RESULTS AND DISCUSSIONS

FIGURE 1: STUDENT’S SCORES IN PRETEST AND POST-TEST

STUDENT'S SCORES
16
14
12
10
8
6
4
2
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
ENT ENT ENT ENT ENT ENT ENT ENT ENT NT N T N T N T N T N T
E E E E E E
U D TU D TU D TUD TUD TU D TU D TU D TU D UD UD U D U D U D UD
ST S S S S S S S S ST ST ST ST ST ST

PRETEST POSTTEST

USING GUIDED WRITING TO IMPROVE THE WRITING ABILITY IN ENGLISH OF

GRADE 8 BEC STUDENTS OF CCNHS
The graph shows the pre-test and post-test scores of the subjects during the conduct of the
action research. The subjects consist of 15 Grade 8 BEC students and it is evident that the
learners’ scores have clearly increased after the intervention was conducted. In the pre-test, all of
the students got scores ranging from 6-9 which is below the average point set by the researchers.
However, after the intervention, progress can be observed in the students’ scores because half of
the whole subjects earned perfect scores during the post-test.
TABLE 1: TEST OF NORMALITY USING SHAPIRO-WILK(S-W) TEST

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
PRETEST .252 15 .011 .842 15 .014
POSTTES .338 15 .000 .701 15 .000
T
a. Lilliefors Significance Correction
The table shows the result of the normality distribution of the pretest and post-test scores
of the 15-item test using the Shapiro-Wilk Test. Since the Shapiro-Wilk (S-W) test is used for
sample sizes with less than 50 respondents, then, in this case, it is appropriate to use S-W which
has 15 respondents.
 The 15-item pretest follows the normal distribution, W (15) = 0.842, p = 0.014. Similarly,
the 15-item post-test normality results into a normal distribution with W (15) = 0.701, p = 0.000.
Both pretest and posttest significance values are less than 0.05; thus, the researchers’ null
hypothesis of the population normality is not normal.

TABLE 2: WILCOXON SIGNED-RANK TEST

Ranks
Sum of
N Mean Rank Ranks
POSTTEST - Negative 0a
.00 .00
PRETEST Ranks
Positive Ranks 15b 8.00 120.00
Ties 0c
Total 15
a. POSTTEST < PRETEST
b. POSTTEST > PRETEST
c. POSTTEST = PRETEST

Test Statisticsa
POSTTEST -
PRETEST
Z -3.420b
Asymp. Sig. (2- .001
tailed)
a. Wilcoxon Signed Ranks Test
b. Based on negative ranks.

The Wilcoxon signed-rank test (N = 15, 0.014 < 0.05) presented in Table 2 and the sign
test (.031<.05) shown in table 3 indicated that there is a significant difference from the pre-test
scores to the post-test scores of the students. This implies that the intervention used in the study
has a significant effect on the students’ performance. Thus, allowing them to write a well-
constructed paragraph.

Findings
The following are the findings of this study:
1. Both pretest and posttest significance values are less than 0.05; thus, the researchers’ null
hypothesis of the population normality is not normal.
2. The Wilcoxon signed-rank test (N = 15, 0.014 < 0.05) presented in Table 2 and the sign test
(.031<.05) shown in table 3 indicated that there is a significant difference from the pre-test
scores to the post-test scores of the students.
3. There is a significant difference in the scores of the subjects from the pre-test to the post-test.

OBSERVATION IN CLASS

1. Punctuation
Verbal and written expressions are used in communication. Writing is one of the most
significant instruments used to express people’s thoughts and expressions. In line with this,
writing constitutes different elements that need to be met in order to formulate well-constructed
sentences that follow the correct structure of sentences and are free from grammatical errors.
Hence, grammar is important.
Punctuation marks are of great importance in order to comprehend the meaning of a
written expression Sülükçü, Y. & Kırboğa, A. (2020). Making it an essential element of
grammar that needs to be used correctly to deliver the right information in a sentence. However,
if the correct use of punctuation marks is not applied, it may serve as a barrier for an individual
to write effectively. The incorrect use of punctuation marks and the lack of punctuation marks
are highly observed in the written activities of the subject of this study. The researchers observed
that most of the students are not using commas in their sentences rather, they are continuously
presenting ideas making the flow of the sentences too lengthy. Moreover, it is evident that the
content of the paragraph is not segmented into smaller sentences. Thus, it contradicts the rule of
writing paragraphs which should consist of two to more sentences.

2. Grammar
Teaching grammar is challenging. In order to teach the learners grammar effectively,
teachers must master or understand well grammar itself. This means, there is no best way to
explain the grammar rules to the students.
Teachers and learners interact in the classroom to create a collaborative environment for
the teaching and learning process. Especially in teaching and learning grammar, both teachers
and learners find problems. According to Mohammed, A, and Perun, NR (2015) stated that
learners know about the grammatical rules but they are difficult to apply and make the sentence
based on their own language. Nawaz, S (2015) argued that students have some problems in
learning grammar such as: choosing appropriate verbs, constructing sentences, and the use of
tenses. Moreover, teachers also encounter certain problems in teaching grammar. Ali, R (2011)
proved that many teachers still use the Grammar Translation Method. It seems that teacher has
difficulty applying an appropriate strategy for teaching grammar because Grammar Translation
cannot build communicative teaching and learning process in the classroom.
The researchers conclude that in teaching and learning grammar, both teacher and learner
find problems. The teacher and the learners should work together to successfully teach and
understand grammar since most of the learners are confused in constructing and applying
grammatical rules. There are many techniques or ways of teaching grammar according to the
learners’ needs that’s why they should make a consultation with the teacher so that he’d/she’d be
aware of the problem.

3. Cohesive devices
Cohesive devices are specific words that can be used to transition between the ideas
clearly and logically when writing. It is a significant element to be included when doing a written
composition in order to attain cohesion. As the researchers conduct the study, it is observed that
learners are not using cohesive devices in presenting ideas thus, the paragraphs they constructed
lack signal words that transition each sentence to the next. Learners are not that fond of using
cohesive devices in their written works. They are having difficulty in determining what to use or
how to use cohesive devices in creating a connectivity of their sentences to achieve unity of their
ideas.
Teachers should put a little more focus or emphasis on teaching the use of cohesive
devices so that students will value and realize the essence of it improving their writing skills. It
also enhances their vocabulary skills which is an important step in maximizing their full potential
as individual.

Hayati, Emar. 2016. Chapter II Review of Related Literature. Retrieved from

http://eprints.umg.ac.id/2728/3/CHAPTER%202_Ema%20Rohmah_12431009_Bhs.Inggris.pdf
Sülükçü, Y. & Kırboğa, A. (2020). A study on the punctuation knowledge levels of freshmen students.
Journal of Language and Linguistic Studies, 16(2), 684-710. Doi: 10.17263/jlls.759273