supporting details
registered 42.86 MPS, interpreted as moderate. This conveys that the respondents have
slight difficulty identifying supporting details from the text's recognized main idea.
According to Ortillo (2017), the term "supporting details" can be defined as additional
information that explains, defines, describes, or proves an idea. Identifying supporting
details is meant to recognize the minor details that contribute to the development of the

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main idea but points out how effective it is in making a text more precise and more
particular with its meaning (Chaokas, 2004). The present finding opposes Ordonia (2019)
& Tomaneng (2019), whose studies found out that Grade 7 learners of La Union National
High School were independent in identifying supporting details. One factor that made
their studies conflicting to the present study was the reading material used – they utilized
passage from Phil-IRI while the present researcher used Science-content based text.
Grammatical Competence of the Respondents Before the Intervention
The general grammatical competence of the Grade 7 STE learners before the
intervention registered 48.08 MPS was interpreted as a moderate competence. This
means that the respondents have not yet completely developed their grammatical
awareness on the identified grammar competencies in English as needed in this study.
Grammar can be generally defined as the way a language manipulates and combines
terms to form longer units of meaning. There is a set of rules regulating how units of
meaning can be built in any language: it can be assumed that a learner who knows
grammar is one who has learned and can apply certain rules to express himself or herself
in the acceptability of language types (Chung and Pullum, 2015). The previous findings
were shown in Tuomas (2016) wherein the grammatical competence of the seventh
graders in Sweden during the first attempt of his grammar examination was under
mastery. This is analogous to the study of De Vera and Sioco (2018) expressing that
their respondents from some schools in Pangasinan registered a low mastery in grammar
skills during their pre-test. It was noted that the respondents of the mentioned studies
were not native speakers of the English language.

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Seeing the specified grammar skills covered in this study, using the correct simple
tenses of the verb recorded the highest mean percentage score of 65.14 before the
intervention; however, it was interpreted as high competence. This means that the
respondents have reasonable competence in using the correct simple tenses of the verb.
According to corpus research, in academic writing, the three tenses used the most often
are the simple present, the simple past, and the simple future (Biber et al., 1999; Caplan,
2012). These three simple tenses express facts or habitual activities. Unlike the other
tenses, the simple tenses describe actions without specifically stating whether the actions
are completed or ongoing. This finding is congruent to Ricanor (2015) wherein the grade
6 pupils of San Juan Elementary School had high mastery in simple tenses of verbs.
In terms of identifying and using the indirect and direct speech correctly, the
respondents registered 50.86 MPS interpreted as moderate competence in their pre-test
competence level. This means that they had an inadequate understanding of how to
identify and use indirect and direct speech. According to EuroCenters (2016), indirect
speech is used to report what someone may have said while direct speech describes when
something is being repeated exactly as it was. The pre-test result of the present study is
tantamount to Cortez (2016) when his respondents from Bacnotan National High School
registered moderate competence in indirect and direct speech competency.
As to differentiating phrases from sentences and using them correctly, the pre-test
competence level of the respondents registered a 49.71 MPS, which is interpreted as a
moderate competence. This means that the respondents are knowledgeable in
distinguishing kinds of phrases from sentences and how to use them correctly. This
grammar skill is recognized for its very special function – that is to add information on

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the formulated syntax. According to GrammarMonster, a phrase is a group of words that
stands together as a single grammatical unit, typically as part of a clause or a sentence.
The finding of the present study was antonymous to Susa (2016) and Yaranon (2014)
wherein there was a very high mastery of the usage of phrases in constructing sentences.
In terms of identifying the parts of a sentence, the pre-test competence level of the
respondents registered a 46.14 MPS interpreted as a moderate competence. This means
that they are quite well-informed in identifying the different parts indicated in a sentence.
If this competency would not be addressed immediately and properly, a learner might not
able to construct sentences. According to Cortez (2016), the relationship between
semantic production and syntax formation would be enormously affected. This finding
didn’t agree with Lorenzana (2014) wherein the seventh graders of Tagudin National
High School had high competence in this grammar competency.
About identifying and using the correct voice of the verb, there was 45.14 MPS
interpreted as moderate competence in the respondents’ pre-test competence level. This
means that they are relatively knowledgeable of active and passive voice and how they
differ from each other. This competency is one of the hardest yet most exciting grammar
lessons that a learner takes in English subject. Hardest in a way that there are specific
rules governed in changing active voice to passive voice and vice versa which one should
follow. However, most exciting in a way that in every changing process, you have to
consider some points in syntactic and semantic formation which signify grammatically
correct sentences (Lorenzana, 2014). The result of this competency was similar to

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Bautista (2016) wherein her respondents had difficulty in identifying and using active and
passive voice.
With regard to distinguishing dependent and independent clauses and using them
correctly, the respondents registered a 44.57 MPS interpreted as moderate competence.
This means that the usage of dependent and independent clauses to structure
grammatically correct sentences must also be given attention otherwise sentences to be
constructed will not be as substantial as writing requires. According to the Purdue OWL
(2012), an independent clause is a word group that contains subject and verb and
expresses a complete thought while a dependent clause is a word group that contains
subject and verb but does not express a complete thought. Fernandez’ findings (2010)
confirm that there was still a need for the grade 7 learners to have a thorough discussion
on dependent and independent clauses most especially their function in writing.
Lastly, the usage of the past perfect tense of the verb recorded the lowest mean
percentage score of 36.00 interpreted as a moderate competence. This means that the
respondents lacked the past perfect tense of the verb awareness and didn't know how and
when this competency shall be used in a particular situation. According to
GrammarlyBlog, the past perfect, also called the pluperfect, is a verb tense used to talk
about actions that were completed before some point in the past. This finding contradicts
the study of Lorenzana (2014) which states that past perfect tense of the verb of her
respondents from Lorma Science High School in San Juan, La Union was one of the
grammar skills that registered the highest. The reasons behind it were the respondents
were exposed to English language communication and studied in a private school.

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Writing Competence of the Respondents Before the Intervention
The general writing competence of the Grade 7 learners from the STE program
before the intervention is moderate competence with a mean percentage score of 48.10.
This denotes that the writing skills of the respondents were not yet fully established.
There were components in their writing outputs such as content, mechanics, and
organization that they need to give extra attention and importance. Like reading
competence, writing competence is the level of comprehension an individual has gained
in writing his/her piece of text. According to Cortez (2016), writing is a complex process
that allows writers to explore thoughts and ideas, and make them visible and concrete.
Writing encourages thinking and learning for it motivates communication and makes
thought available for reflection. When thought is written down, ideas can be examined,
reconsidered, added to, rearranged, and changed (Masjhari, 2010). The foregoing
findings were partially revealed in the study of Fahmi (2016) when his eighth-graders in
Darul Ulum Banda Aceh, Indonesia were fairly competent in writing but after the
administration of the intervention, there was a bulk improvement in the abovementioned
components. This is synonymous with the study of Cortez (2016) which states that the
level of writing competence of the Grade 7 students in Bacnotan National High School
was also moderate.
After the pre-test, the respondents registered a 51.43 MPS interpreted as moderate
competence concerning the content of their writing outputs. This means that they could
expound on the given topic but in a very limited presentation only. In addition, there
might be hindrances that obstructed the flow of their ideas. Based on the definition
formulated by Xianze Wu and Hui Chen (2011), content in writing refers to the pieces of

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information acquired by a person through his/her academic and life experiences that are
transcribed using specific language through the writing process. This result contradicts
the finding of Megaiab (2014) stating that there was high competence in terms of content
in writing of the senior high school students in Indonesia for the first attempt. The two
findings had an enormous difference in terms of mental, psychological, and physiological
aspects – senior high school students are much more matured in experiences than the
Grade 7 learners. However, the present finding is supported by Malinao (2014) telling
that the Grade 9 learners of La Union College of Science and Technology were
moderately competent in their writing content.
With regard to the organization in writing, the mean percentage score was 50.00
interpreted as a moderate competence. This denotes that the respondents are not yet
aware of organizing their thoughts before finalizing their writing output. They also lack
from emphasizing the correct sequencing of their ideas – which comes first and how to
end it. According to Richard Nordquist (2019) of ThoughtCo.com, the organization in
composition and speech is the arrangement of ideas, incidents, evidence, or details in a
perceptible order in a paragraph, essay, or speech. It is also known as the elements'
arrangement or “disposition”, as in classical rhetoric. It was defined by Aristotle in
"Metaphysics" as "the order of that which has parts, either according to place or potential
or form." This existing finding is similar to Megaiab (2014) wherein the organization of
thoughts of the senior high school students in one school in Indonesia was moderate
competence. This also supports the findings of Nobleza (2011) when she investigated the
English writing proficiency of junior high school students of Union Christian College and

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La Union National High School and found out that their level was moderately proficient
particularly to the organization aspect of writing.
As to the mechanics in writing, the respondents recorded an MPS of 42.86
interpreted as a moderate competence. This means that many of them don't know when
and how to use capitalization, abbreviation, and punctuation marks nor are not yet fully
aware of them. Richard Nordquist (2019) of ThoughtCo.com defined writing mechanics
as the conventions governing the technical aspects of writing, including spelling,
punctuation, capitalization, and abbreviations. This finding is tantamount to Megaiab
(2014) wherein the writing mechanics of the Indonesian senior high school students was
moderate competence and to Milanes (2019) stating that mechanics as a writing
component of Grade 11 learners of La Union National High School was moderately
competent.
Reading Competence of the Respondents After the Intervention
After the intervention, the general reading competence of the respondents is high
with a mean percentage score of 72.81. This means that the administered intervention
particularly reading parts was effective to the respondents and was utilized to further
develop their reading skills. Similar findings were proven by Ahmed, et.al (2016) and
Tomaneng (2019) when the level of reading comprehension of their respondents rose
twice the result of their pretest. They concluded that the identified reading skills were
much affected when the reading materials used were directly appropriate to their
understanding level. Another factor that they found out was the strategic ways of the
reading teachers in presenting the texts or literary pieces to their learners. According to
Bennecke (2012), early exposure to different genres of texts can be an important

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component of a child's development and will provide a solid foundation for the expansion
of reading skills. When one teaches reading, he/she should make the session interactive
and child-centered. Let the child deduce what he/she understood from the text read
(Ordonia, 2018).
The posttest competence level of the respondents along inferring and identifying
important facts increased to 94.29 and 91.43 MPS respectively interpreted as very high
competence. This means that the respondents have an improvement in these particular
skills. They could easily infer details from the text and could certainly find important
facts. Meanwhile, the utilization of the intervention helped them a lot to enhance their
ability to infer needed details and to recognize facts from the text. This is homogeneous
to the study of Clemens (2017) stating that his respondents increased their inferring skill
because of some factors such as instructional materials used and teaching strategies of the
teacher. Moreover, the study of Tomaneng (2019) proved that after administering the
designed intervention, her respondents were very highly competent in identifying facts
and details from the texts read.
With regard to identifying the mood literary piece, the posttest competence level
of the respondents jumped up to 77.14 MPS interpreted as high competence. This means
that there is a little increase in their awareness in determining the mood conveyed in the
literary piece. Though this skill was labeled high competence, the respondents still need
a consistent practice of this specific competency to further increase their ability to grasp
the appropriate mood expressed from the texts. This finding is almost similar to Ordonia
(2019) when the level of reading proficiency of her respondents along recognition of
mood increased to very highly proficient.

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Meanwhile, the level of reading competence of the respondents in the posttest
along with the following skills – drawing conclusion, analogy, and identifying supporting
details – was moderate competence with mean percentage scores of 61.43, 61.14, and
51.43 respectively. This means that even though there is an increase in their mean
percentage scores, still, the respondents have difficulties in extracting conclusions from
the text read, comparing and contrasting words or concepts relationship, and detecting
supporting details.
Grammatical Competence of the Respondents After the Intervention
The computed general competence of the respondents in their grammar skills after
the intervention is high competence with a mean percentage score of 68.05 MPS. This
means that the respondents have partially improved their awareness of the identified
grammar lessons and could deal with their specifications. Though the respondents are
highly competent in grammar, they still need more intensive grammar activities. This
finding is supported by Sioco (2018) wherein the junior high school respondents
registered highly proficient in their grammar proficiency test administered at Pangasinan
State University. However, the aforesaid findings contradict Cortez (2016) when his
respondents’ level of grammar competence remained moderately competent even after
administering the designed intervention.
For using the correct simple tenses of the verb, the respondents garnered a 78.29
MPS specified as high competence. This only means that they could properly apply the
simple tenses of verbs in their sentences. De Vera (2018) agreed that correct usage of
simple tenses would aid an individual to construct precise sentences.

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As to differentiating phrases from sentences and using them correctly, they
gathered a 75.43 MPS indicated as high competence. This denotes that they could now
distinguish phrases from sentences with regard to their features and functions. Also, they
were able to use phrases to expand meaningful sentences. Lopez (2011) who seconded
that part of a sentence is a phrase that contributes to the wholeness of its meaning had the
same finding wherein the grammatical competence of his respondents along this
competency was highly competent.
Moreover, the respondents registered a 72.35 mean percentage score which is
interpreted as high competence in distinguishing dependent and independent clauses and
using them correctly. This signifies that they were able to differentiate dependent from
independent clauses and use each of them accordingly to create relevant sentences.
Since they are already familiar with phrases and clauses, the respondents recorded
69.71 MPS indicated as high competence in identifying the parts of a sentence. This
signifies that they could now differentiate the subject from the predicate and vice versa.
Also, they were able to determine whether or not the presented word group was a phrase,
a clause, or a part of the sentence. According to Grammar Monster, lexicons can create a
complete sense when they are put together semantically and grammatically.
On the other hand, the respondents were found to have difficulties with indirect
and direct speech, past perfect tense of the verb, and active and passive voice when they
registered mean percentage scores of 63.43, 59.43, and 57.71 respectively which are
specified as a moderate competence. This implies that the respondents could distinguish
indirect to direct speech but could not transform indirect to direct and vice versa because
they were still confused about the rules governed in doing it so. Meantime, they still had

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trouble on how and when to use the past perfect tense of the verb in a sentence. They
always interchange its function with the simple past tense. Meanwhile, the respondents
were able to differentiate the features of active and passive voice but had difficulty in
changing active to passive voice and vice versa since they were still not well-versed in
the rules used for changing each other.
Writing Competence of the Respondents After the Intervention
About the mean percentage score of 70.71, the respondents assume that their
general posttest writing competence is high. This indicates that there was a large
improvement in their writing skills in terms of the content substantiality, the proper use
of capitalization, abbreviation, and punctuation marks, and the arrangement of their ideas.
According to Oslund (2017), writing is a dynamic method that enables authors to discuss
and visibly and concretely understand concepts and feelings. Once an author is exposed
to any printed materials and technical aspects of writing, he/she might be able to transfer
academic and experiential thoughts into concrete tasks (Megaiab, 2014).
As to content, the posttest competence level of the respondents registered 77.14
MPS interpreted as high. This means that the content of the respondents’ compositions
becomes substantial. The respondents could expound on a certain topic by citing facts
and giving personal opinions. This finding is similar to Akmal (2019) whose respondents
from the University of Saint Anthony, Iriga City had substantially explained the given
topics. Exposure to various passages and media was one factor that contributed to their
ability to compose a notable writing output.
Meanwhile, the respondents’ competence level in terms of mechanics increased to
70.00 MPS interpreted as high competence. This denotes that the respondents are now

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mindful of when to capitalize letters, what appropriate punctuation marks to be used, and
how to abbreviate words. Abrenica (2015) evidenced that after a rigorous discussion on
the components of writing mechanics, there was an immediate improvement in their
compositions.
And in terms of organization, the respondents recorded a 65.71 MPS indicated as
high competence in their posttest competence level. This signifies that after the
intervention, the respondents could now arrange their ideas in accordance with their
importance. This finding contradicts Zennie (2017) wherein after several written
activities conducted, there was no refinement occurred in the organization of her Grade 7
students’ compositions. However, the study of Cortez (2016) proved that with the series
of written tasks given, his respondents registered a very high competence.
Significant Difference in the Level of English Competence of the Respondents before
and after the Intervention
Table 2 illustrates Problem 2 on the significant difference between the level of
English competence of the respondents before and after the intervention. It is gleaned
from the table that most of the competencies tested gained mean percentage scores (MPS)
during the post-test as indicated by the negative mean differences, satisfying the equation
pre-test - post-test. These gained scores during the post-test indicate improvement in the
performances of the respondents in the specified competencies.
Testing on the significance of these gained scores, the paired samples t-test results
showed that the computed difference in the MPS scores along with finding supporting
details, analogy, voices of the verb, simple tenses, past perfect tense, direct & indirect
speech, phrase, and sentences, dependent and independent clause, parts of a sentence,

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Table 2. Significant Difference between the Level of English Competence of the
respondents before and after the Intervention, df=34
Variables MD
(Pretest-
Posttest)
t p Decision Interpretation
Inferring -2.86 .442 .661 Accept Ho Not Significant
Identifying the Mood -8.57 .770 .447 Accept Ho Not Significant
Finding supporting details -45.71 4.824 .000 Reject Ho Significant
Finding important details 11.43 1.071 .292 Accept Ho Not Significant
Drawing conclusion 2.86 .239 .812 Accept Ho Not Significant
Analogy -10.86 2.630 .013 Reject Ho Significant
Voices of the verb -12.57 2.893 .007 Reject Ho Significant
Simple tenses -13.14 2.505 .017 Reject Ho Significant
Past perfect tense -23.43 5.775 .000 Reject Ho Significant
Direct & Indirect Speech -12.57 3.061 .004 Reject Ho Significant
Phrase and sentences -25.71 5.867 .000 Reject Ho Significant
Dependent and Independent Clause -25.71 5.767 .000 Reject Ho Significant
Parts of a sentence -24.57 5.375 .000 Reject Ho Significant
Content -25.71 3.762 .001 Reject Ho Significant
Mechanics -27.14 4.221 .000 Reject Ho Significant
Organization -15.71 2.145 .039 Reject Ho Significant
Notes: t-tabular value p=probability ***significant if p=/< 0.05

content, mechanics, and organization are significant as indicated by the p-values which
are lower than the 0.05 level of significance. This means that the intervention done
contributed effectively to the development of the competence of the respondents in the
identified learning competencies. The foregoing finding which showed the significant
contribution of the intervention activities in the development of the learners' English
competencies is earlier underscored in Ahmed, Y. et.al. (2016); Oslund, E. et.al. (2017);
Davis, J. L. (2019); Yusra Ahmed (2016); and Navarra, E.M. (2020).
However, the competencies namely inferring, identifying the mood, finding
important details, and drawing conclusion are not significant as indicated by the p-values
which are higher than the 0.05 level of significance. This denotes that the intervention
conducted did not significantly contribute to the development of the competence of the
respondents in these particular competencies.

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According to Fahmi (2016), inferring or making inference is a requirement for
higher-order thinking and 21
st
-century skills. Therefore, a learner must learn how to
effectively infer certain details from a passage before achieving the level of higher-order
thinking skill. There are some factors why this skill is insignificant: (a) the reading
activities involved in improving the inferring skill of a learner should be appropriate to
his/her age (Tomaneng, 2019), (b) the readability of the text should be suitable to the
reader (Navarra, 2020), (c) the background knowledge of the reader to the occurrences
from the text (Ordonia, 2019), (d) the reader’s assumption may affect his inference
(Anderson, 2017), (e) implied facts and missing details (Perez, 2015), and (f) personal
connection to the created connotation which creates implications (Clemens, 2017).
In literature, the mood is a literary element that evokes certain feelings or vibes in
readers through words and descriptions. The possible reasons why this competency is
insignificant are (a) if the mood isn’t established properly, the meaning of a piece will be
misconstrued and become confusing (Writer’s Edit, 2020), (b) the experience of the
reader is not congruent with the writer's, and (c) reader has difficulty to imagine what
atmosphere of the setting is described or shown (Akmal, 2019).
As to finding important details which are also not significant, the inevitable
reasons are the following (a) details of the main topic are vaguely presented (Tomaneng,
2019), (b) this skill is anchored to research which is one step higher than normal level
(Sioco, 2018), and (c) orientation of the learner regarding this skill is limited (Navarra,
2020).
Lastly, drawing conclusion which is one of the hardest competencies to develop is
declared not significant. According to Galuga (2015), drawing conclusion is a decision,

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opinion, or judgment reached after thoughtful consideration of material you have read.
This competency is identified as insignificant due to the following reasons (a) drawing
conclusion belongs to the higher-order skill which needs to be thoroughly taught and be
carefully analyzed most especially when research is concerned (Comay-ao, 2012), (b)
learner's connection to the text; and (c) when learners could not comprehend the text
(Sioco, 2018).
Significant relationship between reading and grammar skills to writing skills
Problem 3 talks about the relationship between reading skills, grammar skills, and
writing skills and the significance of these relationships. It is gleaned from the table that
inferring yields a small but definite positive relationship with content in writing skills,
r(34)=.343,p=.046<0.05. This means that inferring skill can explain the writing skills of
the respondents at 34.3% in a directional manner; that is, the higher the development of
inferring skill, the higher or better the development of writing skills in terms of content.
Exploring further the significance of the relationship, the null hypothesis is rejected
because the p-value (0.046) is lower than the 0.05 level of significance, which means that
the relationship is significant.
Inferring is a skill in which a reader deduces or concludes information from
evidence and reasoning rather than from explicit statements. This skill is essential in
content development when one is writing since one task of a writer is to back up his
claims based on his readings. This finding of the foregoing study was earlier established
in Allen Laura K, Snow Erica L, Crossley Scott A. et al. (2014), which investigated the
degree to which the higher-level cognitive skills similarly or deferentially impacted
writing performance. The results revealed that some of the higher-level cognitive skills

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that were related to reading comprehension performance were also related to students’
writing ability, specifically, text memory, text inferring, knowledge access, and
knowledge integration.
As shown in the table, identifying the mood produces a positive relationship with
the organization in writing skills, r(30)=.304,p=.036<0.05. This means that this skill can
explicate the writing skills of the respondents at 30.4% in a directional manner; that is,
the higher the development of identifying the mood skill, the higher or better the
Table 3. Significant Relationship between reading, grammar, and writing skills
Mechanics Organization Content
Variables r p Dec. Int. r p Dec. Int. r p Dec. Int.
Inferring -.028 .873 AHo NS -.149 .394 AHo NS .343 .046 RHo S
Identifying
the Mood
-.085 .629 AHo NS .304 .036 RHo S .119 .497 AHo NS
Finding
supporting
details
-.065 .709 AHo NS -.129 .461 AHo NS .546 .046 RHo S
Finding
important
details
.364 .032
RH
o
S .241 .164 AHo NS .487 .021 RHo S
Drawing
conclusion
-.097 .580 AHo NS .485 .028 RHo S .539 .023 RHo S
Analogy 0.181 .299 AHo NS .617 .026 RHo S .507 .031 RHo S
Voices of
the verb
-0.04 .820 AHo NS .404 .041 RHo S .417 .021 RHo S
Simple
tenses
0.128 .462 AHo NS .476 .047 RHo S .113 .519 AHo NS
Past perfect
tense
0.096 .584 AHo NS -.044 .800 AHo NS .110 .531 AHo NS
Direct &
Indirect
Speech
0.492 .029
RH
o
S .458 .034 RHo S .302 .078 AHo NS
Phrase and
sentences
0.416 .013
RH
o
S .472 .013 RHo S .210 .225 AHo NS
Dependent
and
Independent
Clause
0.203 .242 AHo NS .386 .043 RHo S .242 .161 AHo NS
Parts of a
sentence
.356 .036
RH
o
S .427 .039 RHo S .498 .024 RHo S
Legend: p-probability value r-Pearson Product Moment of Correlation RHo-Reject Null Hypothesis
AHo-Accept Null Hypothesis r Interpretation: ±1.00: completely strong relationship; ±.91-99.00: very
strong relationship; ±.71-.90: strong relationship; ±.41-.70: moderate relationship ±.21-.40: small, but
definite relationship; ±0-.20: weak and almost negligible relationship
Significant if p =/< 0.05 level of significant

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development of writing skills in terms of organization. Exploring more its significant
relationship, the null hypothesis is rejected because the p-value (0.036) is lower than the
0.05 level of significance, which means that the relationship is significant.
The mood is the feeling you get while reading a story. This could be glee, blues,
gloom, anger, doubt, aloneness, or even excitement. You can think of mood as the
atmosphere of the story. This skill is important in the sequencing of ideas whenever one
is writing since every included event needs appropriate emotion. The feelings he/she
acquired from the text might help him/ her to organize her thoughts and compose an
effective write-up. This finding was supported by Fogarty, M., et.al (2019) who
concluded that emotional capacity and atmosphere present in the text attained by the
reader will possibly affect the way he/she systematizes concepts once his/her willingness
to write starts.
As appeared in the table, finding supporting details yields a constructive
relationship with content in writing skills, r(55)=.546,p=.046<0.05. This means that
finding supporting details skill can explain the writing skills of the respondents at 54.6%
in a directional manner; that is, the higher the development of finding supporting details
skill, the higher or better the development of writing skills in terms of content. Exploring
further the significance of the relationship, the null hypothesis is rejected because the p-
value (0.046) is lower than the 0.05 level of significance, which means that the
relationship is significant.
Supporting details are additional pieces of information that explain, define or
prove the main idea. Finding them in a functional way is a skill that should be given
much attention because these details build and justify the main idea which leads to

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substantial writing output. In other words, it expounds much of the main idea and makes
the content more credible and more reliable. The study of Walter N. (2017) tells that the
content of a composition should contain details that support the main topic and entices
the reader to believe the presented pieces of evidence. An individual's ability to find this
information stems from his/her interest and desire for fulfilment (Fahmi, 2016).
As viewed in the table, finding important details places a good relationship with
mechanics, r(36)=.364,p=0.032<0.05, and content, r(49)=.487,p=.021<0.05, in writing
skills. This means that finding important details skill can explicate the writing skills of
the respondents at 36.4% for mechanics and 48.7% for content in a directional manner;
that is, the higher the development of this skill, the higher or better the development of
writing skills in terms of mechanics and content. Exploring more its significant
relationship, the null hypothesis is rejected because the p-value (0.032) of mechanics and
the p-value (0.021) of content are lower than the 0.05 level of significance, which means
that the relationship is significant.
Just like supporting details, important details are necessary to make a composition
more appealing and more credible. These details give the justification of what is being
discussed in the text and how the occurrences revolve. Finding important details is a skill
that highlights the ability to search proofs and verifications to the fact presented. This
skill fundamentally influences the mechanics used in a composition. If one could
distinguish the various features of identified details, he/she might create provisions that
contribute to the beauty and substantiality of the composition's content. Once one has
already found important details, he/she might use them as bases to formulate his/her
write-up. This finding was tackled in the studies of Lorenzana (2014) and Ordonia

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(2019) wherein finding important details is one critical reading strategy that would attach
to writing criteria served as guidelines of a writer.
As shown in the table, drawing conclusion gives a positive relationship with
organization, r(49)=.485,p=.028<0.05 and content, r(54)=.539,p=.023<0.05, in writing
skills. This means that drawing conclusion skill can explain the writing skills of the
respondents at 48.5% for organization and 53.9% for content in a directional manner; that
is, the higher the development of finding drawing conclusion skill, the higher or better the
development of writing skills in terms of organization and content. Exploring further the
significance of the relationship, the null hypothesis is rejected because the p-value
(0.028) of organization and the p-value (0.023) of content are lower than the 0.05 level of
significance, which means that the relationship is significant.
Drawing conclusion refers to information that is implied or inferred. This means
that the information is never clearly stated. Writers often tell more than they say directly.
They give hints or clues for a deeper understanding of one's reading. Drawing conclusion
is a skill needed in organizing the thoughts of a writer. Once he/she can conclude the
text, he/she might have also the awareness of placing the most important detail to the
least essential one (Tomaneng, 2019). Furthermore, when drawing a conclusion skill is
developed, it leads to better content. The more one understands the conclusion of a
certain passage, the more he/she could create details that support the conclusion. This
was supported by Sioco (2018) wherein concluding would be one factor to write a
constructive and functional composition.
As appeared in the table, analogy makes a good relationship with organization,
r(62)=.617,p=.026<0.05 and content, r(51)=.507,p=.031<0.05, in writing skills. This

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means that analogy skill can explain the writing skills of the respondents at 61.7% for
organization and 50.7% for content in a directional manner; that is, the higher the
development of analogy details skill, the higher or better the development of writing
skills in terms of organization and content. Exploring more its significant relationship,
the null hypothesis is rejected because the p-value (0.026) of organization and the p-value
(0.031) of content are lower than the 0.05 level of significance, which means that the
relationship is significant.
An analogy compares two things that are mostly different from each other, but
have certain characteristics in common. By demonstrating a link between two different
items, writers help illustrate something relevant to one thing by using a second thing one
already knows about. This skill would help one to make the content of his/her
composition more vivid and more realistic. Through analogy, there would be a rich
discussion about the topic because of the various presentations of facts that defend one
concept to another. If this would be the scenario, then one's content would become
encouraging and reasonable. In terms of the organization of thoughts, analogy helps a lot.
It leads the writer to a more conscious way of writing considering some points that would
make the events of the literary piece systematic (Licato, 2014). This finding was
tantamount to Hummel et al. (2014) when they said that one’s ability to produce
examples bears striking parallels with his/her ability to create analogies. Both represent
the capacity to produce inferences and generalizations that go beyond the characteristic
parallels between the novel problem and the familiar problems in terms of which the
novel problem can be understood.

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
As viewed in the table, voices of the verb provides a constructive relationship with
organization, r(40)=.404,p=0.041<0.05, and content, r(42)=.417,p=.021<0.05, in writing
skills. This means that voices of the verb skill can expound the writing skills of the
respondents at 40.4% for organization and 41.7% for content in a directional manner; that
is, the higher the development of this skill, the higher or better the development of
writing skills in terms of organization and content. Exploring further the significance of
the relationship, the null hypothesis is rejected because the p-value (0.041) of
organization and the p-value (0.021) of content are lower than the 0.05 level of
significance, which means that the relationship is significant.
In grammar, the voice of a verb describes the relationship between the action (or
state) that the verb expresses and the participants identified by its arguments (subject,
object, etc.). When the subject is the agent or doer of the action, the verb is in the active
voice. This skill would contribute to the development of writing organization and
content. Once one knows where to focus his/her subject, then it goes everything. The
main concerns from the topic given can be discussed and focused accordingly. If this
may follow, then, it makes the arrangement of ideas better and more improved (Morrison,
2017).
As shown in the table, simple tenses of the verb give a positive relationship with
the organization in writing skills, r(48)=.476,p=.047<0.05. This means that this skill can
explicate the writing skills of the respondents at 47.6% in a directional manner; that is,
the higher the development of simple tense verb skill, the higher or better the
development of writing skills in terms of organization. Exploring more its significant

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
relationship, the null hypothesis is rejected because the p-value (0.047) is lower than the
0.05 level of significance, which means that the relationship is significant.
Simple tenses of verb show actions or states of being at a point in time, but don’t
always pin down a specific moment. Just like any other grammar competencies, simple
tenses of the verb are a skill that builds the language ability to assemble the appropriate
concepts needed to produce a systematic writing output (Ample, 2011). This was
seconded by Cortez (2016) wherein the connection of simple tenses of the verb has a vast
impact on the organization of thought of learners because of the confidence they get
every time they produce grammatically correct sentences.
As appeared in the table, direct and indirect speech displays a positive
relationship with mechanics, r(49)=.492,p=.029<0.05 and organization,
r(46)=.458,p=.034<0.05 in writing skills. This means that direct and indirect speech skill
can explain the writing skills of the respondents at 49.2% for mechanics and 45.8% for
content in a directional manner; that is, the higher the development of direct and indirect
speech skill, the higher or better the development of writing skills in terms of mechanics
and organization. Looking more at its significant relationship, the null hypothesis is
rejected because the p-value (0.029) of mechanics and the p-value (0.034) of content are
lower than the 0.05 level of significance, which means that the relationship is significant.
In grammar, when one reports someone else’s statement in his/her own words
without any change in the meaning of the statement, it is called indirect speech. Quoting
a person’s words without using his/her word and bringing about any change in the
meaning of the statement is a reported speech. This skill is imperative to the
development of writing mechanics and organization of an individual. The structural

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
features of this skill put one’s ideas into proper places (Zennie, 2017). In other words,
there is an organization of thoughts whenever the transposition of these speeches is
accurately established. This finding was approved by Alvarez (2017) wherein indirect
and direct speech is one considered factor that affects the overall quality of the
composition.
As viewed in the table, phrase and sentence provides a constructive relationship
with mechanics, r(42)=.416,p=0.013<0.05, and organization, r(47)=.472,p=.013<0.05, in
writing skills. This means that phrase and sentence skill can explain the writing skills of
the respondents at 41.6% for mechanics and 47.2% for the organization in a directional
manner; that is, the higher the development of this skill, the higher or better the
development of writing skills in terms of mechanics and organization. Exploring more its
significant relationship, the null hypothesis is rejected because the p-value (0.013) of
mechanics and the p-value (0.013) of the organization are lower than the 0.05 level of
significance, which means that the relationship is significant.
In linguistic analysis, a phrase is a group of words (or possibly a single word) that
functions as a constituent in the syntax of a sentence, a single unit within a grammatical
hierarchy. Differentiating phrase from clause and sentence and using it properly are
competencies that help the mechanics become perceivable and evident (Alvarez, 2017).
Mechanics talk about the technical aspects of writing and if the usage of the phrase is
strongly established, then, there is a good foundation of mechanics (Morrison, 2017).
This is also true to the organization of ideas in writing. The more credible the stand for
the phrase, the more organized thoughts be produced (Fahmi, 2016).

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
As shown in the table, the dependent and independent clause gives a positive
relationship with the organization in writing skills, r(39)=.386,p=.043<0.05. This means
that this skill can explicate the writing skills of the respondents at 38.6% in a directional
manner; that is, the higher the development of dependent and independent clause skill,
the higher or better the development of writing skills in terms of organization. Exploring
more its significant relationship, the null hypothesis is rejected because the p-value
(0.043) is lower than the 0.05 level of significance, which means that the relationship is
significant.
To create a sentence, the presence of phrase and clause is linguistically and
grammatically needed. Independent and dependent clauses, according to
GrammarMaster, are the building blocks of sentences. A single independent clause can
be a sentence by itself. However, dependent clauses are used to make sentences more
complete and more interesting. Using conjunctions and proper punctuation, dependent
and independent clauses can be joined together to create interesting and complex
compound sentences that are fun and engaging to read (Cortez, 2016). Through this, the
organization of thoughts is established. This is true to the finding of Ample (2011) when
she attested that clauses form sentences that are connected to create an articulate and
coherent concept. When this concept is incorporated with appropriate transition words,
then a good organization of ideas would exhibit.
As appeared in the table, the sentence and its parts display a constructive
relationship with mechanics, r(36)=.356,p=.036<0.05, organization,
r(43)=.427,p=.039<0.05, and content, r(50)=.498,p=.024<0.05 in writing skills. This
means that sentence and its parts skill can explain the writing skills of the respondents at

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
35.6% for mechanics, 42.7% for the organization, and 49.8% for content in a directional
manner; that is, the higher the development of sentence and its parts skill, the higher or
better the development of writing skills in terms of mechanics, organization, and content.
Looking more at its significant relationship, the null hypothesis is rejected because the p-
value (0.036) of mechanics, the p-value (0.039) of organization, and the p-value (0.024)
of content are lower than the 0.05 level of significance, which means that the relationship
is significant.
According to Oxford Dictionary, a sentence is a set of words that is complete in
itself, typically containing a subject and a predicate, conveying a statement, question,
exclamation, or command, and consisting of a main clause and sometimes one or more
subordinate clauses. A fluent composition is syntactically fabricated by sentences to
manifest conviction of produced ideas. Sentences contain grammatical features such as
capitalization, abbreviation, and punctuation marks that are very essential (Alvarez,
2017). These features must be considered in writing composition because of writing
mechanics. Moreover, to have a smooth flow and systematic presentation of ideas, one is
advised to use transitional expressions to connect one idea to another. As stated by
Fogarty, M., et al. (2019), this is an effective way to maintain the organization of
thoughts throughout the composition. Navarra (2020) added that the content of a write-
up is made up fundamentally by series of sentences. Without groups of sentences, then,
everything in a write-up is certainly useless.
With these findings that a) the respondents possessed moderate to high reading,
grammar, and writing skills; b) the CBI module had an impact on the development of the
competence of the respondents as evidenced by the significant difference between the

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
pre-test and post-test; c) significant relationship existed between the respondents’ reading
and grammar skills to their writing skills, the researcher developed a CBI Module in
English 7 to address the gap of the study.

47. 48


ENGLISH INSTRUCTIONAL MODULE FOR STE 7

48. 49


ENGLISH INSTRUCTIONAL MODULE FOR STE 7
Rationale
Exposure of the learners to the apt concepts of their fields with the correct use of
English language at early age is one effective strategy that language teachers could adopt.
This strategy is widely used by educational institutions (EIs) that envision producing
learners who are globally competitive and productive. Since EIs have this perennial
vision, educators opt to embrace the features of Content-Based Instruction (CBI).
CBI is like learning a subject primarily language using the content of another
subject. This way, learners can connect and can cross the barrier between one subject
such as language and other academic subjects like Science, Technology, and
Mathematics. As a matter of fact, one of the aims of language teaching is to develop
among learners the language and communication skills necessary for them to acquire
knowledge to other subject areas. This is so true since language is the basic medium to
convey information.
This CBI module was designed for English subject particularly teaching second
language to Grade 7 Science, Technology, and Engineering (STE) learners. It was
crafted to equip these learners with needed reading, grammar, and writing skills that are
essential in improving their English competence. It contains reading activities that would
help the learners to widen their imagination and to practise the value of reading; grammar
activities that would make their ideas flawless and grammatically correct; and writing
activities that would benefit them in achieving effective compositions. The skills used in
this module are based on the most essential competencies (MELCs) identified and
approved by the Department of Education-Central Office. Moreover, this is applicable
not only for STE learners but also for all programs offered in a particular school.

49. 50


ENGLISH INSTRUCTIONAL MODULE FOR STE 7
Objectives:
This instructional module aims to achieve the following:
1. To effectively use the English language in discoursing the concepts of Science,
Technology, Engineering, and Mathematics;
2. To improve the English competence of the learners by performing the prepared
various communicative activities;
3. To appreciate the benefits of immersing the learners to a content-based approach
and the views of their program; and
4. To produce learners who are well-versed in utilizing English language in dealing
with their chosen ventures.
Preface of the Instructional Module

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7

51. 52


ENGLISH INSTRUCTIONAL MODULE FOR STE 7
Table of Contents of the Module
PREFACE………………………………………………………………………………. i

MODULE 1: Legend Versus Science of the World’s Creation

LESSONS

COMPETENCIES
PAGE
NO.
Literature:
 The Origin of the
World (Maranaw)
EN7LT-I-a-1
 Discover literature as a means of
connecting to a significant past.

Sub Competencies
 Identify the supporting details from a
certain literary piece.
 Draw conclusion from the presented
literature.

2
Grammar Point:
 Noun Phrase and
Verb Phrase


EN7G-II-a-1
Differentiate noun and verb phrases; Use
noun and verb phrases appropriately and
meaningfully.

8
Literature:
 Everywhere
Stretch






EN7LT-I-a-1
 Discover literature as a means of
connecting to a significant past.

Sub Competencies
 Identify the supporting details from a
certain literary piece.
 Determine the important facts present in
the given passage.


18
Grammar Point:
 Dependent Clause
and Independent
Clause
EN7G-II-a-1
Differentiate dependent and independent
clauses; Use clauses appropriately and
meaningfully.


22
MODULE 2: Discerning Facts through Credible Resources

LESSONS

COMPETENCIES
PAGE
NO.
Vocab Enrichment:
Analogy and Its
Types

EN7V-IV-c-23.1
Supply other words or expressions that
complete an analogy.

34

52. 53


ENGLISH INSTRUCTIONAL MODULE FOR STE 7
Grammar Point:
Sentence and Its Basic
Parts
EN7G-II-a-1
Identify the basic parts of a sentence; Use
sentences appropriately and meaningfully.


44
Library and Its
Resources




Book and Its Parts

Newspaper: Its Parts
and Sections

EN7SS-II-a-1:
Identify the different resources in a library
and their ultimate functions; Use
appropriate mechanisms/tools in the library
for locating resources.


55




65

66
Literature:
Short Story and Its
Elements
EN7LT-II-c-2.2
Explain how the elements specific to a genre
contribute to the theme of a particular
literary selection.


73
MODULE 3: Remembering Notable Truthfulness

LESSONS

COMPETENCIES
PAGE
NO.
Literature:
Footnote to Youth
EN7LT-II-c-4:
Discover the conflicts presented in literary
selections and the need to resolve those
conflicts in non-violent ways.


80
Grammar Point:
Kinds of Sentences
According to
Purpose/ Use
EN7G-IV-b-4
Use imperatives and prepositions when
giving instructions.

EN7GS-IV-f-6
Formulate meaningful expressions.


88
Grammar Point:
Rules on Subject-Verb
Agreement

EN7G-I-e-11
Observe correct subject-verb agreement.


97
Reading and
Interpreting Graphs
EN8RC-IIe-11
Transcode information from linear to non-
linear texts and vice-versa.


106

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
MODULE 4: Fostering Fairness at All Times

LESSONS

COMPETENCIES
PAGE
NO.
Literature:
My Father Goes to
Court
EN7LT-III-f-5
Discover literature as a tool to assert one’s
unique identity and to better understand
other people.

EN7LT-III-f-2.2.3
Determine tone, mood, technique, and
purpose of the author.


117

Grammar Point:
Simple Tenses of
Verbs
EN7G-IV-c-5
Use verbs when giving information and
making explanations.


132
Grammar Point:
Active and Passive
Voice
EN7G-III-c-2
Use the passive and active voice
meaningfully in varied contexts


143
MODULE 5: Appreciating Someone’s Efforts and Love

LESSONS

COMPETENCIES
PAGE
NO.
Literature:
A Shawl for Anita
EN7LT-III-f-5
Discover literature as a tool to assert one’s
unique identity and to better understand
other people.

EN7LT-IV-b-2.2
Explain how the elements specific to a genre
contribute to the theme of a particular
literary selection.


155
Grammar Point:
Direct and Reported
Speech
EN7G-III-e-3
Use direct and reported speech
appropriately in varied contexts.


164
Grammar Point:
Formulating Wh-
Question
EN7G-IV-g-6.2
Formulate who, what, when, where, why,
and how questions


173

BIBLIOGRAPHY AND ON LINE RESOURCES…………………………..……186

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
Validity of the English Instructional Module for STE 7
The final phase on the preparation of the English Instructional Module for STE 7
is the evaluation phase to determine its validity. Table 4 displays the validity of the
English Instructional Module for STE 7 as evaluated by the experts. The validators were
the Education Program Supervisor in-charge of English in Schools Division Office – City
of San Fernando (La Union), one master teacher II from Science department for the
content, one master teacher II and two master teachers I from the English department.
The researcher made use of a 5-point Likert scale validation tool.
Table 4. Validity of the English Instructional Module for STE 7
INDICATORS WM DER
1. The learning competencies of the proposed English Instructional Module for
STE 7 conform to the K to 12 Basic Education Curriculum.
5.00 VHV
2. The arrangement of lessons matched with that of the DepEd’s English 7
Curriculum Guide and Budget of Work.
5.00 VHV
3. The given activities found in the proposed English Instructional Module for STE
7 are based on Science, Technology, Mathematics and Engineering.
5.00 VHV
4. The proposed English Instructional Module for STE 7 is suited to meet the
needs of the grade 7 STE students for further mastery.
5.00 VHV
5. The activities in the English Instructional Module for STE 7 are presented at a
variety of cognitive levels.
4.80 VHV
6. The proposed English Instructional Module for STE 7 has the following parts:

a. Title page


5.00


VHV
b. Preface / Introduction 5.00 VHV
c. Table of Contents 5.00 VHV
d. Objectives 5.00 VHV
e. Discussion 5.00 VHV
f. Bibliography 5.00 VHV
7. The font style and font size used are readable. 4.80 VHV
8. The mechanics and presentation of topics are appropriate to the students’ level. 4.80 VHV
9. The vocabulary used in the proposed English Instructional Module for STE 7 is
suitable with the learners’.
4.40 VHV
10. New concepts explicitly link to the students’ previous knowledge. 4.60 VHV
11. The instructions in the English Instructional Module for STE 7 are simple and
understandable.
4.60 VHV
12. Discussions of lessons are substantial and easily understood by students. 5.00 VHV
13. The proposed English Instructional Module for STE 7 is acceptable and is
recommended for use in the grade 7 Science, Technology and Engineering
program of LUNHS.
4.80 VHV
Grand Mean 4.88 VHV
Legends: DER-Description Equivalent Rating 4.20-5.00 Very Highly Valid (VHV), 3.40-4.19 Highly Valid (HV),
2.60-3.39 Moderately Valid (MV), 1.80-2.59 Slightly Valid (SV), 1.00-1.79 Not Valid (NV) WM-Weighted Mean

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
As shown in the table, the developed English Instructional Module for STE 7 is
very highly valid (VHV) as evidenced by the grand mean of 4.88. This is moreover
proven by the item weighted means ranging from 4.40 to 5.00. This implies that the
Content-Based Instructional Module for English 7 meets all the criteria for a developed
instructional material. Furthermore, it meets “the needs of the students to develop their
language skills”, “the activities in the English Instructional Module for STE 7 are
presented at a variety of cognitive levels”, “the English Instructional Module for STE 7
contains all the parts required of an instructional material (printed) such as the title page,
preface, table of contents, set of activities, and bibliography”; “the font size used is
readable”, “new concepts explicitly link to the students’ previous knowledge”, “the
instructions in English Instructional Module for STE 7 are simple and understandable”,
“discussions of lessons are substantial and easily understood by students”.
As a whole, the proposed English Instructional Module for STE 7 is very highly
valid and is recommended for use in the grade 7 Science, Technology and Engineering
program of LUNHS.
This result is almost identical with that of Susa (2016) who for the first year of
high school students at Tagudin National High School, produced additional instruction
materials in writing composition. The suggested supplementary training materials were
found to be accurate and highly reliable.
Also, findings of Flores (2020) and Cortez (2016) assert that the prepared
Supplementary/Strategic Intervention Material and modules provide the necessary and
appropriate activities needed to successfully improve students' skills in writing
personal/social letters, business letters and narrative compositions.

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
Conclusion and Recommendation

Based on the findings of the study, it is concluded that the English competence of
the respondents to facilitate their writing skills is still at the developing stage.
Furthermore, a Content-Based Instructional (CBI) module is a helpful tool to facilitate
the English competence of the learners.
Given the above condition, the developed English Instructional Module for STE 7
is highly recommended for adoption of English teachers as supplementary instructional
materials already available for their perusal.

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
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Beliefs Concerning the Learning of Grammar. Degree Thesis II. Master’s Level.
Grammar Learning. Dalarna University

Yusra Ahmed, David J. Francis, Mary York, Jack M. Fletcher, Marcia Barnes, Paulina
Kulesz (2016). Validation of the direct and inferential mediation (DIME)
model of reading comprehension in grades 7 through 12. Contemporary
Educational Psychology,Volumes 44–45, Pages 68-82, ISSN 0361-476X.
https://doi.org/10.1016/j.cedpsych.2016.02.002.

Valerio, Nike (2011). Linguistics for Easy Comprehension. Teacher’s Journal

61. 62


ENGLISH INSTRUCTIONAL MODULE FOR STE 7
APPENDIX 7
TABLE OF SPECIFICATION

62. 63


ENGLISH INSTRUCTIONAL MODULE FOR STE 7
APPENDIX 8
TEST
Republic of the Philippines
Region I
Schools Division Office – City of San Fernando (LU)
La Union National High School
City of San Fernando, La Union

PRETEST / POSTTEST IN ENGLISH 7
FOR FIRST QUARTER

Directions: Read carefully each of the following items. Then, circle the letter of the
correct answer.

I. READING COMPREHENSION
Directions: Read the selection and answer the questions that follow.


















1. What did Charles, Thomas Edison’s son, feel for his father when he saw the
flames destroyed his laboratory?
a. Charles was very upset and desperate that the fire destroyed their house.
b. Charles’ heart ached for his father who’s old and all his works were destroyed
by the fire.
c. Charles was sad that his parents’ properties were devastated.
d. Charles felt gloomy and miserable that they couldn’t retrieve not even one
object from the fire.

Thomas Edison’s laboratory was destroyed by fire in 1914. Much of his life’s
work went up in spectacular flames. At the height of the fire, Edison’s 24-year old son,
Charles, frantically searched for his father among the smoke and debris. He finally
found him calmly watching the scene, his face glowing in reflection, his white hair
blowing in the wind.
“My heart ached for him,” said Charles. “He was 67 – no longer a young man –
and everything was going up in flames. When he saw me, he shouted. “Charles, where’s
your mother? Find her and bring her here. She will never see anything like this as long
as she lives.”
The next morning, Edison looked at the ruins and said, “There is great value in
disaster. All our mistakes are burned up. Thank God, we can start anew.”
Three weeks after the fire, Edison managed to deliver his first phonograph.

Source: National Achievement Test Reviewer for Grade 6 (2015-2018)

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
2. What was the general mood of the selection?
a. serious b. humorous c. inspiring d. gloomy

3. What detail tells us that Thomas Edison was not devastated by the fire?
a. Thomas Edison’s face was glowing with reflection.
b. Thomas Edison asked his son to find his mother to witness the fire.
c. Thomas Edison said that there was great value in disaster.
d. Thomas Edison was calmly watching the scene of fire.

4. Which detail proves that something good came out of the fire?
a. Thomas Edison thanked the Lord for the new start after the fire.
b. Thomas Edison delivered his first phonograph three weeks after the fire.
c. Thomas Edison said all their mistakes were burned up.
d. Thomas Edison wanted his wife to see how the fire destroyed everything.

5. What can one conclude from the selection?
a. Thomas Edison was happy when all his works were burned.
b. Thomas Edison turned something good out of a disaster.
c. Thomas Edison did not despair despite of the disaster.
d. Thomas Edison thrived in failures.

II. ANALOGY: USE AND TYPES
Directions: Circle the pair of words that best expresses a relationship similar to
that of the original pair.

6. UNCLE : AUNT ___________ : EWE
a. ram b. mule c. stallion d. hinny
7. SINK : SUNK ___________ : SEEN
a. saw b. seeing c. see d. sew
8. PECULIAR : ODD ___________ : WEAK
a. robust b. puny c. brawny d. strong
9. MONOLOGUE : DIALOGUE
a. choir : chant c. solo : duet
b. intermission : play d. pentagon : decagon
10. AUTHOR : NOVEL
a. physician : medicine c. mentor : student
b. blacksmith : horseshoe d. secretary : computer

III. ACTIVE VOICE AND PASSIVE VOICE
Directions: Change the following sentences into active voice or passive voice.
Circle the letter of the correct answer.

11. If the sentence, “The policemen have caught the thief,” is to be written in the
passive voice, which of these is correct?
a. The thief have been caught by the policemen.
b. The thief has been caught by the policemen.
c. The thief was caught by the policemen.
d. The thief had been caught by the policemen.

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
12. If the sentence, “My father gave me a birthday present,” is to be written in the
passive voice, which of these is correct?
a. A birthday present was given to me by my father.
b. A birthday present was given by my father.
c. A birthday present was gave me by my father.
d. A birthday present was gave by my father.

13. If the sentence, “The club president mentioned the concern of the department,”
is written to passive voice, which of these is correct?
a. The concern of the department was mentioned by the president.
b. The concern of the department was mentioning by the president.
c. The concern of the department is mentioned by the president.
d. The concern of the department will be mentioned by the president.

14. If the sentence, “Josie will be visited by Allen,” is written to active voice, which
of these is correct?
a. Allen will be visiting Josie. c. Allen will visit Josie.
b. Allen will be visited Josie. d. Allen visits Josie.

15. If the sentence, “A new laptop is bought by his uncle.” is written to active voice,
which of these is correct?
a. His uncle bought a new laptop. c. His uncle buys a new
laptop.
b. His uncle was bought a new laptop. d. His uncle buy a new
laptop.

IV. SIMPLE TENSES OF THE VERB
Directions: Circle the correct form of the verb in each of the following sentences
below.
16. “Lea is a good singer. She _____ in the TV every Sunday.” What is the correct
form the verb?
a. sings b. sing c. sang d. singing

17. “The newest students in our class __________ Flor and Ana.” What is the correct
form of the verb?
a. will be b. is c. are d. was
18. “We _____________ our relatives in Bulacan after the lockdown.” What is the
correct form of the verb?
a. visits b. visited c. will visit d. visit

19. “Leandro ____________ in the international Mathematics competition.” What is
the correct form of the verb?
a. competes b. competed c. will compete d. competing

20. “The basketball players __________ season five this coming Sunday.” What is
the correct form of the verb?
a. plays b. play c. will play d. played

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
V. PAST PERFECT TENSE
Directions: Circle the correct form of the verb.

21. Which word completes the sentence? “When I got home, the children had
already ___ to bed.”
a. going b. gone c. went d. goes

22. Which phrase completes the sentence? “When I turned on the television, my
favorite program ____________.”
a. had finished nearly c. had finished
b. has nearly finished d. nearly had finished

23. Which phrase completes the sentence? “Mr. Palmer _____________ any
Chinese before he went to Peking.”
a. didn’t speak b. hadn’t spoken c. hasn’t spoken d. haven’t spoken

Directions: Circle the letter having sentence similar to the meaning of the
original sentence.
24. Which sentence has a similar meaning with “The film started. Then we arrived at
the cinema”?
a. When we arrived at the cinema, the film had already started.
b. When we had arrived at the cinema, the film started.
c. When we had arrived at the cinema, the film had started.
d. When we had been arrived at the cinema, the film had started.

25. Which sentence has a similar meaning with “Someone stole my phone. Then I
found my bag and the phone was not there.”
a. When I found my bag, I noticed that someone had stolen my phone.
b. When I found my bag, I had noticed that someone stole my phone.
c. When I found my bag, I had noticed that someone had stolen my phone.
d. When I found my bag, I have noticed that someone had stolen my phone.

VI. DIRECT AND REPORTED SPEECH
Directions: Change the direct speech sentences into reported speech.
26. Jim said, "I work here everyday."
a. Jim said that he worked here yesterday.
b. Jim said that he worked here everyday.
c. Jim said that he worked there everyday.
d. Jim said that he worked everyday.

27. She said to me, "I can sleep alone."
a. She said to me that she can sleep alone.
b. She said to me that she could sleep alone.
c. She told me that she can sleep alone.
d. She told me that she could sleep alone.

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
28. John said, "My friend may come tonight."
a. John said that his friend might come tonight.
b. John said that his friend might go that night.
c. John said that his friend might come that night.
d. John said that his friend might go tonight.

29. Mary says, "I am coming here."
a. Mary says that she is coming there.
b. Mary says that she was coming there.
c. Mary says that she is coming here.
d. Mary says that she was coming here.

30. Thomas said, "I will go to school next year."
a. Thomas said that he would go to school the year before.
b. Thomas said that he would go to school the following year.
c. Thomas said that he would come to school the year before.
d. Thomas said that he would come to school the year after.

VII. PHRASE AND ITS TYPES
Directions: Determine what type of phrase is the underlined word group. Circle
the letter of the correct answer.

31. “My brother, a clown by profession, works all weekend at parties and
gatherings.” What do you call the underlined word group?
a. noun phrase c. verb phrase
b. prepositional phrase d. adjectival phrase

32. “I am pretty sure I have been told that I’m a good listener.” What do you call the
underlined word group?
a. noun phrase c. verb phrase
b. prepositional phrase d. adjectival phrase

33. “Watch the horse run around the field.” What do you call the underlined word
group?
a. noun phrase c. verb phrase
b. prepositional phrase d. adjectival phrase

34. “Current economic weakness may be a result of high energy prices”. What do
you call the underlined word group?
a. noun phrase c. verb phrase
b. prepositional phrase d. adjectival phrase

35. “The Bill Gates Foundation does much charitable work.” What do you call the
underlined word group?
a. noun phrase c. verb phrase
b. prepositional phrase d. adjectival phrase

67. 68


ENGLISH INSTRUCTIONAL MODULE FOR STE 7
VIII. DEPENDENT CLAUSE AND INDEPENDENT CLAUSE
Directions: Identify what type of clause is the underlined word group. Circle
the letter of the correct answer.

36. “Before I went to school, I had a big cup of coffee.” What clause is the
underlined word group?
a. main clause c. independent clause
b. dependent clause d. adjective clause

37. “As far as scientists can tell, there is no connection between these two events.”
What clause is the underlined word group?
a. main clause c. subordinate clause
b. dependent clause d. adjective clause

38. “We all enjoyed the dinner that Dad cooked for us.” What clause is the
underlined word group?
a. main clause c. independent clause
b. dependent clause d. adjective clause

39. “We can go camping unless the campground is closed.” What clause is the
underlined word group?
a. subordinate clause c. adjective clause
b. dependent clause d. independent clause

40. “After the flood, the family moved into a temporary shelter.” What clause is the
underlined word group?
a. main clause c. subordinate clause
b. dependent clause d. adjective clause

IX. SENTENCE AND ITS PARTS
Directions: Name the underlined word or group of words. Circle the letter of the
correct answer.

41. “She completed her literature review.” What do you call the underlined word
group?
a. subject b. predicate c. complement d. modifier

42. “The mouse slowly ran towards the food.” What part of a sentence is the
underlined word group?
a. subject b. predicate c. complement d. modifier

43. “The boat slowly sank.” What do you call the underlined word?
a. subject b. predicate c. complement d. modifier

44. “The cat was the laziest creature.” What part of a sentence is the underlined word
group?
a. subject b. predicate c. complement d. modifier

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
45. “The intelligent pet of Rosa knows how add digits.” What part of a sentence is
the underlined word group?
a. subject b. predicate c. complement d. modifier

X. ESSAY
Directions: Write down your thoughts about the paragraph below.

COVID-19 is striking the globe. Different situations have been experienced since
this dreadful virus entered our lives. Now, write a 10-sentence paragraph that
discusses the effects of COVID-19 pandemic to you and to your family.

Apply all the grammatical lessons that we have discussed in writing your essay.

Your essay will be graded based on the following criteria: Content – 4, Mechanics
– 4, and Organization – 2.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Sources:
*National Achievement Test Reviewer for Grade 6 (2015-2018)
*English 7 – Learner’s Material
*Quarterly Exams for Grade 7





Prepared by:


ROGELIO C. MAGSANOC
Teacher III

69. 70


ENGLISH INSTRUCTIONAL MODULE FOR STE 7
APPENDIX 9
TEST VALIDATION RESULT

Legend:





CRITERIA
V1 V2 V3 V4 V5
Average
Descriptive
Interpretation
1
The instructions in the test are clear,
correct and concise.
5 5 5 4 4
4.60 VHV
2
The instructions in the test are adequate
and comprehensive.
5 5 4 4 4
4.40 VHV
3
The test items represent the main concept
in the questionnaire.
5 4 4 5 5
4.60 VHV
4
The test items are clearly and specifically
stated.
5 4 4 5 4
4.40 VHV
5The test items are easily understood. 4 4 5 5 5 4.60 VHV
6
The required multiple choice test-response
options are adequate for the questionnaire.
5 4 5 4 4
4.40 VHV
7
The items are grammatically correct,
coherent and consistent.
4 5 4 5 4
4.40 VHV
8The test is neatly structured. 5 5 5 5 4 4.80 VHV
9
The questions in the test are framed on the
problems and research paradigm of the
study.
5 5 5 5 4
4.80 VHV
10The overall content construction and
consistency of the test are recommendable.
5 5 4 5 4
4.60 VHV
4.80 4.60 4.50 4.70 4.204.56 VHV
Comments:
Parallel constructions of the items as regards the stem is suggested.
Thematic items
In your research study posttest, di dapat pareho yung asa
pretest.dapat parallel questions ang ilagay mo dun.
Yung level of difficulty dapat combination of easy, moderate, difficult
Give specific directions in each category
Indicate school year in the main prob;em
for the school came from - consider public and private as classifications
VALIDATORS
Scale of Values Descriptive Interpretation
4.20 – 5:00 Very Highly Valid
3:40 – 4.19 Highly Valid
2:60 – 3:39 Moderately Valid
1.80 – 2.59 Fairly Valid
1:00 – 1.79 Not Valid

70. 71


ENGLISH INSTRUCTIONAL MODULE FOR STE 7
APPENDIX 10
INTERVENTION VALIDATION RESULT

Legend:



CRITERIA
V1 V2 V3 V4 V5
Average
Descriptive
Interpretation
1
The learning competencies of the proposed Content-Based
Instructional Module for English 7 conform to the K to 12 Basic
Education Curriculum. 5 5 5 5 5 5.00 VHV
2
The arrangement of lessons matched with that of the DepEd’s English 7
Curriculum Guide and Budget of Work. 5 5 5 5 5 5.00 VHV
3
The given activities found in the proposed Content-Based Instructional
Module for English 7 are based on Science, Technology, Mathematics
and Engineering. 5 5 5 5 5 5.00 VHV
4
The proposed Content-Based Instructional Module for English 7 is
suited to meet the needs of the grade 7 STE students for further
mastery. 5 5 4 5 5 4.80 VHV
5
The activities in the Content-Based Instructional Module for English 7
are presented at a variety of cognitive levels.
6
The proposed Content-Based Instructional Module for English 7 has
the following parts: 5 4 5 5 5 4.80 VHV
a. Title Page 5 5 5 5 5
b.      Preface / Introduction 5 3 5 5 5 4.60 VHV
c.       Table of Contents 5 4 5 4 4 4.40 VHV
d.      Objectives 5 4 5 5 5 4.80 VHV
e.       Discussion 5 4 5 5 5 4.80 VHV
f.       Variety of Activities 5 3 5 5 4 4.40 VHV
g.      Bibliography 5 5 4 4 5 4.60 VHV
7The font style and font size used are readable. 4 5 5 5 4 4.60 VHV
8
The mechanics and presentation of topics are appropriate to the
students’ level. 5 4 4 4 4 4.20 VHV
9
The vocabulary used in the proposed Content-Based Instructional
Module for English 7 is suitable with the learners’. 5 4 4 5 5 4.60 VHV
10New concepts explicitly link to the students’ previous knowledge.5 5 4 5 4 4.60 VHV
11
The instructions in the Content-Based Instructional Module for English
7 are simple and understandable. 5 5 4 5 4 4.60 VHV
12
Discussions of lessons are substantial and easily understood by
students. 5 5 5 5 4 4.80 VHV
13
The proposed Content-Based Instructional Module for English 7 is
acceptable and is recommended for use in the grade 7 Science,
Technology and Engineering program of LUNHS. 5 5 5 5 4 4.80 VHV
4.954.474.684.844.584.71VHV
Validators
Scale of Values Descriptive Interpretation
4.20 – 5:00 Very Highly Valid
3:40 – 4.19 Highly Valid
2:60 – 3:39 Moderately Valid
1.80 – 2.59 Fairly Valid
1:00 – 1.79 Not Valid

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
APPENDIX 12
STATISTICAL TREATMENT OF DATA (A)
Descriptive Statistics
N MinimumMaximumMean Std. DeviationSkewness Kurtosis
StatisticStatisticStatisticStatisticStatisticStatisticStd. ErrorStatisticStd. Error
PRE_Reading_Competence_1 35 0 10091.428628.40286-3.0940.3988.0290.778
PRE_Reading_Competence_2 35 0 10068.571447.10082-0.8360.398-1.3830.778
PRE_Reading_Competence_3 35 0 10045.714350.54327 0.180.398-2.0910.778
PRE_Reading_Competence_4 35 0 10042.857150.209640.3020.398-2.0280.778
PRE_Reading_Competence_5 35 0 10054.285750.54327-0.180.398-2.0910.778
PRE_Analogy 35 0 10050.285723.946720.0730.398-0.3150.778
PRE_Active_and_Passive_Voice 35 0 8045.142917.04172-0.2340.3980.5650.778
PRE_Simple_Tenses_of_Verb 35 20 10065.142925.36457-0.4250.398-0.6290.778
PRE_Past_Perfect_Tense 35 20 80 3615.941071.1240.3981.6160.778
PRE_Direct_and_Indirect_Speech 35 20 8050.857117.71862-0.0030.398-0.6120.778
PRE_Phrase_and_Its_Types 35 0 8049.714320.79108-0.460.398-0.4230.778
PRE_Dependent_and_Independent_Clause35 20 10044.571418.84033 0.630.3980.7710.778
PRE_Sentence_and_Its_Parts 35 0 8045.142919.00022-0.3370.398-0.4320.778
PRE_Content 35 0 10051.428629.66904-0.7880.398-0.5820.778
PRE_Mechanics 35 0 7542.857128.16145-0.310.398-1.270.778
PRE_Organization 35 0 100 5034.29972 0 0.398-0.7490.778
POST_Reading_Competence_1 35 0 10094.285723.55041-3.9890.39814.7520.778
POST_Reading_Competence_2 35 0 10077.142942.6043-1.3510.398-0.1880.778
POST_Reading_Competence_3 35 0 10091.428628.40286-3.0940.3988.0290.778
POST_Reading_Competence_4 35 0 10031.428647.100820.8360.398-1.3830.778
POST_Reading_Competence_5 35 0 10051.428650.70926-0.060.398-2.1210.778
POST_Analogy 35 40 10061.142916.046150.2560.398-0.5230.778
POST_Active_and_Passive_Voice 35 40 10057.714314.366160.6790.3980.9750.778
POST_Simple_Tenses_of_Verb 35 40 10078.285721.89355-0.3920.398-1.2910.778
POST_Past_Perfect_Tense 35 40 10059.428618.461860.7730.398-0.0420.778
POST_Direct_and_Indirect_Speech 35 40 10063.428616.439350.3380.398-0.2240.778
POST_Phrase_and_Its_Types 35 40 10075.428621.1914-0.2990.398-1.1260.778
POST_Dependent_and_Independent_Clause34 40 10072.352920.30955-0.0640.403-1.0620.788
POST_Sentence_and_Its_Parts 35 40 10069.714316.35735-0.1230.398-0.3790.778
POST_Content 35 25 10077.142922.17198-0.4430.398-0.9460.778
POST_Mechanics 35 25 100 7020.828430.0780.398-0.9220.778
POST_Organization 35 50 10065.714323.550410.8360.398-1.3830.778
Reading 35 40 9064.857112.68891-0.0120.398 -0.40.778
Analogy 35 30 9055.714316.321350.2310.398-0.8940.778
Active_and_Passive_Voice 35 30 7051.42869.121030.1960.3980.3050.778
Simple_Tenses_of_Verb 35 30 10071.714317.90263-0.4360.398-0.2030.778
Past_Perfect_Tense 35 30 9047.714312.387311.3490.3982.8670.778
Direct_and_Indirect_Speech 35 30 8057.142912.02239-0.0550.3980.3480.778
Phrase_and_Its_Types 35 30 9062.571416.51076-0.1050.398-0.8960.778
Dependent_and_Independent_Clause 35 20 9057.428616.68794-0.090.398-0.3090.778
Sentence_and_Its_Parts 35 40 8057.428611.46423-0.0810.398-1.0680.778
Content 35 25 87.564.285716.64477-0.2770.398-0.6770.778
Mechanics 35 51.7679.1266.07677.984310.0820.398-1.1630.778
Organization 35 55.2982.3567.42127.507570.1370.398-1.0490.778
Valid N (listwise) 34

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
STATISTICAL TREATMENT OF DATA (B)
Correlations
ContentMechanicsOrganization
Inferring Pearson Correlation0.343* -0.028 -0.149
Sig. (2-tailed) 0.046 0.873 0.394
N 35 35 35
Indetifying_the_mood Pearson Correlation-0.119 -0.085 0.304*
Sig. (2-tailed) 0.497 0.629 0.036
N 35 35 35
Finding_supporting_detailsPearson Correlation0.546* -0.065 -0.129
Sig. (2-tailed) 0.046 0.709 0.461
N 35 35 35
Finding_important_factsPearson Correlation0.487* .364* 0.241
Sig. (2-tailed) 0.021 0.032 0.164
N 35 35 35
Drawing_conclusion Pearson Correlation0.539* -0.097 0.485*
Sig. (2-tailed) 0.023 0.58 0.028
N 35 35 35
Analogy Pearson Correlation0.057* 0.181 0.617*
Sig. (2-tailed) 0.031 0.299 0.026
N 35 35 35
Active_and_Passive_VoicePearson Correlation0.417* -0.04 0.404*
Sig. (2-tailed) 0.021 0.82 0.041
N 35 35 35
Simple_Tenses_of_VerbPearson Correlation0.113 0.128 0.476*
Sig. (2-tailed) 0.519 0.462 0.047
N 35 35 35
Past_Perfect_Tense Pearson Correlation0.11 0.096 -0.044
Sig. (2-tailed) 0.531 0.584 0.8
N 35 35 35
Direct_and_Indirect_SpeechPearson Correlation0.302 0.492* 0.458*
Sig. (2-tailed) 0.078 0.029 0.034
N 35 35 35
Phrase_and_Its_Types Pearson Correlation0.21 0.416* 0.472*
Sig. (2-tailed) 0.225 0.013 0.013
N 35 35 35
Dependent_and_Independent_ClausePearson Correlation0.242 0.203 0.386*
Sig. (2-tailed) 0.161 0.242 0.043
N 35 35 35
Sentence_and_Its_PartsPearson Correlation0.498* .356* 0.427*
Sig. (2-tailed) 0.024 0.036 0.039
N 35 35 35
Reading_Skills Pearson Correlation0.416* 0.111 0.477*
Sig. (2-tailed) 0.049 0.525 0.039
N 35 35 35
Grammar_Skills Pearson Correlation.349* .371* 0.264
Sig. (2-tailed) 0.04 0.028 0.125
N 35 35 35
Writing_Skills Pearson Correlation.906** .903** .891**
Sig. (2-tailed) 0 0 0
N 35 35 35
* Correlation is significant at the 0.05 level (2-tailed).
** Correlation is significant at the 0.01 level (2-tailed).

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
STATISTICAL TREATMENT OF DATA (C)
Paired Samples Test
Paired Differences t df Sig. (2-tailed)
Mean
Std.
Deviation
Std. Error Mean
95%
Confidenc
e Interval
of the
Difference
Lower Upper
Pair 1
PRE_Reading_Co
mpetence_1 -
POST_Reading_C
ompetence_1
-2.8571438.238536.46349-15.9925410.27825-0.442 34 0.661
Pair 2
PRE_Reading_Co
mpetence_2 -
POST_Reading_C
ompetence_2
-8.5714365.8493311.13057-31.1914714.04861-0.77 34 0.447
Pair 3
PRE_Reading_Co
mpetence_3 -
POST_Reading_C
ompetence_3
-45.714356.061199.47607-64.97198-26.4566-4.824 34 0
Pair 4
PRE_Reading_Co
mpetence_4 -
POST_Reading_C
ompetence_4
11.4285763.1125410.66797-10.2513533.108491.071 34 0.292
Pair 5
PRE_Reading_Co
mpetence_5 -
POST_Reading_C
ompetence_5
2.8571470.6512311.94224-21.412427.126690.239 34 0.812
Pair 6
PRE_Analogy -
POST_Analogy
-10.857124.419314.12762-19.24547-2.46882-2.63 34 0.013
Pair 7
PRE_Active_and_
Passive_Voice -
POST_Active_and
_Passive_Voice
-12.571425.706814.34524-21.40203-3.74083-2.893 34 0.007
Pair 8
PRE_Simple_Tens
es_of_Verb -
POST_Simple_Te
nses_of_Verb
-13.142931.038065.24639-23.8048-2.48091-2.505 34 0.017
Pair 9
PRE_Past_Perfect
_Tense -
POST_Past_Perfe
ct_Tense
-23.428624.00284.05721-31.67382-15.1833-5.775 34 0
Pair 10
PRE_Direct_and_I
ndirect_Speech -
POST_Direct_and
_Indirect_Speech
-12.571424.29514.10662-20.91709-4.22577-3.061 34 0.004
Pair 11
PRE_Phrase_and_
Its_Types -
POST_Phrase_an
d_Its_Types
-25.714325.928154.38266-34.62092-16.8077-5.867 34 0
Pair 12
PRE_Dependent_
and_Independen
t_Clause -
POST_Dependent
_and_Independe
nt_Clause
-27.647124.12834.13797-36.06582-19.2283-6.681 33 0
Pair 13
PRE_Sentence_a
nd_Its_Parts -
POST_Sentence_
and_Its_Parts
-24.571427.044944.57143-33.86169-15.2812-5.375 34 0
Pair 14
PRE_Content -
POST_Content
-25.714340.441376.83584-39.60638-11.8222-3.762 34 0.001
Pair 15
PRE_Mechanics -
POST_Mechanics
-27.142938.045756.43091-40.21203-14.0737-4.221 34 0
Pair 16
PRE_Organization
-
POST_Organizati
on
-15.714343.337647.3254-30.60129-0.82728-2.145 34 0.039

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
APPENDIX 14
VALIDATION RESULT OF THE CBI MODULE IN ENGLISH 7
Legend:



CRITERIA
V1 V2 V3 V4 V5
Average
Descriptive
Interpretation
1
The learning competencies of the proposed Content-Based
Instructional Module for English 7 conform to the K to 12 Basic
Education Curriculum. 5 5 5 5 5 5.00 VHV
2
The arrangement of lessons matched with that of the DepEd’s English 7
Curriculum Guide and Budget of Work. 5 5 5 5 5 5.00 VHV
3
The given activities found in the proposed Content-Based Instructional
Module for English 7 are based on Science, Technology, Mathematics
and Engineering. 5 5 5 5 5 5.00 VHV
4
The proposed Content-Based Instructional Module for English 7 is
suited to meet the needs of the grade 7 STE students for further
mastery. 5 5 5 5 5 5.00 VHV
5
The activities in the Content-Based Instructional Module for English 7
are presented at a variety of cognitive levels. 4 5 5 5 5 4.80 VHV
6
The proposed Content-Based Instructional Module for English 7 has
the following parts: 5 5 5 5 5 5.00 VHV
a. Title Page
b.      Preface / Introduction 5 5 5 5 5 5.00 VHV
c.       Table of Contents 5 5 5 5 5 5.00 VHV
d.      Objectives 5 5 5 5 5 5.00 VHV
e.       Discussion 5 5 5 5 5 5.00 VHV
f.       Variety of Activities 5 5 5 5 5 5.00 VHV
g.      Bibliography 5 5 5 5 5 5.00 VHV
7The font style and font size used are readable. 5 5 4 5 5 4.80 VHV
8
The mechanics and presentation of topics are appropriate to the
students’ level. 4 5 5 5 5 4.80 VHV
9
The vocabulary used in the proposed Content-Based Instructional
Module for English 7 is suitable with the learners’. 5 4 4 5 4 4.40 VHV
10New concepts explicitly link to the students’ previous knowledge.5 4 5 4 5 4.60 VHV
11
The instructions in the Content-Based Instructional Module for English
7 are simple and understandable. 5 5 4 5 4 4.60 VHV
12
Discussions of lessons are substantial and easily understood by
students. 5 5 5 5 5 5.00 VHV
13
The proposed Content-Based Instructional Module for English 7 is
acceptable and is recommended for use in the grade 7 Science,
Technology and Engineering program of LUNHS. 5 5 5 5 4 4.80 VHV
4.894.894.844.954.844.88VHV
Validators
Scale of Values Descriptive Interpretation
4.20 – 5:00 Very Highly Valid
3:40 – 4.19 Highly Valid
2:60 – 3:39 Moderately Valid
1.80 – 2.59 Fairly Valid
1:00 – 1.79 Not Valid

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
CURRICULUM VITAE










PERSONAL INFORMATION
Name : ROGELIO C. MAGSANOC
Address : Purok 1, Brgy. Bungro, City of San Fernando, La Union
Birthdate : October 25, 1987
Civil Status : Single
Name Parents : Federico L. Magsanoc Sr. (+)
Aida A. Carrera
Contact No. : 09090213619
Email : [email protected]

EDUCATIONAL BACKGROUND
Elementary : Bolosan Elementary School, Bolosan, Dagupan City
: 1
st
Honorable Mention, Leadership Awardee
Secondary : Artacho National High School, Artacho, Sison, Pangasinan
: Valedictorian, Leadership Awardee
Tertiary : Union Christian College, City of San Fernando, La Union
: Bachelor of Secondary Education, Major in English,
Minor in Generalist (Elementary)
: Cum laude, Leadership Awardee

WORK EXPERIENCES
Worked at Sea and Sky College, Brgy. Pagdaraoan, City of San Fernando, La
Union from June 2010 to April 2011
Worked at Union Christian College, City of San Fernando, La Union from June
2011 to April 2014
Teaches at La Union National High School, City of San Fernando, La Union as
Teacher III from June 2014 up to present

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
SEMINARS / TRAININGS
Upskilling of Teachers on Video Lesson Development
LDM Course 2 for Teacher-Planning for CPD and LAC Planning/Building the
Teaching Portfolio Related to the Implementation of the Modalities
LDM Course 2 for Teacher-Learning Resources
LDM Course 2 - Teacher-Designing Instruction, Teacher-Most Essential Learning
Competencies, Teacher-Course Orientation
Webinar Training on Leveraging Google Classroom
Transforming Self-Learning Modules into Scripts for Radio-based Instruction
through School-on-the-Air Format
Webinar Training on E-Book Dev't and Design Tools Using Kotobee Author
Regional Sports Enhancement Training-Seminar Batch 2 - Officiating
2nd SIMP-AAG-UCC Joint Multidisciplinary Research Conference Plus
Capacity Building on Content, Pedagogy, Communication Skills cum Emerging
Trends for English and Kindergarten Teachers
2019 Division Training for School Paper Advisers
Division Unified Training on Sex Disaggregated Data and on Strategies for
Organizational Development
2018 Division Training for School Paper Advisers
Learning Action Cell of the English Department
Regional Training on Critical Content for English 7
Enhancing English Instruction and 21st Century Skills: A Training for Public
Secondary School Teachers
Enhancing Fluency and Flair in Trilingual Story Reading and Storytelling
Division Training-Workshop for Potential Writers and Evalutors
3-Day Regional Training-Workshop for School Paper Advisers
Sanayguro 2016
Sanayguro 2015
Sanayguro 2014
INVOLVEMENT
Secretary of the General Parents-Teachers Association (GPTA) of La Union
National High School for School Year 2020-2021
Adviser of The La Union TAB, the official school publication of La Union
National High School from 2014 up to present
Officer of Association of School Paper Advisers in the Schools Division Office –
City of San Fernando (LU) from 2014 up to present
Focal Person of La Union National High School in the Rescue Kabataan 2019
spearheaded by Hon. Councilor Paolo Ortega for School Year 2018-2019
Reading Teacher / Volunteer in the Pabasa sa Barangay for S.Y. 2016-2017

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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
President of Grade 9 Curriculum Adviser-Officers of La Union National High
School from June 2017 – March 2020
Grade 9 Curriculum Chairperson in La Union National High School from June
2017 – March 2020
President of Christian Youth Fellowship – North Luzon Jurisdiction of United
Church of Christ in the Philippines (UCCP) from May 2016 – May 2018
Vice President of Christian Youth Fellowship – North Luzon Jurisdiction of
United Church of Christ in the Philippines (UCCP) from May 2014 – May 2016
President of Christian Youth Fellowship – North Central Luzon Conference of
United Church of Christ in the Philippines (UCCP) from May 2008 – May 2014