II. WRITTEN DISCOURSE COMPETENCE TEST
3. UNIVERSITY OF AGRICULTURE AND FORESTRY
Appendix F: Photographs for Administration of Questionnaire to Students
International School
Information Technology and Communication
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University of Agriculture and Forestry
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Appendix G: Photographs for Administration of Questionnaire to Teachers University of Agriculture and Forestry
International School
University of Information Technology and Communication
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Appendix H: Photographs for Response Letter University of Agriculture and Forestry
International School
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University of Information Technology and Communication
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CURRICULUM VITAE
PERSONAL DATA
Name:
Nickname:
Address:
Date of birth:
Place of birth:
Nationality:
Religion:
Civil Status:
Father's name:
Mother's name:
Sibling:
VU KIEU HANH Lucky
# 329 G. Phan Dinh Phung St. Thai Nguyen City November 14, 1985
Thai Nguyen City Vietnamese None
Maried Vu Van Hieu
Nguyen Thi Thanh Thuy Vu Quang Huy
EDUCATION Graduate Studies:
Tertiary
High School:
Secondary:
Elementary:
Laguna State Polytechnic University Laguna Philippines
Master of Arts in English
Thai Nguyen University of Education, Thai Nguyen City
Bachelor of Arts in Teaching English Luong Ngoc Quyen High School, Thai Nguyen City
Chu Van An Secondary School, Thai Nguyen City
Nha Trang Elementary School, Thai Nguyen City
WORK EXPERIENCE
July 1, 2008 to present Faculty Member,
Thai Nguyen University of Agriculture and Forestry, Thai Nguyen University
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CANDIDATE: VU KIEU HANH (LUCKY)
Title of Dissertation: ORAL AND WRITTEN DISCOURSE ANALYSIS: BASIS FOR INTEGRATIVE ACTIVITIES FOR BASIC ENGLISH COURSE AT THAI NGUYEN UNIVERSITY
Chairman: Dr . Amada Banaag Members: Dr. Ma. Luisa Valdez
Dr. Felix Panopio External Panel Dr. Myrna Sulit
Secretary Dr. Remedios Magnaye Adviser Dr. Matilda H. Dimaano COMMENTS/SUGGESTIONS/RECOMMENDATIONS:
1. Abstract is long. Delete quotation mark in the second paragraph under writing in the Introduction. Next sentence should be in another universities. Revise the first paragraph. Modify the last paragraph. Improve first paragraph on page 4.
Review the lengths of paragraph on page 3 and 4.
2. Corrections on page 6 last paragraph: As a college teacher teaching Basic English, the researcher observed difficulties that include writing effective sentences in a paragraph….. This prompted the researcher to probe deeper into the learning aspects of the college students.
3. Corrections on page 7, SOP number 1.4 ; this may be deleted. Variables on page 7 should be started with small letters.
4. Corrections on page 7 SOP number 3. Are there significant relationships between the students‟ oral and written discourse competencies?
5. Corrections for SOP number 5. Are there significant differences between the students‟ oral and written discourse competencies and the teachers‟ assessments in the same areas?
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6. For the Scope, show focus/coverage of the study. Correction for 2nd sentence on page 8. The teachers made to validate grammatical and discourse analysis questionnaire while the students were asked to answer …..
7. Simplify the delimitation and limitation of the study.
8. On page 9, Teachers should be English teachers and add Researchers and Future Researchers in the Significance of the Study.
9. On page 10, the first construct should be Instruction in Basic College English Course.
10. Add two to three pages for the concept, Integrative English Activities.
11. Page 22 discussion on Approaches to Discourse Analysis has a very long paragraph.
12. Paraphrase Thomas (1987) on page 35.
13. On page 50, simplify the discussion on Conceptual Framework by discussing the Input-Process-output boxes.
14. Improve Figure 1 on page 51. Delete type of school attended under variable for A. Arrow should touch the boxes. Output box should contain Integrative Activities for Basic English.
15. Hypotheses:
There are no significant relationships between the students‟ oral and written discourse competencies.
There are no significant differences between the students‟ oral and written discourse competencies and the teachers‟ assessments of the students‟ stated competencies.
16. Provide introductory paragraph for the Definition of Terms on page 52.
17. Research environment on page 54 is very long.
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18. On page 57, Subjects of the Study. The subjects of this study were the 367 first year students taking up Basic English and….
19. On page 57, second paragraph of the Research Design; This study made use of two types…..
20. Correction for Table 1 page 58, the fourth column should be Teacher Respondents.
21. Add scoring and verbal interpretation after Teacher Made Test on page 61.
22. Correction on page 63 for T-test. This was used to find out the significant difference of the means of the variables being compared.
23. Delete Table 5 along with discussion pertaining to profile of high schools attended on page 68.
24. Exposure to English Media should be 1.4. Table 6 will be Table 5. Profile in the first column should be Exposed then Not Exposed.
25. Correction on page 69 number 2: Levels of Oral and Written Discourse Competencies of Students.
26. New Title of Table 7: Performance of Student Respondents in the Oral discourse competence test. Discuss clearly how to give point for column 3 (Average Score of Correct Items) Bottom part of column 3 should be Mean=2.78 and bottom part of column 4 should be Mean = 55.66
27. Correction on page 72, Table 8: Put the word Mean at the bottom of the 3rd column, Average Score of Correct Items and at the bottom of the 4th column.
28. Corrections on page 75 number 3. Significant Relationships between the Students‟ Oral and Written Discourse Competencies.
To test whether there are significant relationships between the Students‟
Oral and Written discourse competencies….
As shown in the table, it can be observed that among the 28 mean combinations being compared, 19 mean combinations or 67.9% showed
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significant relationships. This indicates that majority of the means compared are significantly related and are generally almost equal to each other. These mean contributions with significant relationships involved the competency items…..
The result further showed that there are more mean conbinations that are significantly related among oral….
29. Corrections on page 76: … that as the component skill departs from its skill classification, the more significantly related they are from each other.
The competency items that did not show significant relationships were the mean combinations….. These mean combinations with p-values above 0.05 are indicative of none existence of statistical relationship and are not predictive of each other.
30. Correction for Table 9. Column for Pronunciation and Fluency was missed under the column Oral Discourse. Include 8. Unity and Coherence under Written Discourse. Oral Discourse and Written Discourse should be in bold letters. For the Note: Mean scores with p-values below 0.05 are significantly related and shown in shaded areas.
31. Correction on page 78, Table 10. First column title should be Items.
32. New title of Table 10: Validated Student Skills as to Oral and Written Discourse Competencies.
33. Correction on page 79, New title of Table 11: Competencies of Freshman Students and Frequency of Use. Rank in Column 3 should be as follows: 12.5, 18, 5.5, 5.5, 7, 19, 17, 14.5, 14.5, 16, 8.5, 3, 11, 1.5, 4, 1.5, 10, 8.5 and 12.5 34. New title of Table 11: Student Oral and Written Discourse Skills According to the Frequency of Use.
35. Corrections on page 80, new title of Table 12: Student Oral and Written Discours Skills According to the Degree of Importance. Rank in Column 3 should be as follows:
1.5, 4, 11, 16.5, 19, 15, 3, 9, 13, 14, 18, 16.5, 10, 6, 8, 6, 6, 12 and 1.5
36. Page 82 number 5. Difference between the students‟ oral and written discourse competencies and the Teachers‟ Assessment on the Same Areas.