INTERVENTION PROGRAM ON THE

WRITING SKILLS OF GRADE 11 AFA

STUDENTS OF AYALA NATIONAL HIGH
SCHOOL DURING THE REMOTE
LEARNING

AN ACTION RESEARCH

Requirements in Master of Arts in Education

major in English Language Teaching

By:
INTERVENTION PROGRAM ON THE WRITING SKILLS OF GRADE 11 AFA
STUDENTS OF AYALA NATIONAL HIGH SCHOOL DURING THE REMOTE
LEARNING

I. Content and Rationale

Writing is one of the macro-skills that need to be developed and mastered by

the students (Javines, 2008). It is a systematic way of expressing ideas and

feelings (Baraceros, 2012). It requires choosing and arranging ideas to fit the

purpose of the writing act.

Moreover, writing affords to express one’s thoughts. Hirsch (2007) says that

writing like reading, speaking and listening, is an essential tool for learning, for

success in the workplace, for enriching and expanding lives, and to become

responsible citizens.

However, writing is one of the most difficult skills for students to acquire. It ,

unlike spoken language, requires the readers or the audience to understand

and interpret what has been written. Langan (2007) and Gunning (2008)

agreed that writing is difficult. They stated that writing is both more complex

and more abstract than talking.

The handicapped of students in writing can be attributed to multiple factors.

According to Hugh (2006), students are unsuccessful in developing their

writing skills because of poor reading habits, lack of reading materials and

untrained teachers. In addition, Fareed, Asraf and Bilal (2016) espoused that

the writing skills of the students are not well developed because of untrained

teachers, ineffective methods, lack of reading and writing practice and lack of

motivation to learn and acquire the said skills.

 Writing skills have not been developed and manifested by the majority of the

senior high school students of Ayala National High School. This is evident in

their written requirements in many subjects to include research. It is believed that

they have the ideas and thoughts but lack the vocabularies to express them in

writing. Observations indicate that students are handicapped in developing a

grammatical correct paragraph. They too have inadequate knowledge on the use of

conjunction and other parts of speech which completely make their writing skills

poor. According to Bok (2006), writing skill of the students has been declining among

students.

At their level, they should have possessed the rudiments and principles of

writing, therefore, they must have fine-tuned their writing skills in preparation for their

tertiary education. In addition, they must have possessed sufficient vocabularies that

will help them construct sentences or paragraphs.

It is expected that senior high school students have developed their writing skill

considering that they have been exposed to English subjects and writing activities

since their elementary grades. The exposures and experiences of these students in

different writing activities in the classroom would have prepared and equipped them

with principles and techniques in writing a paragraph or a composition. However,

common observations among teachers and parents dictate that SHS students are

struggling in writing a note, excuse slip, or a short message. These imply that

students have not developed their basic writing skills.

Aware of the students’ writing needs, the proponent, an English teacher, is

proposing to conduct an experimental study to find out the effectiveness of the

grammar and composition activities as an intervention designed to enhance the

writing skills of the AFA students.

II. Action Research Questions

This study attempts to determine the effects of the intervention program on the

writing skills of the Grade 11 AFA students of Ayala National High School Senior

High School, school year 2021-2022.

Specifically, it seeks answers to the following questions:

1.What is the pre-test performance in Oral Communication of the grade 11

AFA students in experimental and control groups?

2.Is there a significant difference in the pre-test performance in Oral

Communication of the grade 11 AFA students in the experimental and control

groups?

3. What is the post-test performance in Oral Communication of the grade11

AFA students in experimental and control groups?

4. Is there a significant difference in the post-test performance in Oral

Communication of the grade 11 AFA students in the experimental and control

groups?

5. What is the mean gain scores in Oral Communication of the grade 11 AFA

students exposed in experimental and control groups?

6. Is there a significant difference in the mean gain scores in Oral

Communication of the grade 11 AFA students in the experimental and control

groups?

III. Proposed Innovation, Intervention, and Strategy

It is common for students in today's educational system to dislike and/or avoid the

writing process. Many students feel writing takes too long. For some, writing is a

very laborious task because there are so many sub-components which need to be

pulled together. For others, the reason lies in some processing difficulties, such as

dyslexia or dysgraphia. Some educators wonder if students no longer enjoy the

slower, more refined process of written communication because they spend so much

time watching the faster-paced visual modality of television.

Students with learning problems, even those who read well, frequently submit written

work which is brief and/or difficult to read. Such students can be victims of

misunderstandings, a problem which becomes much more pronounced at the

secondary level. "Accusations of laziness, poor motivation, and a reprehensible

attitude are often directed toward deficit writers. The results can be a serious loss of

incentive, a generalized academic disenchantment and demoralization" (Levine

1998,

363).

IV. Action Research Methods

This section presents the methodology of the study, which includes the nature

of the participants, data gathering methods, the data analysis used in this study.

A. Participants and/or other sources of data & information

The respondents of this study are the AFA 11 students enrolled in Oral

Communication Class at Ayala National High School Senior High School in first

semester school year 2021-2022. Table 1 presents the population of

respondents by group.

TABLE 1
 Population Distribution of Respondents by Group

Group Male Female Total

Experimental 20 27 47

Control 16 20 36

Total 36 47 83

V. Data Gathering Methods

Permission will be sought from the City Schools Division Superintendent to

conduct an experimental study in two Grade 11 AFA classes in Ayala National High

School Senior High School. Upon approval, the letter will be presented to the school

principal and arrange with her the conduct of the experimental study.

The parents of the students involved in the experimental study will be provided

with informed consent. The parents will be briefed that they have the options to

approve or disapprove the participation of their son/daughter in the experimental

study.

Prior to the start of the experimental study, the two groups of students

(experimental and control) will be administered a pre-test. The pre-test will be in the

form of a composition writing (narrative and expository). The results of the pre-test

of the control and experimental groups will be compared using paired t – test to

ascertain that the groups are comparable.

After which, the control group will be given modules regularly (without

treatment) for four consecutive weeks). On the other hand, the experimental group,

besides the modules for four weeks, they will be given additional lessons on the

tenses of the verbs, transitional devices, coherence, cohesion, phrases, clauses and

punctuation.
 Post-test will be conducted to both the experimental and control group after the

fourth week. After which, the pre-test and post-test data will be treated and

compared.

The compositions writing in the pre-test and post-test of the students (control

and experimental groups) will be checked by three English teachers to ensure the

objectivity and bias-free by performing the inter-rater validity. In other words, the

ratings of the three English teachers in the pre-test and post-test will be subjected to

analysis of variance to find out that no difference exists in their work as raters of the

students’ composition writing.

The rubric below will be used in determining the score of each respondent on

both pre-test and post-test respectively.

The study will be administered on the Second Semester, School Year 2021-

2022 following the schedule below:

A. Third week of March 2022 will be the submission of the paper to the

Schools Division Superintendent thru the Office of the Secondary School

Principal IV of Ayala National High School Senior High School Senior High

School for evaluation and approval.

B. Second week of April 2022, the Pre-test will be administered to both

experimental and controlled groups.

C. Third week of April 2022 until second week of May will be devoted to the

conduct of the intervention program for the experimental group.

D. Third week of May 2022 will be the administration of the post-test to the

experimental group.

E. Last week of May until the first week of June 2022 will be the checking of

enrichment activities.
 F. Second week until the last week of May will be the treatment and analysis

of data.

VI. Results:

The following are the findings based to the statement of the

problem of the research. It includes the conclusion of the result and

what could have be the recommendation as response.

Statement of the problem:

1. How are the following factors affect to the values formation of the
multicultural and co-educational institution?

a. gender
b. age
c. race
Findings:

The teachers believe that the factors above may not affect the behavior and

academic performance of the students. They emphasized that the learning

environment where they (students) adapt and experience influenced them.

1. What level of competency does a teacher demonstrate in integrating

improving the writing skills of the students?

Findings:

The teachers have proficiency in constructing test question in looking for a

strategy that will encourage the learner to answer the essay part of the summative

test but it needs to be develop for effectiveness and efficiency of teaching

 1. What is the impact of the reading and writing and writing program of the Grade
11 AFA students in terms of:

a. Behavior
b. Academic Performance

Findings:

The result shows that the intervention program to improve the writing skill of the

students helps other subject teachers to improve the academic performance of the

students in their subjects. . Based to the interview, a teacher said that they notice a

change of behavior and academic performance of the students in answering the

summative test.

1. Based on the result, what possible programs will be designed to improve the
academic performance of the students?

Findings:

The researcher should construct a design of program that addresses to the needs of

the teachers. The design of program is presented below relying on the

recommendations.

VII. Conclusion
The teachers influenced the students in values formation regardless of their cultural

background, personal attributes and intellectual capabilities that proves that they are

indeed adaptive to the changes in their environment, both home and school.
VIII. Recommendations

a. Curriculum And Instruction

1. The teachers per discipline spearheaded by the Subject Area Coordinator and

Assistant Subject Area Coordinator should have revisited the school curriculum to

determine the alignment of the subject content, long term action goals, learning

activities of the school in the preparation of the next semester.

2. There should be a weekly classroom observation to be conducted by the subject

Master teacher and Principal.

a. Teachers’ Evaluation

1. There should be a reconstruction of the Assessment & Evaluation Instrument for

the teachers which focuses on deepening of competencies to ensure the quality

education and its authenticity.

2. The teacher’s evaluation should be conducted trice a month.

3. The administration should support the teacher conduct trainings that will help

teachers to improve the quality of teaching.

a. Student Services

1. The school administration together with the teachers should have an active

participation in helping the teacher to create learning activities which helps the

students improve their academic performance.

2. The coordinators and the teachers/advisers should have a weekly monitoring of

the students’ performance in the remote learning.

a. Program
1. There should be a deliberation on implementing of the program designed by the

researcher.

The Program

Intensified Special Program in Invigorating teachers for Redefining

Education
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