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
1
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
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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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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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 authors‟ 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-justified-
situations 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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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., observer-
independent) 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 investigator‟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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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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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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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. In-
use 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
45

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
46

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.
47

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.
48

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.
Table 4 Analysis of Textbooks Sufficiency to CHED Standards (Desired Learning Outcomes)
Books 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
Book A 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,
Book B
• 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.
Book C 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.
49

✓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.
Table 5 Overall Assessments of the Teachers’ Syllabi

Syllabi in Purposive Rater Course Description Course Objective and Assessment of Students‟ Diversity of teaching Opportunities for
Communication Student Learning learning and Assessment Students to Provide
Outcomes Methods Evaluative Feedback
Rater 1     
Syllabus 1 Rater 2     
Rater3     
Rater 1     
Syllabus 2 Rater2     
Rater 3     
Rater1     
Syllabus 3 Rater 2     
Rater 3     
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
50

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 cheath- 10 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/5a-
presented. Lesson 2: Types of sessions ) sender, receiver, understanding-
3. Demonstrate knowledge Communication Through: message, Audio and/or video itd/effective-
about 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 sub- Comprehension 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
51

the drawback and benefit of -giving summary and

the different types of generalization
communication in different
communications settings;
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 Projector http://www.nytimes.c
2. Show the importance of difficulty and extracting Practical om/2012/04/22/opini 10
face-to-face, audio, virtual, Lesson 1:Forms of key ideas leading to the See “ ons/sunday/the- hours
text-based and other forms of Communication selections/texts Communicating in flight-from-
communication, especially multicultural conversation.html?_r
when targeting various types Lesson 2: Communication -Illustrating models of society and world” =o
of audiences in local and and Technology communication
global settings; Article" Flight from Video ”Connected
3. Distinguish the differences -Getting into the the conversation " but alone‟ in TED
between and among the presentation of lessons talks
communication modes. https://www.ted.com/
Comprehension talks/sherry_turkle_al
4. Use these communication Questions one_together
modes suitably depending on
the contact situation context. -Exchange of ideas and Video”How social
5. Determine the positive and answering questions media can make
negative aspects of the use of about the texts historyhttps://www.te
communication technology. presented d.com/talks/clay_shir
6. Prove your knowledge ky_how_cellphones_
about social media usage in Deepening Activity twitter_facebook__ca
Asia and the rest of the world. n_make_history
7. Convey an idea or deliver a -Giving activities and Video “ Wiring a
message for a variety of tasks using on their web for global good
audiences using the most common experiences
appropriate technological tool. and social interactions https://www.ted.com/
among others talks/gordon_brown
Reinforcement
Activities
Evaluation check
through:
Paper critic and/or

analysis
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/workplace-
lexical, 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
52

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 co-
existing 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 Research Papers on Projector
used across professions. Across Professions environmental, http://.www.omafra.g 12 hours
53

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
Final project: a See:

-Evaluation multimodal campaign http://www.pearsonhi
of advocacy (print, ghered.com/samlecha
-Feedbacking audio, visual, web- pter/0205524214.pdf
based) dealing with
current issues Searles, G. (
discussed in previous 2014).Workplace
tasks 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/engineering-
topics/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

[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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[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
56


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

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

Purposive Communication: CHED Standards,

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Figure 1. The Framework of the Study

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Characteristics, Relationships, and Descriptions: Constitutive Components of Content Analysis

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Type of Control of Coding

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Seeing the Relationships of the Components

The Textbooks’ Role in English Language Teaching

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The Roles of Textbooks

Advantages and Disadvantages of Textbook

Characteristics of Good Textbook

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Background to Syllabus Design

Approaches to Syllabus Design

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Consensus on Syllabus Elements

Result And Discussion

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Table 2 Result Analysis of Curricular Sufficiency as to ‘Skills’

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

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Table 5 Overall Assessments of the Teachers’ Syllabi

3. Proposed Course Framework and Prototype Syllabus

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the drawback and benefit of -giving summary and

1. Identify the various Prior Input

Paper critic and/or

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depending on the report skills/Communicatio

© 2020, IJASRW, All right reserved

Final project: a See:

© 2020, IJASRW, All right reserved

© 2020, IJASRW, All right reserved

© 2020, IJASRW, All right reserved

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