Purposive Communication: CHED Standards, Teachers' Syllabi, and Curricular Enhancement

International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 4/April 2020

Purposive Communication: CHED Standards, Teachers' Syllabi, and Curricular Enhancement Joefel T. Libo-on, Ph.D.1 & Erwyn O. Valencia, Ed.D.2 College of Arts and Sciences, Romblon State University, Odiongan, Romblon, Philippines 2 College of Education, Iloilo State College of Fisheries-Dumangas Campus, Iloilo, Philippines Email Id: onemanbrave@gmail.com 1

DOI: 10.5281/zenodo.3776075 Abstract The exponential growth of text in different media is inevitable in this technological era. Text can be found in different sources from newspapers, magazines, textbooks, electronic sources, and even in social media. In the perimeter of the educational institution, still, the most common source of text in the state colleges and universities in the Philippines was textbooks. Professors utilize textbooks to supplement the need for instruction to carry out their respective modified syllabus which is in consonance to the prescribed course content by the Commission of Higher Education (CHED)-responsible for the higher education institution in the Philippines. The study examined the sufficiency of the textbooks and teachers' syllabi in Purposive Communication about CHED's standards. Specifically, it sought to determine the congruency of the following standards through analysis of the textbooks' sufficiency, assessment of teachers' syllabi, and proposal of appropriate course framework and prototype syllabus as an output. The study utilized the qualitative research method using content analysis of the three textbooks which sought answers to the given sub-problems. Results revealed that the three textbooks when analyzed as to curricular sufficiency with the prescribed CHED's standards in terms of "knowledge" were dominantly rated 'explicitly stated' out of the five characteristics, in terms of "skills" were dominantly rated 'manifested' out of four characteristics and in terms of values, were 'learned', 'practiced' and 'opportunity to learn' out of the four characteristics respectively. The course appropriately adhered to language communication principles and ideas in multiple contexts. Syllabi were all rated 'complied' in determining the teachers' compliance to established CHED's guidelines as to multimodal tasks and activities.

Then, an appropriate course framework was proposed for ideal authors and a prototype syllabus was considered for further curriculum enhancement.

Keyword: CHED Standards, Content Analysis, Curricular Enhancement, Purposive Communication, Teachers’ Syllabi, Iloilo, Philippines

Introduction The Philippines since World War II is steadily using the 10-year basic education program. But in the year 2011-2012, a new and innovative system was adopted by the Philippines. The innovation brought by the aim to best prepares the students in entering the college level of their education and to cope with the international standard set by UNESCO and other international interties.

Previously 10-year basic schooling became 12-years, also known as K12 scheme. Tending with the innovation brought by the scheme college subjects also changes to complement the subjects in basic education. With this, the Commission on Higher Education (CHED) as the leading agency of the Philippine government in terms of the college education crafted a curriculum that will suit in the different major fields. All of the crafted curricula of the CHED have mandatory subjects called General Education (GE) subjects (CHED Memorandum Order No. 20 s2013).

One of the GE subjects is the Purposive Communication which was offered for the freshmen student at the collegiate level.

Purposive Communication is courses were then students are trained to speak, communicate, and present in different and various purposes. This is to enhance their cultural and intercultural awareness (CMO 20 s 2013). In the offering of purposive communication as a course, the textbook plays an important role in the teaching and learning process. For the teachers themselves teaching the course, it is a challenge to deliver the course to their students with sufficiency and effectively with the help of their teaching guide, the course syllabi.

Amidst all of the innovation, the Philippines rank as 5 th among the ASEAN nation in terms of productivity and competitiveness ranking (Balbontin, 2019). If this case continues to prosper the researchers find that it is high time to assess the sufficiency of textbooks and the teacher‟s guide in teaching the course purposive communication using the CHED standards.

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International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 4/April 2020

This study is based on the sociolinguistic theory will be the foundations of this investigation which postulates that the use of language in communication is central to the whole process of communication. The conceptual approach excludes language from its communicative sense and thus lacks the primary function of languages. Language is used for communication and is not present in a vacuum and/or isolation.

Figure 1. The Framework of the Study

The current study aims to analyze the sufficiency of the teachers‟ syllabi and textbooks for Purposive Communication for the requirements of CHED. Specifically, it tried to determine the adherence of the following with the CHED Standards by (a) analysis of the sufficiency of the textbooks; (b) assessment of the syllabi of teachers; and, (c) propose an of course framework and prototype-syllabus.

Review of Literature The exponential growth of text in a different medium is inevitable nowadays. Text material before were limited only in textbooks, newspaper, and magazines. With the current trend to spread out the new information and discoveries and with the advent of new technology new forms of text mediums were born. There were already electronic books, videos, and audio recordings. With all of this innovation in the medium of spreading information, it is important and necessary to emphasize that the ownership of English cannot be attributed to just one country or to those who use it as a native or home language. The varieties of English spoken by different speech communities have evolved for several reasons. They used it for communal and social purposes. These varieties have been heavily influenced by the local culture and its speakers within communities.

The production of texts has increased exponentially as the years passed. New text types have emerged (e.g. electronic learning programs), several texts have undergone significant modifications (e.g. textbooks), whereas the content has also changed.

Written papers are no longer considered the only carrier of information. Today's content analysis focused also on visual content like pictures, drawings, images, as well as on complex entities like websites and TV programs. Originally, it was a quantitative research method. Berelson (1952), whose definition is considered to be the grounding one in the field, defined the term as a research technique for the objective, systematic and quantitative description of the manifest content of the communication. The primary objective of content analysis was to obtain an accurate description of a sample of communication. The emphasis was laid on the accuracy and reliability of findings – as with any other quantitative research method, such as questionnaire, structured observation, sociometry, and experiment. For this reason, in quantitative content analysis, particular attention is paid to the control of sampling, objectivity of data collection and analysis, reliability of data, training of coders, and statistical methods. The development of content analysis has greatly been influenced by a qualitative methodology that surfaced in the 1970s. This is based on ontological and epistemological beliefs that are considerably different from their quantitative counterparts.

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International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 4/April 2020

Characteristics, Relationships, and Descriptions: Constitutive Components of Content Analysis Type of Content Content described as expressing the matter that has been or is being. It is a collection of more or less organized knowledge or semantic object which describes phenomena, reality, or processes. All that is conveyed is information, it has transmitted a message. (An envelope for example that was sent as an empty one by mistake provides information – it delivers a message in regards to the absent-mindedness of the sender.) The material also has a communicative purpose, it existed as a message was produced to be passed on and given to others. The content only rarely reflected its authors, as in the case of diaries or notes because the author themselves is the one to whom the writings are being addressed. The correspondence, created as a personal text, often became the target of other experts analyzing the content. For example, fiction or drama authors 'notes and diaries are often examined as to content by critics, historians, linguists, etc.

Text styles, there's almost no cap or restriction at all. Originally, it was used primarily for media news analysis. The growth of content analysis is related to World War II when propaganda messages were also the objects of research, and opinion polls were written. Berelson defended his work on the subject and co-authored a book called 'The Study of Communication Material' with Lazarsfeld in 1948. Also, Berelson (1952) has published a book on content analysis which was further expanded from other research areas, such as psychology; whereas, it intended to examine also the subjective meaning of the terminologies and its characteristics(Osgood, Suci, and Tannenbaum, 1957). On the current set-up of content analysis, it does not longer focus on the messages of the media but also included a wide variety of text that is appropriate for specific research efforts. It addressed nonverbal messages such as pictures. Also, it covers those electronic messages brought about by the expansion of electronic communication, and even websites analysis is included. A broad range of content can be examined in the educational domain which provides information on educational topics.

Any of those are ready-made messages were also included, i.e. they were not created for research purposes but suitable for research purposes.

Some sources are provisional resources that were formed specifically for a specific research project. Such objects were processed and collected using a variety of methods. New textual materials started to be content-analyzed with the application of qualitative methods. They were collected through qualitative methods of collecting data, such as deep interviews, semi-structured interviews, narrative interviews, focus group interviews, and unstructured observation. The transcript of the voice interview from the recorded interview is used as the basis for content reviews with the addition of the field observation which are written analogically to support the analysis of the text that has been transcribed.

If we are going to look into the authorsâ€&#x; sample preference both Holsti (1969) and Berelson (1952) focused on the media content while Berg (1995), Neuendorf (2002), White and Marsh (2006), Krippendorff (2004), and Guest et al. (2012) focused on the substance. It appears that the two groups of researchers have aq contrasting views on how to deal with the content review of a certain material and maybe this is because Berelson and Holsti belonged to the time of development when the content range was very small while the other is considered to be in the modern era of content analysis focus on the qualitative aspect.

Types of Sampling Unitizing is also the method of creating units for the content review. One can discern three units of study. Krippendorff (2004) distinguishes units for the sampling, recording/coding, and background units. Similarly, Neuendorf (2002) describes sampling units, data collection units, and analytical units. Sampling units are units selected as set out in the terminology for the analysis.

We are selected from a Text Population. The coding and recoding process is also done by the researcher in data collection fro m a sample that was predetermined. Context units are "textual subject matter setting limits on the details to be included in the recording unit definition" (Krippendorff, 2004). Often an overlapping and sometimes ambiguous relationship between the three units can be observed, for example in the aspect of data collection unit and the case of the analytic unit was there are two choices for choosing sampling units from the texts. Both are (a) purposive (judgmental) sampling and (b) stochastic (probability) sampling. Stochastic sampling is structured to link the data to population representativeness. In purposeful sampling, the decisions are aimed at the content that offers the greatest insight into the development of theory on the state of theoretical elaboration to date (Flick, 2002). The third choice is easy sampling, which is not a systematic sampling approach, however, and is thus only suitable for pilot investigations, but not for detailed research projects. A simple sample is a test of 'taking what you have,' but it will not be a random sample since the units were not randomly but arbitrarily collected by the researcher. The authors discussed three classes in the present paper type, from sampling preferences. Quantitative researchers are usually those who incline to stochastic sampling (Berelson, 1952; Holsti, 1969; Neuendorf, 2002; Krippendorff, 2004). Such authors prefer stochastic sampling, as this alone 'corresponds to good science' norms. We opt in exceptional-and well-justifiedsituations for purposeful sampling. Those who opt for purposeful sampling prefer qualitative analysis (Marsh and White, 2006; Guest et al., 2012). The third group, Berg (1995), is represented by only one author as elaborated by Guest et al. (2012), purposeful sampling is usually employed in exploratory investigations, not driven by initial hypotheses. On the other side, confirmatory work is structured such that the original theories are tested. Berg (1995), a symbolic interactionist, explains the measures employed in the methodology of grounded theory, which is the cornerstone of qualitative science. This does not, however, preclude him from encouraging the use of both purposeful and stochastic sampling.

Also, the sampling form influences the sample size. In general, purposeful samples are smaller, but are carefully chosen and thoroughly identified in terms of their social, economic, and educational characteristics. Purposive sampling is typically used to analyze the text's latent structures which require a greater amount of time to perform than the manifest structure analysis. The above is based upon stochastic sampling. On the other hand, a simple rule is being followed in terms of qualitative investigation and that is the researcher must expand the sample gradually until theoretical saturation is achieved. But the case can happen that the researcher will avoid the collection of the new data if no hypothesis arises and statistical categories or no other new codes that exist (Strauss and Corbin, 1998). This strategy prevents the researcher to commit a redundancy of collecting data after the

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International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 4/April 2020

analytical categories have been exhausted. The sample size in the quantitative survey is calculated by the principle of statistical sampling. The scale depends on the degree of significance the researcher wishes to attain. The sample will be, the higher the significance. Unlike other methods of study, however, sampling in content analysis isn't as easy as it would seem. Contrast respondent sampling in a sample inquiry with image sampling, e-mail messages, video recording, or websites. The trouble starts with the fact that in some situations it is hard to determine the population of the like messages. The difficulty in analyzing the information gathered is that there is a continuous variation in the recording units and the sampling units. There will be connectivity in the text, and units for recording cannot be as autonomous as theory needs. Textual units appear to be unlike descriptive and in such cases, the investigator is the one who decided so that the study question drawn will be answered at given a fair chance and correctly (Krippendorff, 2004).

Depth of Analysis The researchers have the choice of evaluating a text's latent content or manifest. The manifest material is the visible information, that which is on a text's surface. Latent content concerns the meanings underlying, the meanings that are rooted in a text's deep structure. For Holsti (1969) and Berelson (1952) examining only the material manifest is appropriate. This is clearly illustrated

by Berenson's content analysis description (Berelson, 1952,). This approach suggests that information is embedded in messages, and an analyst awaits its discovery Krippendorff (2004). With this Krippendorff is using a container metaphor. The substance is a concrete entity found in communications that the researcher presumes to be evaluated using objective (i.e., observerindependent) techniques. The level of objective interpretation of text content through analysis is very limited and thus analysis is a technical issue: the author introduced the meaning of the text were identical as well as the extracted meaning of the text by the researcher which favors the boosting of the degree of reliability of the text analysis. The manifest analysis focuses on the patterns of terms, gestures, events, or signs. Most current practitioners have a versatile position – to continue as necessary: either remain on manifest level or incorporate latent material in the study. Latent content analysis is done only by those qualitative researchers (Guest et al, 2012; Marsh and White, 2006). Guest et al. make no mention of manifest material in any of his text analysis. The situation, however, is more complicated than would seem. Researchers must first examine manifest information and then move to latent material, which is the change from the 'visible' information to the 'no-' material. With this, manifest content must be taken into account for as it serves and represents the latent materials' gate. More specifically, a researcher switches between present and latent material in a circular fashion. Two or more researchers do not need to understand latent messages identically, so their study findings can differ. Through latent content, analysis is a specific interpretative activity which is a characteristic feature of qualitative investigations. In a manifested definition the object is a filled container with a certain material hold by both the researcher and the author. This implies that in a latent interpretation every material is unique and it involves the investigatorâ€&#x;s subjective interpretation. Some writers support the latent research priority but call for further testing of its definition. For instance, Berg (1995) known as the symbolic interactionist, stresses the value of autonomy coders analyzing coding in the quantitative content analysis that is a mandatory practice. Berg also provides a more pragmatic point of view: the possibility of endorsing data interpretation: researchers should provide extensive extracts from specific statements (messages) to record the interpretations of the researcher. He also suggested a very simplistic solution: The use of at least three separate examples for each definition is a good rule of thumb to obey (Berg, 1995). It naturally allowed a reader to monitor the coding of a research sample. Interpretation findings may be triangulated with other methods of analysis, or related material. It is a well-known Qualitative Research Strategy.

Direction of Analysis A main problem in the study cycle is the path to conclusions from the texts. The path of this route is considered a primary distinctive mark of theory, architecture, or methodology of the study. So, along with the theory, the researcher's position in the study is also established early on. Two routes come in. The researcher follows the direction starting from the text (data) and going to the conclusions (theory) or theory going to text or simply the first setup can be called the inductive and the other one is deductive. The decision if what path will be utilized is dependent solely to the researcher, although it can be influenced by some of the factors like the sampling, to what the researcher is going to concentrate its either latent or manifest material, the research question and the hypothesis are drawn, and the control of data analysis. Researchers find the inductive progression as the revolutionary stance while the deductive method is viewed as inadequate in the analysis of the material. This deductive methodology violates scientific endeavor guidelines.

All decisions must be taken about variables, their calculation, and coding before observations begin. A method of coding or a codebook must be developed in advance for the case of manual coding. While creating a priori dictionary will be of great help for computer coding or other established coding protocol (Neuendorf, 2002). The codes that were listed are all based on the theory of the specific research, the researcher's interaction with the colleague, and field experience. The study will come out to be very procedural since there is already a category or a priori of codes assigned to every chunk of text in the analysis. Research in Krippendorff (2004) is focused on hypotheses that suggest a deductive method. This implies that there is a need for the work to be repeated to prove and show very high validity and reliability. Also, in this case, the researcher's procedure must be meticulous as possible to allow replication. The evidence repeatedly supports the results, so they are solid. If they are disproved, the primary hypothesis, sampling, poor reliability, or the validity or measurement errors are the cause of the variance. The

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International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 4/April 2020

inductive method reflects the path from text to codes and the theory from codes. Codes are generated during the analysis and are the researcher's unique product. These are thus transferable to other programs and are considered by the researcher to be the product of the subjective understanding of a text. The inference aimed to create theory from data: The investigator develops a hypothesis that provides for trends that occur within a specific area of study. The researcher then proceeds to examine whether this hypothesis is still valid in some other equivalent area, or whether it should be revised to account for phenomena for both domains (Popping, 2000). The precision of the researcher's analysis is expressed by testing the research processes that are described in detail in the research report. The views of Berg (1995), Guest et al. (2012), and White and Marsh (2006) reflect this standpoint. Although steps are very common in an inductive process, the specifics of this method remain unrepeatable.

Therefore, the effects of two inductive codings on the same file are usually different. Within this context, it's pointless to compare the outcomes of two separate coders (or inter-rater reliability).

The induction situation, however, is more complicated than can seem. Once the first codes have been developed by the researcher uses them in more parts of the text. This isn't an inductive operation, exactly. The specified codes are used in the analytical parts which follow and the research induction has to be more discreet. The researcher continues in cycles: returns to coded text fragments and tests the context thereof. If codes seem improper they are altered or omitted. Corbin and Strauss (1998) support the cyclical change from data to preliminary theories (hypotheses) and back, also defending the position of pursuing proof that verifies, alters the results, or falsifies.

Type of Control of Coding Normally two researchers coding the same text will not yield the same findings. Not only can their codes be distinctive, but even the encoded text segments can differ (they encode various segments). Why is this happening? Second, a text is a complex set of meanings that should be interpreted by all in a particular way. That already influences the first coding step, namely defining text sections for encoding. Most people code larger blocks of text whereas others code smaller parts, resulting in a given text (or code density) having a disproportionate number of codes. The difference can be attributable to a different interpretation of coding. The specification that has been developed and agreed upon is interpreted differently by the coders. Therefore, the four sources of variance (size of segments, the density of codes, interpretation of segments, and interpretation of code) that lead to different conclusions from the research.

Analysis of quantitative material solved this issue by carefully educating coders to get a successful coding agreement. It should be remembered that reliability refers to coder quality in the content analysis and not data quality (Popping, 2000). Statistical approaches are used for estimating the intercoder reliability. Popping (2000) describes in-depth coding and reliability.

According to proponents of quantitative content analysis (Berelson, Krippendorff, Holsti, and Neuendorf), good reliability (0.80 or higher) is the essential precondition for effective content analysis. Reliability is about authenticity. Although high reliability cannot guarantee high validity, low reliability can result in weak validity.

Qualitative content analysis proponents don't use intercoder reliability, and others don't even mention the definition. Analysis of the document is carried out at a deeper level and results in initial observations and findings. This leads to a more respected outcome than an objective standard practice. Qualitative observers relied on the conformability and reliability of the investigative process, to which the investigator gave a detailed summary (Lincoln and Guba, 1985). Richards (2009) emphasized the need to test one coder's coding accuracy, rather than checking the inter-rater agreement. Within the research project, it has to be used truthfully and consistently after the investigator has developed the framework of codes. If the project takes longer or the aim is to explore extremely large volumes of text, this may be an obstacle. Svaricek and Sedova (2007), introduced an important peer-coding experiment. One of them had open-coded the exact narrative text, then qualitatively evaluated the result. The number of codes (which could be a chance) was accepted randomly, but there were only three related codes in them. The authors explain the reasons for that difference in detail. The fundamental contrast between the codes was the methods they took, leading to discovering different dimensions and subjects instead of following a coding agreement. It is not a disadvantage, but a qualitative analysis benefit.

Altheide (1987) and Marsh and White (2009) are not considered an important issue in the analysis of reliability. Reliability is important to Berg (1995), but he also emphasizes reliability, like Guest et al. (2012). According to Guest et al. for a team of researchers to carry out research, having similar coding is crucial to obtaining a reliable conclusion. It is standard practice to employ skilled coders in large projects. They do not, however, participate in field data collection nor establish interaction with test subjects. Witnessing the legitimacy of the field is still a significant factor in the interpretation of the text. This was the dominant factor in shaping the individual views in the example outlined by Svaricek and Sedova (2007).

Research studies dealing with qualitative content analysis revealed a propensity to treat credibility issues governing the results.

Texts that were created for study analysis. Such documents are interview transcripts, histories, essays, and the like. Differently, considering their qualitative orientation, there is some possibility that coding should be checked for using an inter-coder agreement with ready-made texts. For example, this is the case with school records, media programs, etc.

Mode of Presentation of Findings This portion of the content analysis showed how research findings were portrayed in form or genre. There are three possibilities: numerical, or verbal, or both. Of course, the option of presentation is not an independent consideration in the content analysis.

This is linked to other components: questions of the study, sampling, coding control, etc. Numerical presentation is used when

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International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 4/April 2020

statistical techniques are used to analyze the study results. Using the schemes and tables, the author condensed big data.

Quantification artifacts are terms, sentences, subjects and the normal effects are numbers, ratios, less often averages, and standard deviations. Coefficients represent Relationships. More sophisticated approaches include analysis of regression, factor analysis, multidimensional scaling, and analysis of the clusters. Since hypotheses are evaluated for quantitative research projects, the analysis focuses on confirmation or refutation of them. Qualitative transmission of information is based on verbal expressions. Findings are reduced but the final verbal condensation depends on the style preferences identified and definition by the author. In Guest et al. (2012), Flick (2002), and Corbin and Strauss (1998) it can be found the guidelines on the preparation of qualitative research results. Typically, the definition starts with the introduction of major categories, basic concepts, or the most important subject areas. These definitions relate to the theoretical framework that is explained at the beginning of the research report and, obviously, to research questions to which the project seeks answers. The study continues with the addition of other sections, and the overall structure (schemes or tables) is typically shown graphically. The definition is accompanied by credible data quotes, which explain theoretical principles (but not substitute). The findings are related to other research initiatives. As for the presentation style preferences, the participants can be classified into three groups. In numerical terms, Berelson, Holsti, Neuendorf, and Krippendorff advocate the form of presentation. Write and Marsh prefers verb form. Berg and Guest et al are dedicated to both styles.

Seeing the Relationships of the Components Extreme types of content analysis demonstrate contrasting problems (Berelson and Holsti versus White and Marsh) and represent what traditional jargon calls qualitative and quantitative methods (paradigms). Between these extreme poles, established by other writers, the varieties of content analysis depict varied configurations. For certain other examples, they are similar only in one case (a form of content), in other cases, they are entirely different.

The kind of content basing mostly on media reporting, Berelson and Holsti can be explained by their professional interests in the earlier history of content analysis. Other authors have no material limitations but they usually worked in their research with only certain forms of content. This constitutive aspect most clearly demonstrates the evolutionary shift that occurred during the development of the methodology for content analysis. The conduct of content analysis of today is not confined to verbal messages but also encompasses images, material individuals, blogs, and TV programs. As for the study, they listed three possibilities. In addition to using stochastic samples exclusively and using aim samples exclusively, there is indeed one scientist, Berg, who is likely to use all alternative samples. That seems to be a very odd choice – but only when we look at the theoretical complexities of Berg's solution. Alternatively, he opts for two alternatives and proposes inductive processes and purposeful sampling-based stochastic sampling. Those alternatives are valid methodologically. Again we found three alternatives in the depth of the analytics component: latent, manifest, and both. The fully latent content and the comprehensive manifest content are contraries. Those represent two drastic alternatives to content analysis, analogous to the forms of content in messages and tests. As with this aspect, Berg is true to his specific understanding of content analysis because he understands both alternatives.

By treating the latent content analysis as empirical, Krippendorff somewhat softens its somewhat positivistic approach to content analysis. The analytical path is an integral constituent component of content analysis. The deductive analysis uses a priori set codes while inductive analysis requires the extraction of code from the data. The former is a top-down whilst the latter is a bottom-up operation. Berg is at home with inductive as well as deductive methods. Berelson, Holsti, Neuendorf, and Krippendorff are strict deductivists while White and Marsh and Guest et al. are defined by the inductive branch.

The method of coding control is either linked to the propensity for using inter-subject agreement (to test the coding reliability), or to understanding the rationality of the researcher (credibility, truthfulness, conformability). Because they propose two approaches, Guest et al. have a clear viewpoint. The scope of the work they carried out that involved a team of researchers in the coding system can be summarized. Therefore they needed to make sure the uniformity of the coding to achieve consistent results. We accepted conformity, however, too.

The last component analysis, presentation modes, shows a very similar image to the previous components. The presentation in the form of numerical data refers to the research attempting to generalize outcomes, while the verbal presentation represents the potential to display the viewpoints of the subjects. Once again, Guest et al. and Berg are suggesting all solutions which are close to their coding control treatment. Others, either numerical or verbal, represent only one answer.

The Textbooks’ Role in English Language Teaching Textbooks are useful tools that can support the teaching-learning process to attain or accomplish the learning objectives.

Pamungkas (2010) claimed that textbooks were among the many forms of educational materials used in learning and were usually written, tightly organized, and heavily condensed. It often serves as the guide od the student and teachers in classroom learning. Thus, textbooks are the primary everyday sources. However, to meet the goals, textbooks should be used properly.

Here are a couple of a textbook's positions in teaching. Firstly, teaching and learning aid is a textbook. Awasthi (2006) demonstrates that the textbook of an instructor is an almost universal aspect of teaching and learning, a student memory aid, and a comprehensive record for determining what has been taught. Second, textbooks may also become a substitute in the classroom for teacher instruction. Third, novice teachers 'textbooks may include ideas on materials and techniques of the sort. Additionally,

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International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 4/April 2020

textbooks may be teachers 'guidance in offering the students comprehensive content. The textbook's position is generally accepted on being at the service of teachers and learners but not being their master.

Textbook Evaluation Cunningsworth (1995) stated that there are three ways of materials assessment: evaluation of pre-use, evaluation of in-use, and evaluation of post-use. Pre-use evaluation is whenever there is no familiarity with utilizing the teachers' book to draw from. Inuse evaluation refers to the assessment of textbooks when the materials are in use. The post-use assessment offers a retrospective examination of the success of a textbook and can help recognize the strengths and limitations that arise during continuous use.

The Roles of Textbooks Textbooks can be seen as a portal where students become familiar with the language they know and use it in a broader context.

It's connected to a common phrase that states, "Book is the windows of the world." Through books in this case textbooks, the students can learn many things from the world by reading it. While textbooks cannot provide students with all the information they need, they are the key tool in making advancement possible for students. O'Neill (1982) has four functions in the textbook.

Firstly, the content of a textbook can be ideal for the needs of students, if not explicitly planned for them. Second, the textbook helps students to step forward or update themselves with previous lessons. Thirdly, textbooks have a practical dimension that is well-presented in a cheap way of supplying content. Last but not least, well-designed textbooks grant the teacher growth and adjustment, as well as encouraging the students to create spontaneous contact in the classroom. Therefore, textbooks should be available to a range of students, disregarding their learning objectives, appropriate for a diversity of teachers and types of teaching.

Advantages and Disadvantages of Textbook The use of textbooks offered both teachers and students clear advantages. Often new or even old teachers do not pay much attention to the textbooks they have for their cycle of teaching and learning. Richards (2001) indicated that the use of commercial textbooks in instruction would have both benefits and drawbacks depends on how they are used, and how they are used. The benefits of the textbook are: (1) provide a program's structure and syllabus; (2) help standardize instruction to provide similar material content so that students can be evaluated in the same way while they are in different classes; (3) help maintain quality; (4) provide a wide variety of learning opportunities; (5) save teachers time efficiently; (6) provide effective language models and inputs, particularly for learners who do not use English as their first language. (7) It can support teachers who have less teaching experience; and (8) have visual appeal. The textbook's drawbacks are as follows: (1) lack of variation in teaching procedures; (2) reduced response to individual student needs and problems; (3) lack of spontaneity; and (4) reduced innovation in teaching methods and language usage (Chunningsworth, 1995).

Characteristics of Good Textbook It should be focused on revising the positive standards of textbooks when reviewing a textbook. There are some parameters for good textbooks that satisfy most of the demanded requirements. Many sections of a textbook, such as a curriculum and a course, the skills given, exercises and tasks, and finally the practical concern, are addressed. Solichatun (2011), a good book comes in several categories. Next, the textbook contents will apply to the existing curriculum. Besides that, the textbook material should be matched with the study standard. The second type is a textbook so students will be inspired to read the textbook should have a visual appeal. The textbook terminology should also be sufficient in context and the situation. This means the language isn't vague, so the reader can easily understand the text. So, in the case of the teaching and learning process, it can be summed that the textbook should provide the tools to help the student improve their knowledge and skills, and also make students interested in reading it.

As postulated in Sheldon (1988), the evaluation of textbooks is a simple, analytical 'matching process: matching needs with available solutions.' Textbook evaluation is a method of selecting which textbooks to include in a specified curriculum, taking into account the value and need of the teaching method. The purpose of evaluating textbooks is to encourage teacher growth and help teachers acquire useful and valuable insights into the nature of the material (Cunningsworth, 1995). The study of textbooks aims to agree on the 'best of the best' content that acts as the structure and tool for EFL teaching. Several experts have mentioned other criteria that could be used to check the books for the course. Some experts in testing EFL textbooks, such as Grant (1987), Sheldon (1988), Jahangard (2007), Cunningsworth (1995), and last but not least Harmer (2007), add other criteria. Each expert has his conviction about the requirements of a successful EFL textbook. Between them, the critical aspects of evaluating textbooks are very distinct. Nonetheless, these particular differences are not problematic circumstances to be discussed although the relative importance of different textbook requirements can change over the years, along with the significance given to each category's assigned scores (Sheldon, 1988). Based on Cunningsworth's claim, the researcher chose to adopt the criteria of the EFL textbook and checklist from several experts, namely Harmer (2007) and Sheldon (1988), without neglecting the necessity for the National Educational Standard (BSNP) Board's good EFL textbook to analyze 'English in Mind Starter (Student's Book).'

Therefore, the adaptation of good EFL textbook parameters from Sheldon (1988), Harmer (2007) and BSNP (2006) leads to the formulation of parameters for good EFL textbooks which take into account various factors, namely: (1) the availability of

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International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 4/April 2020

materials based on Standard of Content, (2) the communication skills, (3) the methodology, (4) the themes, (5) the scheme and outline, (6) the organization, (7) appropriateness of the language, (8) cultural factors. The researcher uses these eight key variables to evaluate 'English in Mind Starter' (Student's Book). This research was intended to lead to the subsequent report, which may add ideas to people interested in the field of education. This study aimed to enable English teachers to be more careful in selecting textbooks for students and selecting materials to introduce students to the best of the best resources that match the instructional standard, instructor syllabus, and other aspects. Also, this analysis may serve as a valuable resource for future researchers. This research was also intended to assist aspiring authors in the production of quality materials. The main issue of this textbook content analysis was whether the content of 'English in Mind Starter (Student's Book)' met the requirements of good EFL textbook criteria cover eight consideration factors, namely the availability of material against Quality of Content, methodology, language skills, subject matter, design and layout, structure, language appropriateness, and cultural dimension.

Royse (2001) called the syllabi as the compass of academic study. Certainly, no other document fulfilled the variety of functions of the syllabus, providing a wide range of important information to students, instructors, and administrators. Some debate emerged over whether an instructor should be encouraged to phrase his or her policy or simply include a standardized institutional policy in all syllabi. A personalized policy communicated how strongly the instructor felt about academic honesty, which certainly can have a reinforcing effect. On the other hand, a clear, comprehensive review of a formal declaration of academic integrity by syllabi, recognized by all community members, is part of an organization's culture. When the professor wishes to customize a policy, then he or she must be confident that the policy is in line with the university's policy. An overzealous faculty member should not threaten punishment that exceeds the parameters of the organization's policy. The syllabus has been called a humble document. However, with the addition of a policy, the syllabus can become a powerful tool that reminds students of one of the most vital tenets in higher education.

Background to Syllabus Design In the first two decades of the twentieth century, the question of what to teach and what to include in a syllabus created much debate. Syllabus designers started choosing grammatical and vocabulary units they considered appropriate to teach (Nunan, 1988; Richards, 2001). Those who chose to concentrate on vocabulary collection used 5 different parameters to assess word lists: 1) teachability; 2) similarity; 3) availability; 4) coverage; and 5) distinguishing power (Richards, 2001). Then, Michael West's "A General List of English Words" in 1953 presented a list of 2000 "general service" terms that were deemed the most suitable language courses to be developed.

In comparison, grammar selection found the value of "grading" is critical to syllabus design. In addition to choosing the grammar items to include in the syllabus, it is important to decide in what order to teach them based on intuitive standards such as simplicity and learning (Richards, 2001). Such essential grammatical and vocabulary lists became the basis of language programs in the 1960s (White, 1987).

In the 1970s, however, attention to meaning and functions started to grow in importance in ELT and opened the way for the Threshold or T-level project of the Council of Europe. This project produced a core syllabus which considered that all languages performed the same functions using various structures. When the students learned communicative functions, they were then able to specialize in different language systems. While this project opened up a significant direction for language course developers by considering needs analysis and function-based syllabi as key elements for syllabus design rather than structure-based (White, 1988), it is the structural syllabus that prevails as one that most affects design approaches (Richards, 2001).

Syllabus Development In the midst and response to the changing needs of English Language Teaching ( ELT ) to catch up with new developments in ELT theories and practice worldwide, secondary English syllabuses have to be updated regularly. The major goals of secondary ELT are the development of individuality and specialty. There are several extra-linguistic goals of ELT. The most critical goal is to enhance the quality of education and to promote innovation and competency in students through the implementation of these objectives. Secondary ELT's goals are also to help students gain basic English knowledge by teaching them the four language skills (listening, speaking, writing, and reading) and cultivating their interest in English. The writer has attempted a comprehensive review of the new English syllabus for Iraq's secondary schools. The researcher attempts to examine the variables that are intrinsic to the existing syllabus and those that lead to the unsatisfactory state of English teaching outside of it.

Having recognized the shortcomings of the current syllabus, an attempt was made to propose an alternative structure that would incorporate the theoretical insights gained from the syllabus design models currently being held. The syllabus will fulfill the students 'needs and hold their attention in the class. The syllabus should be made interesting, and student-oriented engagement should enable and provide opportunities to exercise skills related to real-life needs. The syllabus included decisions based on those values and their collection.

Approaches to Syllabus Design In the early 20th century, when the course designers designed the syllabus, important elements were considered (Richards, 2001). Grammar formed and vocabulary is the basis for the syllabus development, and the students' needs for fragments and

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International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 4/April 2020

units in the language were assessed. A particular textbook has driven language learning and syllabus design promoted the framework of a common text intending to concentrate on teaching foreign languages.

Consensus on Syllabus Elements Specialists began to challenge the basic emphasis that a syllabus would hold material elements or methods and procedures alone (Nunan, 1988). Although writers such as Nunan (1988) and Yalden (1987) argued that methods/procedures and material should go hand in hand followed by evaluation standards such as Stern (1984) and Allen (1984) claimed that these should be segregated. This is regarded as the narrow concept of the syllabus (considers a distinction between content and procedures) and large (tasks and contents cannot be separated) (Nunan, 1988). Narrow syllabi primarily concentrated on content collection and assessment and set aside the tasks and activities to which students were exposed. Large views held that teaching practices and projects through the use of communicative language should not be left behind.

Some organizing principles in designing the syllabi were derived from curriculum and others from the philosophy of education since the syllabus in its nature is a public document and a statement about teaching methodologies. A curriculum is a public statement that explains and justifies what a school (and college or university) does. The principles of the organization of a syllabus should be linked to the view of how language is learned. As Ghosh (2009) argues: Students' willingness to learn a language grows when they see linkages between what they are doing in the classroom and what they plan to do with the language in the future.

Modern society expects teachers to teach and learn high quality. To meet the expectations and requirements of professional education teachers will have a lot of knowledge and expertise in both teaching and assessment activities. Teacher learning is a continuous process that promotes the teaching skills of teachers, masters new knowledge, develops new skills, which in turn helps to improve the learning of students. Past studies have shown that their students are at a higher level when teachers are effective classroom administrators (Stronge et al. 2008; Omoteso and Samudara 2011; Stronge et al. 2011;) and demonstrate greater interest in the class subject matter (Kunter et al., 2007).

Methodology The study utilized the qualitative research method using content analysis. This study was conducted at Iloilo State College of Fisheries Dumangas Campus, Iloilo, Philippines. The sources of the data in the analysis of the sufficiency of the textbook are the three (3) textbooks that were coded as A, B, and C which are available in the library resources of the college. The following coded books were: Book A: Purposive Communication: Using English in Multilingual Contexts, Marilu Rañosa Madrunio, Isabel Pefianco Martin (2018) C and E Publishing, Inc., ISBN: 9789719809258; Book B: Purposive Communication, Janet C. Pascual, Clarence Ella D. Alipio, Rosemarie F. Domingo, and Cenon Edsel G. Gaytos (2016) Books Atbp. Publishing, ISBN: 6214090227, 9786214090228; and Book C: Purposive Communication in the Now, Augusto C. Africa (2018) Books Atbp Publishing Inc. ISBN: BA9786214090914. On the other hand, for the assessment of the syllabi of the teacher, the syllabi of the professors teaching the purposive communication will be assessed by three-course validators if it complies with the CHED Standards. Lastly, the proposal of an appropriate course framework was come up for those who are inclined to write a book in Purposive Communication and prototype syllabus for further-curricular enhancement.

The data from the three textbooks were analyzed including knowledge, skills, and values parameters based on the CMO 20 s2013. Then, the three validators assessed the syllabus if it is also aligned with the expected competencies required by the course. Finally, after highlighting all those key points, the course framework and the prototype syllabus are deemed to be proposed.

Result And Discussion 1. Text Books A. Knowledge Table 1 Result Analysis of Curricular Sufficiency as to ‘Knowledge’ Knowledge Book A Book B Book C   1. Describe the nature, components, and functions of verbal and nonverbal communication in diverse and  multicultural settings.    2. Explain how communication affects cultural and global issues.    3. Determine the words, phrases, and images which are culturally appropriate.    4. Critically evaluate multimodal texts to develop receptive abilities (listening, reading, and viewing).    5. „Summarize the principle of academic text structure‟.

Legend/Description: Explicitly Stated (  ) - It provides a clear and complete flow of content as intended, based on the course description itself.

Implicitly Stated gives indirectly ( ) – it some point Presentation of the contents through illustrations, texts, and other enhancement and/or supplementary activities.

Not Stated ( )- it has no connection whatsoever and/or no clear text presentation.

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International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 4/April 2020

Berelson (1952) postulated that one of the scientific principles of the scientific method is 'objectivity'. This meant that the study is being performed based on clear rules that allow different studies to obtain similar results from the same documents or messages. To reiterate the analysis, the following were highlighted: -For Book A, all the knowledge indicators were "Explicitly Stated" except the "Critically evaluate multimodal texts to develop the receptive abilities (listening, reading, and viewing).” which was rated as “implicitly Stated”.

-For Book B, three out of two indicators were rated as “Explicitly Stated” and the two indicators namely the “Describe the nature, components, and functions of verbal and nonverbal communication in diverse and multicultural settings” and “Critically evaluate multimodal texts to develop the receptive abilities (listening, reading, and viewing).” were both rated as “Implicitly Stated” -For Book C, all the indicator were rated as “Explicitly Stated” Since almost all the characteristics under this parameter are presented explicitly, it means that the desired learning outcomes are covered by the textbook. Only then, some points need to be elaborated and emphasized to further aid learning towards its target.

B. Skills

The table presents the result analysis of curricular sufficiency as to ‘skills’ based on the course description on CHED Standards.

Table 2 Result Analysis of Curricular Sufficiency as to ‘Skills’ SKILLS Book A Book B Book C 1. Convey ideas using acceptable registers through oral, audio-visual, and/or web-based presentations for various target    audiences in domestic and international settings.    2. Create clear, coherent, and effective materials for communication.    3. Convincingly present ideas using appropriate registers of language, tone, facial expressions, and gestures.

4. Write and present academic papers using suitable types of tone, style, conventions, and references.    Legend/Description: Manifested (  )- Addresses the main themes and claims in the book; facts and examples (including quotations) are detailed, reliable, and appropriate; provides a review of methodology, sources, theory, strengths, limitations, etc.; the analysis shows critical thinking and insights; and positions the book within the local and global contexts.

Somehow Manifested ( )- Several concepts are illustrated but not fully developed; the point is discussed but not explicitly or adequately explained; few examples are lacking in detail; only passing mention of sources, theory, etc.; shows only a basic understanding of the text; and a very limited understanding of local and global contexts.

Not Manifested (x) -Addresses only a few of the main themes; no real discussion of the author's argument and/or perspective; few or no examples; no mention of theory, technique, sources, etc.; no discussion of strengths or weaknesses; and shows only a passing understanding of the text not in context;

-Book A, were rated as “Manifested” for all indicators; which means that all indicators were present.

-Book B, all indicator was rated as "Manifested" except that of the third indicator "Convincingly present ideas using appropriate registers of language, tone, facial expressions, and gestures.” which was rated as “Somehow Manifested”.

-Book C, All indicators were also rated as "Manifested" except that of the fourth indicator "Write and present academic papers using suitable types of tone, style, conventions, and references." which was rated as "Somehow Manifested".

Generally, the parameter under the „skills' shows almost "manifested" assessment since the book obtained activities and group dynamics that convey ideas using appropriate registers where students can easily relate. Materials are also clearly and effectively presented as to their significance for learning and can use suitable conventions in academic papers. Although two factors are only "slightly manifested", it does not fully affect the congruence of the textbook with the learning outcomes provided by CHED. C. Values

The data were presented and examined on how the collection of texts and other activities by the author(s) interprets the human experience from different angles. The table describes the result of the study of curricular sufficiency as to 'values', based on the CHED standards course description Table 3 Result Analysis of Curricular Sufficiency as to ‘Values’ VALUES Book A Book B Book C 1. Foster cultural and intercultural awareness and sensitivity in the communication of ideas.    2. Appreciate the variations between the speaking and written language varieties.    3. Adopt public awareness and meaning when bringing forward ideas.    4. Appreciate the impact of communication has on society and the world.    Legend/Description: Learned (L-) -Implements the solution in a way that addresses in thoroughly and in-depth multiple contextual factors of the problem, and envisages a future self (and makes a feasible plan based on past experiences that have transpired across multiple and diverse contexts) Practiced (P-)- Evaluation of solutions is sufficient (contains, for example, a detailed explanation) and includes: considers the context of the problem, reviews logic/reasoning, explores the viability of the solution, and evaluates the solution's impact; and Assess changes in one's learning over time, identify complex contextual factors (e.g. work with ambiguity and risk, address frustration, consider ethical frameworks.

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International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 4/April 2020 Opportunity to Learn ( ) - Evaluation of the solution is brief (e.g., explanation lacks depth) and includes the following: consider the problem history, review logic/reasoning, examine solutions and weigh solution impacts.

-Book

A, B, and C were rated as “Practiced” in two indicators namely for the “Appreciate the variations between the speaking and written language varieties.” and “Adopt public awareness and meaning when bringing forward ideas.”. On the other hand, the remaining two indicators namely the “Foster cultural and intercultural awareness and sensitivity in the communication of ideas.” and “Appreciate the impact of communication has on society and the world.” were rated as “Opportunity to Learn”.

The parameters under 'values' as a whole allow learners to learn in various ways where they can follow cultural and intercultural awareness to know the effect of communication on society and the world. Students also can present ideas about spoken and written languages and meanings.

The table presents the analysis of textbooks based on the three parameters.

Books

Book A

Book B

Book C

Table 4 Analysis of Textbooks Sufficiency to CHED Standards (Desired Learning Outcomes) Knowledge Skills Values •the selections have incorporated knowledge • the activities presented to identify the •values are embedded explicitly in each about the role of language in human different modes of communication and selection and/or text, representing the reality communication that is based on the diverse strengthen one's communicative intent of local cultures and how this cultural cultures in the community • it shows the importance of face-to-face audio, diversity affects communication between • assesses the discrepancies between virtual, text and other forms of groups of individuals intrapersonal, interpersonal, extended, communication, especially when it comes to • it demonstrates the importance of a cultural organizational and intercultural communication targeting different types of audiences in local context such as local literature, which would with the inclusion of cultural and global issues and global settings appreciate their own community experience affecting a broader understanding of the • the selection of activities makes appropriate • it reflects the importance of coexistence with communication process use of communication modes depending on the people of diverse cultural backgrounds •the activities show the ability to adjust and communication situation cope with communication differences since the terms, expressions, and images presented promote varied learning experiences in which students can maximize their ideas and concepts • it adheres to activities through the active • this explores group activities by participating • it reflects activities that rely on the attitudes of building as regards learning in interactive discussions involving task-related learners and their willingness to learn, •it makes connections through texts, social strategies, allowing for ways to be observed and •different learning practices involving interaction through group dynamics processing. procedures that underlie perception, knowledge, • by active engagement, it explores language and learning through awareness and reflection. and culture • appropriate language registers, tone, expressions, and gestures are demonstrated through discussions and thorough engagement.

• selections and practices actively use language • activities and other group activities use online • selections are values-oriented since they are in a variety of tasks in which they define and communication to engage the students, further thematically crafted. create the context in conjunction with check their ideas and concepts. technologies, texts, and individuals.

Overall Analysis of the Three Parameters: Knowledge, Skills, and Values

The three (3) textbooks in ' Purposive Communication ' were dominantly rated as ' explicitly stated ' when analyzed as to curricular sufficiency with the prescribed CHED curriculum in terms of 'knowledge', 'manifest' in terms of 'skills,' and 'learned' in terms of values, ' practiced ' and 'opportunity to learn' respectively. The course adhered appropriately to the principles and ideas of language communication in context by considering the entire learning process that the students expected to learn and to do under the following accounts: ✓ Within a socio-cultural context of use, text and activities involved deliberate and active knowledge-building. That is through active engagement. Students used language purposely in a variety of tasks in which they discovered and created meaning in interaction with people, texts, students in making links in their learning, encouraged interaction with peers and others.

✓ By making connections, learning is based on previous experience and the necessary challenges to initial assumptions that have taken learners to the community and education in their informal and formal ways of getting into. The idea here is to compare languages and cultures, draw links, and create the necessary bridges between home and target language and culture. Comparing existing linguistic and cultural knowledge with new inputs, too. Students have a great opportunity to work out ways to rethink their knowledge. They would also be building the ability to combine learning language and culture with learning across the curriculum. ✓An idea of social and interactive learning implied social interaction among parameters. Community across cultural and linguistic boundaries, and recognizing them as boundaries and the reasons for their construction. When it comes to communication on culture and similarities and differences, engaging with a new conceptual system through language is observable.

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International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 4/April 2020 ✓Students interact by engaging with the teachers and others in questioning and talking, through which they are encouraged to notice form, processes, and strategies in the context of the task. They worked towards reciprocal relationships exploring more than one culture, conceptual system, set of values, linguistic and cultural boundaries, regarded their own culture and that of others as comparative lightening ✓ Learning requires becoming aware of the processes underlying thought, comprehension, and education through the consciousness, perception, and reflective aspects. Ultimately, it emphasizes the critical and constructive reflection on

linguistic and cultural differences and similarities, and challenges dichotomies reflect critically and constructively on their intercultural actions and articulate the multiple dimensions of their own intercultural space and identity. ✓ Students could focus critically on language, culture, knowledge, and learning, develop the ability to interpret and interact with a difference, and develop behavioral change forms. They would also track their output and the impact of their output on others, create a metalanguage to address the relationship between language and culture, and finally understand the need for that metalanguage development. ✓Through the activities like a job interview, simulations, debate, and alike, students also have developed specifically 'values' as such responsibility-understanding and applying responsibility for contributing to successful effective communication across languages and cultures. They would be able to seek and respond to feedback on their learning, show a willingness to interact with people from different languages and cultures, gain an awareness of the validity of diverse value and conceptual structures, appreciate the need to reflect on their cultural perspective and acknowledge the naturalness of multiple perspectives.

The topics or learning content of the three (3) textbooks were organized creatively and logically sequenced. Put it another way, it is very clear; first, the writers started with themes about parts of the material. They then moved in-depth to provide a single unit for each material item. It also brought in theoretical problems and related topics. Because the authors have narrowed the goals of their course, and because the materials have given are intended to achieve the defined goals in large measure. So it's decided that the topics mentioned matching the objectives identified for the course. Therefore, the degree to which they can help the learners attain these goals will depend on the performance and reactions of the learners to the course.

While the books followed a more process-oriented approach and were analytical through multiple tasks; it is clear that the authors also attempted to balance language components with language skills, but focused more on language skills with the inclusion of socio-cultural awareness and sensitivity, something that the authors pointed out in their respective book 'Purposive Communication.'

2. Teachers’ Syllabi Syllabi Evaluation

It is necessary and important to consider evaluating a cyclical process that occurred not only when the syllabus was designed, but also when planned, assesses, and implemented in language lessons. (Graves, 2000). Brown (2007) added that the importance of a communicative syllabus depends on important elements such as teaching goals and objectives for each unit.

This emphasized the need to include topics, situations, grammar, and vocabulary units that correspond to the functions outlined.

If content corresponds to communicative functions then it would fulfill its purpose: to provide opportunities for students to improve their communication skills. To assess the compliance of the teachers with the guidelines established by CHED, the syllabi were analyzed according to the context below. The table presents a summary of the assessment given by the three (3) professors as validators according to the five (5) criteria.

Syllabi in Purposive Rater Communication

Syllabus 1

Syllabus 2

Syllabus 3

Rater 1 Rater 2 Rater3 Rater 1 Rater2 Rater 3 Rater1 Rater 2 Rater 3

Table 5 Overall Assessments of the Teachers’ Syllabi Course Description Course Objective and Assessment of Students‟ Diversity of teaching Opportunities for Student Learning learning and Assessment Students to Provide Outcomes Methods Evaluative Feedback         

        

        

        

        

Overall Assessments Syllabi were based on the CHED Curriculum Guidelines based on the assessment of the three validators. As far as the learning goals and content are concerned, it adhered to the requirements. While it is just a plan guide, it has already been designed to meet the needs of today's learners, while taking into account their perspectives and local culture within their society or locality.

3. Proposed Course Framework and Prototype Syllabus

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International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 4/April 2020

Course Overview The course entitled "Purposive Communication" is designed for First-Year College students. It is significantly intended to enhance the learners' facility in the multimodal context of tasks and activities relevant to the students' nature of learning today.

The topics and tasks covered are designed to develop students' ability to effectively convince, compose, concentrate, comprehend, and use of communication technology in their own experiences encounters within the local community. Authentic and semi-authentic materials are integrated into the course framework to make the learners ready.

Divided into five (5) units, the content of the course is dynamically designed to meet the 54-hour requirement for the term, with 3-hour sessions for 18 weeks. Each unit contains essential learning outcomes that target the relevant skills needed of the learners.

Intended Learning Outcomes (based on CHED Memo 20 s 2013) Knowledge 1. Described the essence, components, and functions of verbal and nonverbal communication in different and multicultural contexts; 2. Explained how communication impacts cultural and global issues, 3. Determining terms, expressions, and images which are culturally appropriate, 4. Critically tested multimodal texts to develop receptively (listening, reading, viewing) competencies; and 5. Summarized the principles of the structure of academic texts Skills 1. Conveyed ideas using appropriate registers 2 through oral, audiovisual, and/or web-based presentations for various target audiences in local and global settings.

2. Created clear, coherent, and effective materials for communication 3. Convincingly present ideas using correct registers of language, tone, facial expressions and gestures 4. The academic papers were written and presented using appropriate tone, style, conventions, and reference styles.

Values 1. Adopted cultural and intercultural and sensitivity awareness in the communication of ideas 2. Appreciated the differences in the variety of spoken and written languages 3. Adopted awareness of audience and context in presenting ideas 4. Appreciated the impact of communication has on society and the world Number of Hours: 3 hours every week for 18 weeks or 54 hours in a semester Prototype Syllabus I. Course Title: Purposive Communication II. Credits: 3 Units III. Contact Hours: 3 hours every day for 18 hours or 54 hours in a semester IV. Course Content Specific Learning Outcomes

Learning Topics/Course Teaching Learning Assessment Strategies Instructional References/ Time Content Activities Materials Resources Frame 1.

Demonstrate an Unit 1: Communication Lecture and Discussion LCD projector or See: understanding of the key ideas Processes, Principles, and with group dynamics, -Quizzes and seatwork wide paper http://www.healthkn in language and Ethics supplemental/reinforcem on defining owledge.org.uk/publi communication.

Lesson 1: The Nature of ent activities and communications cheath10 hours 2. Relate your personal Language assessment ( oral, components ( e.g. Chalkboard textbook/organizatio experience with input written and/or practical channel, effect, n-management/5apresented.

Lesson 2: Types of sessions ) sender, receiver, understanding3. Demonstrate knowledge Communication Through: message, Audio and/or video itd/effectiveabout the role of language in -Presentation of Text (s ) clips of different communication human communication.

Lesson 3: Communication Extraction of media ( e.g. TV skills.pdf 4. Identify the types of Processes, Principles, and information from the -Group work commercials; communication mode, context, Ethics texts and review of key movies; newscasts; Chase, R., and and purpose, and style. points at the end of the -Reaction papers etc.)

Shamo, S. ( 5. Differentiate verbal and lesson 2013).Elements of non-verbal, and visual -Semantic Web System Effective communication and their subComprehension Newspaper articles, Communication 4th forms concerning Check/Questions and journals ed. Washington, Utah communication modes -Tasks and Activities 6. Evaluate the differences in -Brainstorming communication context between the intended, -Group works /dynamics intrapersonal, interpersonal Deepening Activity organizational, and -Peer Assessment intercultural communication.

-Exchanging of ideas 7. Explain the differences in through class style and intent between interaction, pairing and informal and formal group tasks communication, and address -Synthesis

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International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 4/April 2020

the drawback and benefit of the different types of communication in different communications settings;

-giving summary and generalization

1. Identify the various Prior Input communication modes and how they help in expressing Unit 2: Communication and -Getting and Sharing of Quizzes one‟s communicative intent. Globalization Ideas to unlock 2. Show the importance of difficulty and extracting Practical face-to-face, audio, virtual, Lesson 1:Forms of key ideas leading to the text-based and other forms of Communication selections/texts communication, especially when targeting various types Lesson 2: Communication -Illustrating models of of audiences in local and and Technology communication global settings; 3. Distinguish the differences -Getting into the between and among the presentation of lessons communication modes.

Comprehension 4. Use these communication Questions modes suitably depending on the contact situation context.

-Exchange of ideas and 5. Determine the positive and answering questions negative aspects of the use of about the texts communication technology. presented 6. Prove your knowledge about social media usage in Deepening Activity Asia and the rest of the world.

7. Convey an idea or deliver a -Giving activities and message for a variety of tasks using on their audiences using the most common experiences appropriate technological tool. and social interactions among others

Projector

http://www.nytimes.c om/2012/04/22/opini 10 See “ ons/sunday/thehours Communicating in flight-frommulticultural conversation.html?_r society and world” =o Article" Flight from Video ”Connected the conversation " but alone‟ in TED talks https://www.ted.com/ talks/sherry_turkle_al one_together Video”How social media can make historyhttps://www.te d.com/talks/clay_shir ky_how_cellphones_ twitter_facebook__ca n_make_history Video “ Wiring a web for global good https://www.ted.com/ talks/gordon_brown

Reinforcement Activities Evaluation through:

check

Paper critic analysis

and/or

Practical 1. Demonstrate knowledge Reaction paper and/or about globalization as an Input discussion forum on economic phenomenon.

Unit 3: Intercultural how globalization Projector See: 10 hours 2.

Demonstrate an Communication -Presenting works, and vice versa https://www.vuu.edu/ understanding of how contact Texts/Selections about Uploads/files/Sample has an impact on cultural globalization and alike Paper and Pencil Test Video of “Giving MeetingsMinutes.pdf diversity.

Lesson 1:Communication Presentations 3. Appreciate the benefits of and Globalization -Getting into the class Worth Listening See cross-cultural communication interaction and to": Gordon Kangas http://www.monash.e and its challenges. exchange of ideas at TEDx Talks du.au/lls/llonline/writ 4. Prove to understand the Lesson 2: Local and Global (youtube) ing/medecine/reflecti concept of English varieties in Communication in ve/5.xml Asian contexts.

Multicultural Settings Comprehension 5. Discuss the importance of questions Sample See the varieties of English in both Lesson 3: Varieties and Communication http://tawanmandi.or oral and written contexts.

Registers of spoken and -Talking further the materials from g.af/knowledgeportal 6. Identify some grammatical, written Language influence of different workplace /media/workplacelexical, and syntactic features globalization on settings (e.g. _communication_cha of post-colonial varieties of Lesson 4: Exploring Texts communication minutes, pter_in_communicati English in the Asian context. Reflecting Different memo,requests,busi ons.pdf 7. Distinguish the lexicon of Cultures ness/technical/incid some Asian varieties of Deepening Activity ent reports,letters) English.

Lesson 5: Coping with the See 8. Demonstrate knowledge Challenges of Intercultural -Identifying fake news http://www.dol.gov/o about the concept of registers Communication and misleading news dep/topics/youth/soft

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International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 4/April 2020

depending on the report skills/Communicatio communication situation. n.pdf 9. Display an ability to adjust Self-Assessment and cope with communication -Assessing one‟s Dainton, M., and breakdown. understanding of the Zelley E. ( 10. Analyze texts that reflect concepts presented in 2015).Applying varied cultures and practices. the lesson communication 11. Numerous traditions and theory for ideologies support this.

Synthesis professional life. A 12.

Acknowledging the practical introduction complexities of intercultural -Wrapping up the ideas 3rd edition.,Sage communication 15. Determine through generalization Publications. the sources of misunderstanding.

-Paper and Pencil Test Searles, 13. Identify approaches to G.(2014).Workplace studying intercultural -Film Viewing with Communication: The communication. film critic Basics.Boston: Allyn 14. Appreciated learning about and Bacon,6th ed. other cultures and identities.

-Reaction Paper 15. Appreciate the value of coexisting with individuals of different cultural backgrounds.

1.

Demonstrate an Unit 4: Various Prior Input Presentations orally, Projector See understanding of the Communication Purposes audio-visually and/or http://.www.omafra.g conventions of the explanation -Presenting and online to promote Sample texts (letter ov.on.ca/english/rural 11 hours essay.

Lesson 1: The Explanation Understanding the cultural values (e.g.), of inquiry, police /facts/03-033.html 2. Appreciate the value of Essay essay respect for elders, reports, speeches, clearly explaining a Bayanihan spirit, etc.) letters of See: phenomenon.

Lesson 2: The Blog -Going into the Focus of appreciation, etc.) http://www.capmemb 3. Write an explanation essay the Lecture and ers.com/media/cms/1 of at least 500 words on a Lesson 3:Research –Based Discussion 2l_mod2_ch8_63afca topic of your choice.

Argumentative essay 8970d43.pdf 4. Differentiate between the -Tasks/Activities with journal or diary entry and the Lesson 4: The Oral rubric See: blog.

Presentation http://hplengr.engr.wi 5. Appreciated the benefits and Peer Assessment and sc.edu/Prof_Comm.p disadvantages of writing a Lesson 5: The Debate Task-related activities df blog.

6. Write a blog of at least 500 Lesson 6: Literature as See:http://www.pears words on any topic of your Communication onhighered.com/saml choice.

Debate echapter/0205524214 7. differentiate the research( Team ) .pdf based argumentative essay from the explanation essay and Critiquing Searles, G. ( the blog 2014).Workplace 8. Demonstrate the ability to Generalization and Communication: The transform research into sound Reflection Basics.Boston: Allyn arguments. and Bacon,6th ed.

9. Write a research-based Assignment argumentative essay of at least Dainton, M., and 1, 000 words on any topic of Zelley E. ( 2015 your choice. ).Applying 10. Deliver effectively the Communication introduction and conclusion of theory for your oral presentation to create professional life. A lasting impressions. practical 11. Employ vocal and physical introduction.3rd ed., factors, eye contact, and Sage Publications presentation aids for effective delivery.

Lucas, S.(2011).The 12.

Critique an oral art of public speaking presentation.

NY: McGraw Hill 13. Discuss the importance of Video of "The Most debate in everyday life.

Important Cannot Be 14. Identify and exhibit Said”.Eddie Calasanz different skills. ( youtube) 15. Recognize the different types of debate and their structures.

1. Identify the various genres Unit 5: Communication Input used across professions.

Across Professions

Research Papers environmental,

on Projector http://.www.omafra.g 12 hours

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International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 4/April 2020

2. Show understanding of the -Presentation and financial, legal, Sample texts (letter ov.on.ca/english/rural structure of various genres Lesson 1: Written Modes discussion of various cultural, economic or of inquiry, police /facts/03-033.html used across professions; of Professional genres of writing across health issues reports, speeches, 3. Evaluate critically a Communication professions letters of See: business proposal, a genre Academic appreciation, etc.) http://www.capmemb used across professions.

Lesson 2:The Job Interview presentations of ers.com/media/cms/1 4. Identify the steps involved -Writing Application analysis / technical 2l_mod2_ch8_63afca in the job application process Letter and other paper (e.g. paper 8970d43.pdf 5. Recognize the importance Business Letters presentations for a of job interviews in the job local / international See: application process; -Simulations on the Job conference; lectures http://hplengr.engr.wi 6. demonstrate communication interview for a local / sc.edu/Prof_Comm.p skills in a mock interview international forum) df

-Evaluation -Feedbacking

Final project: a multimodal campaign of advocacy (print, audio, visual, webbased) dealing with current issues discussed in previous tasks

See: http://www.pearsonhi ghered.com/samlecha pter/0205524214.pdf Searles, G. ( 2014).Workplace Communication: The Basics.Boston: Allyn and Bacon,6th ed.

Final Examination Dainton, M., and Zelley E. ( 2015 ).Applying Communication theory for professional life. A practical introduction.3rd ed., Sage Publications Lucas, S.(2011).The art of public speaking NY: McGraw Hill Video of "The Most Important Cannot Be Said”.Eddie Calasanz ( youtube)

Note: This syllabus is flexible and may include additional topics and activities deemed necessary by the teacher.

I. Suggested Activities/Comments -Lecture discussions -Group and collaborative activities and presentations -Personal reflections and reaction activities -Discussion of selected films, short stories, or novels -Practical II. Course Requirements -Individual and group quizzes and exams -Reflection/reaction papers on readings and other learning activities -Learning logs/journals -Major requirement: Oral Speech Presentation (critique, analysis, and report) Further References: [1] Bautista, M. L. S. ( 2000 ). Defining standard Philippine English: Its status and grammatical features. Manila: De La Salle University Press, Inc. [2] Blog. ( n.d. ) Dictionary.com’s 21st Century Lexicon. Retrieved January 20, 2020, from Dictionary.com website http://www.dictionary.com/browse/blog [3] Gorman, C.K. ( 2011 ).Communicating across cultures. Retrieved from https://www.asme.org/engineeringtopics/articles/business-communication/communicating-across-cultures [4] Goodnight, L. ( 1993 ).Getting started in the debate. ( 2nd ed.) Lincolnwood, IL: National Textbook Company.

[5] Kachru, B., Kachru, Y., and Nelson C. (Eds. ). (2006).The handbook of World Englishes.Oxford: Blackwell Publishing.

[6] Kaur, J. ( 2016 ).Intercultural misunderstanding revisited: Cultural difference as a (non) source of misunderstanding in EFL communication. In P. Holmes and F.Dervin, F.(Eds), The cultural and intercultural dimensions of English as a lingua franca. Bristol, UK: Multilingual Matters.

54 © 2020, IJASRW, All right reserved http://www.ijasrw.com

International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 4/April 2020 [7] Martin, J.N., and Nakayama T.K.(2011).Experiencing intercultural communication: An introduction ( 4th ed.) New York, NY: McGraw-Hill.

[8] Samovar, L., Porter, R., McDaniel, E., and Roy, C.(2015).Intercultural communication: A reader( 14th ed.). Boston, MA: Wadsworth, Cengage Learning.

CONCLUSIONS The three (3) textbooks in 'Purposive Communication' when analyzed as to curricular sufficiency with the prescribed CHED curriculum in terms of "knowledge" were dominantly rated ‘explicitly stated’ out of the five (5) characteristics, in terms of “skills” were dominantly rated ‘manifest’ out of four (4) characteristics and in terms of values, were ‘learned’, ‘practiced’ and ‘opportunity to learn’ out of the four (4) characteristics respectively. Syllabi were all rated ‘complied’ in determining the teachers' compliance with established CHED's guidelines. All the learning outcomes were based on the standards expected at the end of the semester.

Congruency of the Purposive Communication textbooks and alignment of the syllabi to CHED standards are vital to students‟ learning. This affirms the theory postulated by Savignon (1983) that the communicative aspects of the tasks and activities can promote and encourage group dynamics based on the local context across the intercultural setting of learning the language in multiple dimensions.

References [1] Allen J.P.B. (1984), General-Purpose Language Teaching: a Variable Focus Approach in Brumfit, C.J. General English Syllabus Design [2] Altheide, D. (1987). Ethnographic content analysis.

[3] Awasthi, J. R. (2006). Textbook and Its Evaluation. NELTA.Vol.11 No. 1-2.

[4] Balbontin, Clinton (2019) Philippines Slips In Global Competitiveness Ranking, Drops To 6th Spot In ASEAN and 64th Globally from https://mbc.com.ph/2019/10/09/ph-slips-in-global-competitiveness-ranking-drops-to-6th-spot-in-asean-and-64th-globally/ [5] Berelson, B. (1952). Content Analysis in communication research. New York, NY: Free Press [6] Berelson, B., and Lazarsfeld, P. F. (1948). The analysis of communication content. Chicago, IL: University of Chicago [7] Berg, B. L. (1995). Qualitative research methods for the social sciences (2nd ed.). Boston, MA: Allyn and Bacon.

[8] Brown, H.D. (2007). Teaching by Principles. An Interactive Approach to Language Pedagogy.3rd ed. Pearson Education, 357, 420.

[9] BSNP. (2006). Instrument Penilaian Buku Teks Pelajaran Bahasa Inggris. Jakarta: Depdiknas [10] CHED Memorandum Order No. 20 s2013 from https://ched.gov.ph/cmo-20-s-2013/ [11] Corbin, J. M. and Strauss, A. L., (1998). Basics of Qualitative Research: Grounded theory procedures and techniques (2nd Ed.).

Newbury Park, CA: Sage.

[12] Flick, U. (2002). An introduction to qualitative research. London, UK: Sage.

[13] Ghosh, R. (2009). Racism: A hidden curriculum. Education Canada, 48 (4) [14] Grant, N. 1987. Making the Most of Your Textbook. New York and London: Longman [15] Graves, K. (2000) Designing language courses: A guide for teachers. Boston, Massachusetts, USA: Heinle [16] Guest, G., MacQueen, K. M., and Namey, E. E. (2012). Applied thematic analysis. Los Angeles, CA: Sage.

[17] Harmer, J. (2007). How To Teach English. London and New York: Longman Inc. [18] Holsti, O. R. (1969). Content analysis for the social sciences and humanities. Reading, MA: Addison-Wesley.

[19] Jahangard, A. (2007). Evaluation of EFL materials taught at Iranian public high schools. ELT Journal, 9 (2), 130-150.

[20] Krippendorff, K. (2004). Content analysis. An introduction to its methodology (2nd ed.). Thousand Oaks: SAGE. [21] Kunter, M., Baumert, J. and Koller, O. (2007). Effective classroom management and the development of subject related interest.

Learning and Instruction, 17(5), 494–509.

[22] Lincoln, Y. S., and Guba, E. G. (1985).

Naturalistic inquiry.

Newbury Park, CA: Sage.

Svaricek, R and Sedova, K (2007). Teaching materials for qualitative research in pedagogy [23] Marsh, E.E. and White, M. D., (2006). Content analysis: a flexible methodology. Library Trends [24] Neuendorf, K. A. (2002). The content analysis guidebook. Thousand Oaks, CA: Sage.

[25] Nunan, D. (1988) Syllabus Design. Oxford, U.K: Oxford University Press [26] O‟Neill, R. 1982. “Why use textbooks?” ELT Journal Vol. 36:2, Oxford University Press [27] Omoteso, B., and Samudara, A. (2011). The relationship between teachers' effectiveness and management of classroom misbehaviors in secondary schools. Psychology, 2, 902–908.

[28] Osgood, C. E., Suci, G. J., and Tannenbaum, P. H. (1957). The measurement of meaning. Urbana: University of Illinois Press.

[29] Pamungkas, D. A. 2010. The quality of the English textbook used by International Standard Junior High school.

[30] Popping, R. (2000).

Computer-assisted text analysis.

London, UK: SAGE. Richards, L. (2009). Handling qualitative data (2nd Ed.). Los Angeles, CA: Sage.

[31] Richards, J.C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press [32] Royse, D. (2001). Teaching tips for college and university instructors: A practical guide. Boston: Allyn and Bacon.

[33] Savignon, Sandra J. (1983) Communicative competence. John Wiley and Sons, Inc., [34] Sheldon, L.E. (1988). Evaluating ELT Textbook and Materials, ELT Journal Volume 42:4. Oxford: Oxford University Press [35] Stern H.H. (1983), Fundamental Concepts of Language Teaching, O.U.P., Oxford

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International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 4/April 2020

[36] Stronge, J.H., Ward, T.J., and Grant, L.W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339–355.

[37] Stronge, J.H., Ward, T.J., Tucker, P.D., and Hindman, J.L. (2008). What is the relationship between teacher quality and student achievement? An exploratory study. Journal of Personnel Evaluation in Education, 20(3-4), 165–184.

[38] White, R. (1988) The ELT curriculum Design, innovation and implementation. Oxford, U.K: Blackwell Publishing.

[39] Yalden J. (1987), Principles of Course Design for Language Teaching, C.U.P., Cambridge

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