Journal Entry

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JOURNAL ENTRIES OF GRADE SEVEN STUDENTS IN PHILIPPINE LITERATURE

A Research Paper
Presented to
THE FACULTY
College of Teacher Education
Southern Luzon State University

In Partial Fulfilment
Of the Requirements for
BACHELOR in SECONDARY EDUCATION
(Major in English)

by

RACHELLE A. maBILIN
BSED III-A

June 2012

Chapter I
PROBLEM AND ITS SETTING

Introduction
The epoch of Philippine literature is at hand, and everyone should strive to hasten its approach. There are many wonderful teaching strategies educators can use to cultivate and develop an appreciation of literature within their students. Initially, developing an appreciation for Philippine literature in high school students requires that teachers select reading material with themes that are relevant to the modern era in which they live in. Many techniques are available for classroom use when it comes to teaching literature. Along with traditional independent reading, group work and interactive activities are commonly used in literature classroom. These methods help students learn the messages conveyed in great works of literature. Using a variety of teaching techniques can help one reach more students. It also creates new and exciting experiences for students. Marzano (1988) stated that by writing about what they are thinking, students show their thinking process as they read, allowing teachers to redirect or encourage students to be more effective readers. Teachers may assign students free writing exercises in which they can respond to elements of the story, as well as prompt driven responses. Important elements of the story, aspects crucial to the theme, and anything of unique interest to a student should be encouraged to be reflected upon during the reading. The story's main conflict, its level of importance, and possible solutions are all worthy topics for students to evaluate and discuss. Students keep reading journals and document their reactions to the book as they read it. Reading journals allow students to enjoy literature and make remarks about points of interest as they come to them during the reading. Both in traditional and online classrooms, journal entries are used as tools for student reflection. Reflective practice has been prevalent in the teacher education literature for several decades (Schmuck, 2006; Schön, 1983; 1991). In the early 20th century, John Dewey defined reflective thought as “active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends”. Learning to reflect on one’s own practice has become the focus of many teacher preparation programs (Valli, 1992). By consciously thinking about and comparing issues, life experiences, and course readings, students are better able to understand links between assumption and practice and to generate justifiable, well-supported opinions. Students engage with ideas and experiences that bring about questions, comparisons, insights, criticisms, speculations, and tentative conclusion.  Journal entry strategy allows students to record their responses to text as they read. Students write down phrases or sentences from their assigned reading and then write their own reaction to that passage. This strategy is to give students the opportunity to express their thoughts and become actively involved with the material they read. This interactive strategy activates prior knowledge and present feelings, and promotes collaborative learning. In helping students to activate the prior knowledge they bring to the learning environment, teachers build on students’ strengths and experiences to create new learning. Background of the Study

For the past few years, a good deal of attention has been paid in helping the students create a connection in literature. A lot of activities had been used in order to improve the students’ interest in Philippine literature. Reflection...
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