Project LAIPSE (Localization and Assimilation of Insights, Perceptions and

Shared Experiences): Basis for the Enhancement of

Journalistic Competence

An Action Research
Presented to the Panellists of
Division Conference of Basic Education Research

CAROLYN E. FIGURACION
Teacher III

September 2019

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 ABSTRACT

Project LAIPSE (Localization and Assimilation of Insights, Perceptions and

Shared Experiences): Basis for the Enhancement of
Journalistic Competence

Carolyn E. Figuracion - Teacher III, San Pedro Elementary School

The purpose of this paper is to enhance the basic writing skills of the pupils through

the use of strategy in localizing and assimilating their insights, perceptions and shared

experiences which led in the creation of this project.

The problem sought an answer to improve basic skills of the pupils in doing their

journals in primary and composition writing in intermediate which may lead to the

enhancement of quality writing among our journalists. Project LAIPSE would be of great

help for our scribes of ‘THE KEY BULLETIN’, the official publication of Sto. Tomas South

Central/San Pedro Elementary School, to be guided with approaches and strategy in

writing articles.

Using the descriptive method approach of research, the strategies used in the

enhancement of basic writing skills of the pupils were identified. The findings reveal that

the journalistic competence/writing activities of the pupils would be easier if they will do

the systematic way using the suggested schema or strategy.

The results suggest that the communication arts teachers (in Filipino and in

English) and journalism advisers/coaches must implement the use of this project LAIPSE,

the localization and assimilation of insights, perception and shared experiences as basis

for the enhancement of journalistic competence.

Division Conference of Basic Education Researchers 2019

 ACKNOWLEDGEMENT

I thank all who are in one way or another contributed in the completion of this paper.

First, I give thanks to God for protection and ability to do work.

I am so grateful to my District Supervisor, Dr. Gullierma L. Bilog and my Principal

Mrs. Angelita D. Razon for the encouragement and the golden opportunity to do this

wonderful research entitled: Project LAIPSE: A Multi-Discipline Approach on Localization

and Assimilation of Insights, Perceptions and Shared Experiences, Basis for the

Enhancement of Journalistic Competence

I take pride in expressing my profound gratitude to my friend, the very brave

Research Consultant, Ms. Len Bondad for sharing her expertise. To our District Research

Committee, maraming salamat po.

Furthermore, I also thank my family who had given me strength, inspired me and

prayed for me throughout my endeavor. This action research is heartily dedicated to my

dear and supportive husband Sir Emer and to my source of strength, my children Carmela,

Angeli and Vince.

May the Almighty God richly bless all of you.

C. E. FIGURACION

Division Conference of Basic Education Researchers 2019

I. Context and Rationale

Journalism in the Philippines is a directive program under Department Order No.

10, series 2000 effective SY 2000-2001, other known as “the implementation of the

journalism program as an integral part of communication arts, both English and Filipino”.

As highlighted in section 2 of this order, one of the effective avenue for enhancing the

journalistic competence of students is the purposeful development of these writing skills in

the curriculum, especially in communication arts subject where writing is taught as a basic

skill.

In regular elementary school setting along the scheme of DepEd localization

teaching and learning process in K-to 12 Curriculum, journalistic competence is also

imperative. Competence in journalism is the ability to do collecting, writing, and editing

news stories. This competence would be of great help to both teachers and pupils in

enhancing basic writing skill with the same use of contextualization and localization

process specifically in journal writing in primary, localized theme writing and reporting in

the intermediate class.

In this regard, Project LAIPSE – Localization and Assimilation of Insight,

Perception and Shared Experiences, basis for the development of journalistic

competence, was formulated in order to enhance the basic writing skills of all the pupils in

Sto. Tomas South Central School.

This strategy is actually implemented in our Special Science Class wherein the

researcher wished to transfer the same teaching-learning process in the regular class.

The researcher believes that, this study will help the teachers in Communication

Arts to make their writing activities more strategic and will enhance the journalistic

competence of the pupils through the process of localization and assimilation of insights,

perceptions and shared daily life experiences into story writing and reporting, pupils can

build and substantiate good connection towards each other which can lead them to

develop quality writing skills.

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II. Innovation, Intervention and Strategy

Project LAIPSE is an innovative plan for our School Journalism Program which

aims to enhance the journalistic competence of the pupils. It is an intervention using

teaching strategy incorporating the K-to-12 curriculum in conceptualizing and localizing

insights, perceptions and shared experiences as material and springboard for their written

work-output.

III. Research Questions

Specifically, this study sought to answer the following questions:

1. What is the writing skills of the students in Science class of STSCS compared

to its regular class in terms of:

a. Quality of writing

b. Grammar, usage and mechanics?

2. What strategies do the Com-Arts Teachers employ in the writing activities in

special science class in terms of:

a. Journal writing/diary writing in primary pupils

b. Composition writing in intermediate pupils?

3. How do Com-Arts Teachers perceive the efficacy of the applied strategies in the

basic writing skills of the pupils in the Special Science Class?

4. What plan of action can be implemented to enhance the basic writing skills and

the journalistic competence of the pupils in the regular class?

IV. Research Method

a. Participants and other Sources of Data/Information

There are 12 Communication Arts teacher-respondents of San Pedro Elementary

School participated in this study. For problem number 2, respondents were grouped in two,

as primary and intermediate classes since data needed is identifying the employed

strategies that they are using in teaching content-writing skills of the students.

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b. Data Gathering Method

This study employed the descriptive method. Checklists for the Com-Arts (English

and Filipino) teachers were used as the instrument for gathering data. Answered

questionnaires were retrieved immediately and thereafter treated with simple and

appropriate statistical techniques. The retrieved data were tallied, tabulated, analyzed and

interpreted. Focus-Group Discussion (FGD) was also applied to consolidate strategies

being used by the Science teachers in teaching basic writing skill.

A four-point Likert scale was used to interpret the respondents’ answers following

the verbal interpretation below:

Scale Verbal Interpretation Scale

4 Proficient/Very Effective 3.26 – 4.00
3 Skilful/Effective 2.51 – 3.25
2 Capable/Less Effective 1.76 – 2.50
1 Beginner/Not Effective 1.00 – 1.75

V. Discussion of Results

For problem number 1, to identify and compare the writing skill of Special Science

Class and pupils from regular class, the researcher and the teacher-respondents agreed

upon the parameter to be used considering the 75% of the total number of class per grade

level to fall under each indicator.

Table 1. Writing Skill Rubric

Indicator 4. Proficient 3. Skilful 2. Capable 1. Beginner
Piece was Piece was written Piece had little Piece had no
written in an in an interesting style, style,
A. extraordinary style, Gives some new Gives no new
Quality of style, Somewhat information but information and
Writing very informative informative and poorly organized very poorly
and well- organized organized
organized
Virtually no Few spelling and A number of So many
B. spelling, punctuation errors, spelling, spelling,
Grammar, punctuation or minor grammatical punctuation or punctuation
Usage & grammatical errors grammatical and
Mechanics errors errors grammatical
errors that it

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 interferes with
the meaning

Table 2. Writing Skill level of Special Science Class/Regular Class

Special Science Class Regular Class
Grade level Indicator A.
MEAN MEAN
I 2.5 1
II 3 1.5
III 3 2
IV 3 1.5
A. Quality of Writing
V 3.5 2
VI 3 2
Weighted 18 10
Mean 3.00 1.67
Special Science Class Regular Class
Grade level Indicator B.
MEAN MEAN
I 2.5 1.5
II 3 1.5
III 2.5 2
IV 3 2
B. Grammar Usage
V and Mechanics 3 2
VI 3.5 2
17.5 11
Weighted
Mean 2.92 1.83

The indicator A-quality of writing for Special Science Class got the total weighted

mean of 3.00 and 2.92 for grammar usage and mechanics, which means 75% of the

class from grades 1 to 6 are considered skilful writers.

Regular Class got the total mean of 1.67 for indicator A and 1.83 for Indicator B

which determine that 75% of the regular class are Beginner in quality writing but

Capable in grammar usage and mechanics.

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 Table 3. Strategies Employed by Primary Com-Arts Teachers
in Diary/Journal Writing Activities of Special Science Class Grades 1 to 3
Strategies/Activities
1. Establishes a positive atmosphere and sense of belonging before writing and
reading activities like music and dance.
2. Provides a video clip/short story as springboard for reading and writing activities.

3. Encourages pupils to give personal understanding about the video clip/story.

4. Hears the voices of the pupils if they have the same experience.

5. Writes the shared experiences of the pupils on the board as model or draft.

6. Organizes writing that provides pupils a model of written output.

7. Assesses standards in writing such as capitalization, punctuations, margins and
others

Table 4. Strategies Employed by Intermediate Com-Arts Teachers

in Composition Writing Activities of Special Science Class Grades 4 to 6
Strategies/Activities

1. Provides facts sheet for pupils to read.

2. Discusses the meaning of the facts read by the pupils.

3. Initiates sharing of the personal knowledge about the topic.

4. Hears the voices of the pupils if they have the same experience.

5. Writes the shared experiences of the pupils on the board as model or draft.

6. Organizes writing that provides pupils a model of written output.

7. Assesses standards in writing such as capitalization, punctuations, margins and
others
For problem number 2, primary Special Science Teachers do a systematic way of

teaching-learning process before they come up with the proper writing activities. Since

they are focus in diary or journal writing daily checking is applied. Likewise, the

Communication Art teachers from Special Science Class of Grade 4 to 6 are using logical

strategies in composition writing or even in essay writing.

To sum up their approaches used by Primary and Intermediate ComArts

teachers, both are:

 using springboard for reading activity like fact sheets video clips,

 giving insights and perception on how the pupils understand the meaning of the

story read,

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  sharing personal experiences based on the seen video/story,

 writing sentences on the board so the pupils will start looking unto the content of

the topic, and finally

 organizing the written sentences on the board to form a complete written output.

Table 5. Perceived Level of Efficiency of Applied Strategies

in Teaching Basic Writing Skill in Science Class
Perceived Verbal
Applied Strategies/Activities
Weighted Mean Interpretation
1. Establishes a positive atmosphere and
sense of belonging before writing and reading 4 Very Effective
activities like music and dance.
2. Provides a video clip/short story as
3.83 Very Effective
springboard for reading and writing activities.
3. Encourages pupils to give personal
3.33 Very Effective
understanding about the video clip/story.
4. Hears the voices of the pupils if they have
3.58 Very Effective
the same experience.
5. Writes the shared experiences of the
4 Very Effective
pupils on the board as model or draft.
6. Organizes writing that provides pupils a
4 Very Effective
model of written output.
7. Assesses standards in writing such as
capitalization, punctuations, margins and 4 Very Effective
others
General Weighted Mean 3.82 Very Effective

For problem number 3, as perceived by the respondents, strategies that they have

applied in basic writing skill were all Very Effective.

Since all classroom in San Pedro Elementary School have television set, Dancing

and Singing as preparatory activity is such an effective way of establishing a positive

environment and setting the sense of belonging in the classroom. Video clip showing is

also possible and evident as an effective instructional material in setting the idea of the

pupils. Personal experiences are discussed based on the springboard. Arranging and

organizing ideas that are written on the board is also an effective way for pupils to see the

correct construction of phrases, sentences and the whole composition.

Finally, for problem number 4, a plan of action is made called Project LAIPSE:

Localization and Assimilation of Insights, Perceptions and Shared Experiences, Basis for

Division Conference of Basic Education Researchers 2019

 the Enhancement of Journalistic Competence.

This action plan of Project LAIPSE introduces the use of 4E’s strategy which is

suggested to be done religiously to be able to memorize the pattern of easy way in

enhancing journalistic competence of the pupils in terms of article or essay writing or even

the skill of reporting.

It is recommended for all Com-Art teachers to utilize in their writing activities to

improve the basic writing skills of the pupils and eventually become good writers as

members of school publication staff.

Action Plan

Project LAIPSE: Localization and Assimilation of Insights, Perceptions and Shared

Experiences, Basis for the Enhancement of Journalistic Competence

Source
Objectives Projects/ Time
Activity/Strategies Of Output
/Targets Programs Frame
Fund
a. Expose pupils a. Engage. Pupils read stories
on current from facts sheet and get
events with aid involved by sharing personal
of Computer insights and perceptions about
Technology or the story read/heard.
Social Media Project LAIPSE: -Enhanced
Localization b. Explore. Pupils discover better journalistic
b. Furnish the and angle of the stories read or competence of
pupils with the Assimilation of interesting events over social the pupils in
necessary Insight, media and Let them tell the article or essay
reading Perception and same story they experience or June- School writing and
materials Shared witness. January Fund reporting
Experiences in
c. Facilitate pupils enhancing c. Expound. Explain the details -Win in higher
in doing their journalistic of their own personal level of School
story/article competence experience. The teacher will Press
writing based write every answer on the Conferences
on localized board.
stories and
personal d. Explicit. Develop a complete
experiences story by arranging the details
written on the board.

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VI. Reference

Janelle Cox (2019) Sample Essay Rubric for Elementary Teachers

https://www.thoughtco.com/essay-rubric-2081367
Charles Whitaker(2013),Best Practices in Teaching Writing, “Write in the Middle” pp. 1-8
The Pyramid of Journalism Competence: what journalist need to know,
https://www.poynter.org

Implementation of the Journalism Program as An Integral Part of Communication Arts,

DO 10, S.2000, https://www.deped.gov.ph

Localization and Conceptualization, https://www.deped.gov.ph

Frontiers in Environmental Science of Journalism, https://www.frontiersin.org

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