TEACHERS’ STRATEGIES IN TEACHING WRITING AND THE

PARAPHRASING SKILLS OF SENIOR HIGH SCHOOL STUDENTS IN SANTA

ROSA, LAGUNA

A Thesis
Presented to the Faculty of the
LABAS SENIOR HIGH SCHOOL
Santa Rosa, Laguna

In Partial Fulfillment
of the Requirement for the
INQUIRIES, INVESTIGATION, AND IMMERSION

NAME NAME NAME NAME JULY 2023

Chapter 4
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PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of

data gathered that determined the relationship between the teachers’ strategies

in teaching writing and paraphrasing skills of Grade 12 Senior High School

Students.

Level of Teachers’ Strategies in Teaching Writing

In this study, the level of teachers’ strategies in teaching writing refers to

the following such as collaborative strategy; feedback; modeled; Guided; and

Independent Learning.

Table 1 reveals the level of teachers’ strategies in teaching writing in

terms of Collaborative Strategy.

Table 1. Level of Teachers’ Collaborative Strategies

Statement My Mean Standard Verbal
Teacher… (x) Deviation Interpretation
1. encourages think-pair-share activity. Very Highly
4.22 0.68
implemented
2. encourages peer-assisted strategy to Highly
4.19 0.71
enhance my writing skills. implemented
3. encourages small group discussion to Very Highly
4.28 0.72
share their ideas and thoughts. implemented
4. poses a problem and groups the
Very Highly
students to solve the problem through 4.27 0.65
implemented
writing.
5. provides differentiated group writing Very Highly
4.23 0.77
activities that fit on my needs. implemented
Overall 4.24 Very Highly Implemented
Legend:
4.20 – 5.00 Strongly Agree Very Highly Implemented
3.40 – 4.19 Agree Highly Implemented
2.60 – 3.39 Neutral Moderately High Implemented
1.80 – 2.59 Disagree Low Implemented
1.00 – 1.79 Strongly Agree Very Low Implemented

The data presented in the table 1 indicate that the teacher's implementation of

various writing strategies has been successful, as evidenced by the mean scores
 3

ranging from 4.19 to 4.28, which all fall within very highly implemented. In

particular, the strategy of encouraging small group discussion to share their

ideas and thoughts received the highest mean score of (M=4.28, SD=0.68),

suggesting that this collaborative approach has been particularly effective in

fostering critical thinking, communication, and collaboration skills among

students. The strategy of encouraging peer-assisted strategy to enhance writing

skills, although still very highly implemented with a mean (M=4.19, SD=0.71),

obtained the lowest mean score among the strategies.

This may suggest that some students may not have had positive

experiences with this type of teaching method or may not be familiar with its

benefits. It can be gleaned from table 1, that level of teachers’ strategies in

teaching writing in terms of Collaborative Strategy is 4.24 with very highly

implemented as verbal interpretation. It suggests that the teachers of Grade 12

Senior High School students employed a collaborative strategy to teach writing

skills.

The collaborative writing strategy has been identified as an effective way to

enhance students' writing skills in senior high school. According to Tien, Fu, &

Lin (2016), collaborative writing can facilitate students' learning and help them

develop a deeper understanding of the writing process. Moreover, collaborative

writing can provide students with opportunities to receive feedback from their

peers, which can help them improve their writing skills (Cho & Schunn, 2017).

Collaborative writing strategy is an effective method to enhance students'

writing skills in senior high school. It provides students with opportunities to

receive feedback, develop higher-level thinking skills, foster social interaction,

promote positive attitudes towards writing, enhance motivation and

engagement, and promote writing fluency and accuracy.

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Table 2 reveals the level of teachers’ strategies in teaching writing in

terms of Feedback.

Table 2. Level of Teachers’ Strategies in Giving Feedback

Statement My Mean Standard Verbal
Teacher… (x) Deviation Interpretation
1. acknowledges me if I achieve Very Highly
4.25 0.69
something in writing activities. implemented
2. gives critic if my thoughts are not Very Highly
4.23 0.81
related to the topic given. implemented
3. encourages me to give feedback on Very Highly
4.22 0.83
the work of my classmate. implemented
4. talks to me about my writing
Highly
performance and give me an 4.06 1.05
implemented
advice on how I will do it better.
5. tells her expectation before the
Highly
class starts to understand 4.19 0.85
implemented
significance of the writing activity.
Overall 4.19 Highly Implemented
Legend:
4.20 – 5.00 Strongly Agree Very Highly Implemented
3.40 – 4.19 Agree Highly Implemented
2.60 – 3.39 Neutral Moderately High Implemented
1.80 – 2.59 Disagree Low Implemented
1.00 – 1.79 Strongly Agree Very Low Implemented

Table 2 showed the level of teachers' strategies in teaching writing in

terms of feedback. The highest implemented strategy was acknowledging

students when they achieve something in writing activities (M=4.25, SD=0.69),

followed closely by giving critiques when their thoughts are not related to the

given topic (M=4.23, SD=0.69) and encouraging them to give feedback to their

classmates' work (M=4.22, SD=0.83). The statement with lowest mean (M=4.06,

SD=1.05) was talking to students about their writing performance and giving

them advice on how to improve (M=4.06, SD=1.05), but still, it received a highly

implemented. This implies that some students may have perceived feedback

teaching strategies as highly implemented. Teachers may use a variety of

methods to provide feedback to students, including written comments, in-class

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discussions, and one-on-one meetings. It can be gleaned from table 2, that level

of teachers’ strategies in teaching writing in terms of Feedback is 4.19 with

highly implemented as verbal interpretation.

The findings suggest that acknowledging students when they achieve

something in writing activities is the most highly implemented feedback

strategy, followed closely by giving critiques when their thoughts are not related

to the given topic and encouraging them to give feedback to their classmates'

work. These strategies can be considered effective ways of providing feedback to

students and supporting their writing development. On the other hand, the

lowest implemented strategy was talking to students about their writing

performance and giving them advice on how to improve, which suggests that

this is an area that teachers may need to focus on in order to enhance their

feedback practices. While this strategy still received a relatively high

implementation score, it may be beneficial for teachers to prioritize providing

specific feedback and guidance to students on how they can improve their

writing skills.

Relatively, van der Kleij, Feskens, & Eggen (2020) provides an overview of

recent research on feedback in writing. The authors discuss different types of

feedback, the effectiveness of feedback, and the factors that influence the

effectiveness of feedback. They conclude that feedback is an important teaching

strategy in writing instruction, but that it needs to be used appropriately and

effectively to be most beneficial.

Table 3 reveals the level of teachers’ strategies in teaching writing in

terms of Modeled Writing.

Table 3. Level of Teachers’ Strategies in Modelled Writing

Statement My Mean Standard Verbal
Teacher… (x) Deviation Interpretation
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1. demonstrates a new concept by Very Highly

4.28 0.74
giving an example. implemented
2. demonstrates a task which I am Very Highly
4.31 0.73
expecting to do on my own implemented
3. engages me to model the task for Highly
4.13 0.68
my peers. implemented
4. talks through my thought process Very Highly
4.30 0.75
while doing the question. implemented
5. encourages us to interpret
information and data, analyzes
Very Highly
statements, and makes 4.33 0.80
implemented
conclusions about what has been
learned.
Overall 4.27 Very Highly Implemented
Legend:
4.20 – 5.00 Strongly Agree Very Highly Implemented
3.40 – 4.19 Agree Highly Implemented
2.60 – 3.39 Neutral Moderately High Implemented
1.80 – 2.59 Disagree Low Implemented
1.00 – 1.79 Strongly Agree Very Low Implemented

The statements with highest mean (M=4.33, SD=0.80) were encouraging

students to interpret information and data, analyze statements, and make

conclusions about what has been learned, followed by demonstrating a task

that students are expected to do on their own (M=4.31, SD=0.73) and talking

through their thought process while doing the question (M=4.30, SD=0.75).

Engaging students to model the task for their peers (M=4.13, SD=0.68) received

the lowest mean score among the five strategies, but it was still highly

implemented. It can be gleaned from table 3, that level of teachers’ strategies in

teaching writing in terms of Modeled Writing is 4.27 with very highly

implemented as verbal interpretation. This strategy is highly implemented in

because it has been shown to be an effective way to improve students' writing

skills. Modeled writing provides them with concrete examples of what this type

of writing should look like, which can help them to better understand the

expectations for their own writing. Additionally, modeled writing can be

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particularly effective for students who are struggling with writing. By seeing a

well-written example, they can gain a better understanding of how to structure

their own writing and use appropriate vocabulary and grammar. This can give

them the confidence they need to tackle more challenging writing assignments.

Modeled writing strategy has been found to be beneficial for students in

senior high school. According to a study by Alderson and Scott (2016), modeled

writing can improve students' writing skills by providing them with a clear

understanding of the structure, language, and content of different types of texts.

In another study by Cho and Lee (2016), it was found that modeled writing

strategy not only improved students' writing skills but also increased their

motivation and engagement in the writing process.

Another advantage of the modeled strategy is that it can help to build

students' confidence in their own writing abilities. By providing students with

examples of good writing, they can see that it is possible to create effective

written texts. This can help to motivate them to put more effort into their own

writing and to take pride in their accomplishments. Another study conducted by

Reid, Lienemann, and Hagaman (2014) demonstrated the effectiveness of

modeled writing strategies with younger children. The researchers found that

modeling the writing process helped children to develop a greater understanding

of the writing process, including the importance of planning, drafting, revising,

and editing.

Table 4 reveals the level of teachers’ strategies in teaching writing in

terms of Guided.

Table 4. Level of Teachers’ Strategies in Guided Instruction

Statement My Mean Standard Verbal
Teacher… (x) Deviation Interpretation
1. guides me through asking Very Highly
questions. 4.22 0.68 implemented
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2. encourages me to ask questions

Highly
about the topic given, and lets my
implemented
classmates answer the questions. 4.05 0.90
3. allows me to explore new concepts Highly
and ideas with guidance from her. 4.13 0.97 implemented
4. gives feedback after the writing Very Highly
process. 4.48 0.64 implemented
5. provides a comprehensive
Very Highly
explanation about the writing
implemented
process 4.48 0.62
Overall 4.27 Very Highly Implemented
Legend:
4.20 – 5.00 Strongly Agree Very Highly Implemented
3.40 – 4.19 Agree Highly Implemented
2.60 – 3.39 Neutral Moderately High Implemented
1.80 – 2.59 Disagree Low Implemented
1.00 – 1.79 Strongly Agree Very Low Implemented

The statements with highest mean were providing a comprehensive

explanation about the writing process (M=4.48, SD=0.62) and giving feedback

after the writing process (M=4.48, SD=0.64). The lowest implemented strategy

was encouraging students to ask questions about the topic given and letting

their classmates answer the questions (M=4.05, SD=0.90), but it was still highly

implemented. It can be gleaned from table 4, that level of teachers’ strategies in

teaching writing in terms of Guided is 4.27 with very highly implemented as

verbal interpretation. This implies that teachers’ provision of personalized step

by step guidance to develop their writing ability supports their need to improve

their writing skills in a systematic and effective manner.

The results have important implications for the teaching of writing,

particularly in terms of the strategies used by teachers to guide students in the

writing process. The findings suggest that providing a comprehensive

explanation about the writing process and giving feedback after the writing

process are the most highly implemented strategies. These strategies are
 9

effective ways of guiding students through the writing process and helping them

develop their writing skills. The lowest implemented strategy was encouraging

students to ask questions about the topic given and letting their classmates

answer the questions, which suggests that this is an area that teachers may

need to focus on in order to enhance their guided writing practices. Although

this strategy still received a relatively high implementation score, teachers may

benefit from encouraging more peer interaction in the writing process to foster

deeper learning and understanding among students.

Guided writing is a teaching strategy that involves providing students

with explicit guidance and support during the writing process. According to

Kehe and Zhang (2016), this approach can help students develop a deeper

understanding of the writing process and improve their writing skills. Guided

writing typically involves the teacher working with small groups or individuals

to provide targeted feedback and support as they work on a specific writing

task. This can include brainstorming ideas, providing feedback on drafts, and

offering suggestions for revision. According to Pressley and Woloshyn (2014),

the guided strategy approach involves providing explicit instruction, modeling,

and feedback to help students develop writing skills. Teachers using the guided

strategy approach work closely with students to help them plan, organize, and

revise their writing, providing guidance and support throughout the process.

Table 5 reveals the level of teachers’ strategies in teaching writing in

terms of Independent Learning.

Table 5. Level of Teachers’ Strategies in Independent Learning

Statement My Mean Standard Verbal
Teacher… (x) Deviation Interpretation
1. encourages me to take Very Highly
4.48 0.67
responsibility for my own learning. implemented
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2. allows me to understand the Very Highly

4.34 0.65
concept on my own. implemented
3. encourages me to write on my own. Very Highly
4.33 0.69
implemented
4. encourages me to evaluate my own Very Highly
4.31 0.73
work. implemented
5. gives advice for me to keep a
Very Highly
‘learning diary’ for monitoring my 4.31 0.73
implemented
progress in writing.
Overall 4.36 Very Highly Implemented
Legend:
4.20 – 5.00 Strongly Agree Very Highly Implemented
3.40 – 4.19 Agree Highly Implemented
2.60 – 3.39 Neutral Moderately High Implemented
1.80 – 2.59 Disagree Low Implemented
1.00 – 1.79 Strongly Agree Very Low Implemented

The findings reveal that the teachers highly implemented strategies that

encourage students to take responsibility for their own learning (mean = 4.48,

SD = 0.67), understand writing concepts on their own (mean = 4.34, SD = 0.65),

write on their own (mean = 4.33, SD = 0.69), evaluate their own work (mean =

4.31, SD = 0.73), and keep a learning diary to monitor their progress in writing

(mean = 4.31, SD = 0.73). The overall mean score indicates that the teachers'

strategies in teaching writing with a focus on independent learning were very

highly implemented (mean = 4.36).

Independent learning is a strategy that involves students taking

responsibility for their learning and setting their own goals and objectives

(Dörnyei, 2016). In teaching writing, independent learning is an effective

strategy as it allows students to develop their writing skills at their own pace

and in their own way, which can lead to better engagement and motivation
 11

(Brinkman & Kirsch, 2016). Moreover, independent learning encourages

students to become self-regulated learners who can take ownership of their

learning and be more effective in achieving their goals (Benson & Huang, 2013).

Level of Paraphrasing Skills of Grade 12 Senior High School Students

In this study, the level of Paraphrasing Skills of Grade 12 Senior High

School Students in terms of Raw Score/Grade.

The table 6 shows the level of Paraphrasing Skills of Grade 12 Senior

High School Students in terms of Raw Score/Grade.

Table 6. Level of Paraphrasing Skills of Grade 12 Students

Level Frequency Percentage Verbal Interpretation
(f) (%)
5 0 0% Outstanding
4 42 65.6 % Very Satisfactory
3 22 34.4 % Satisfactory
2 0 0% Unsatisfactory
1 0 0% Poor
N=64 100 % Very Satisfactory
Mean =3.66 SD=0.48

The data shows that out of 64 students, none were rated as outstanding,

and none were rated as poor or unsatisfactory. Instead, the majority of students

(65.6%) were rated as very satisfactory in their paraphrasing skills, while 34.4%

were rated as satisfactory. The mean score for the group was 3.66, with a

standard deviation of 0.48.

The results suggest that these Grade 12 senior high school students have

relatively strong paraphrasing skills. The fact that none were rated as poor or

unsatisfactory is a positive sign, and the majority being rated as very

satisfactory indicates that most students are performing well in this area. The

mean score of 3.66 is also quite high, which further supports the idea that

these students have strong paraphrasing skills.

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It is also worth considering the standard deviation of 0.48. This indicates

that there was some variation in the students' scores, with some scoring higher

and some lower than the mean. However, the fact that the majority of students

were rated as very satisfactory suggests that the variation was relatively small.

According to Kaur & Dhiman (2018), paraphrasing is a crucial skill in academic

writing that helps students avoid plagiarism while presenting their ideas

effectively. They suggest that students should learn how to use various

paraphrasing techniques, including changing sentence structures, using

synonyms and antonyms, and using different forms of the same word.

Significant Relationship Between the Teachers’ Strategies in Teaching

Writing and the Paraphrasing Skills of Grade 12 Senior High School
Students

The table 7 shows the significant relationship between the Teachers’

Strategies in Teaching Writing and the Paraphrasing Skills of Grade 12 Senior

High School Students.

Table 7. Significant Relationship Between the Teachers’ Strategies in

Teaching Writing and the Paraphrasing Skills of Grade 12 Senior High
School Students
Paraphrasing Teachers’ r Interpretat p Analysi
skills of Grade Strategies in ion s
12 Teaching
Senior High Writing
School
Students
Raw Score Collaborative 0.028 Very Weak 0.236 NS
Strategy
Feedback 0.039 Very Weak 0.169 NS
Modelled Writing 0.111 Very Weak 0.060 NS
Guided 0.415* Moderate 0.017 S
Independent 0.302* Weak 0.022 S
Learning

*significant at 0.05 ns-not significant

 13

The data shows that there is a significant relationship between the independent

learning strategy and the students' paraphrasing skills, with a moderate

positive correlation (r = 0.415) and a p-value of 0.017. This suggests that

students who engage in independent learning tend to have better paraphrasing

skills than those who do not. On the other hand, the collaborative strategy,

feedback strategy, and modelled writing strategy were found to have very weak

correlations with the students' paraphrasing skills, with correlation coefficients

of 0.028, 0.039, and 0.111, respectively. None of these correlations were

statistically significant (p > 0.05). The guided strategy had a weak positive

correlation with the students' paraphrasing skills (r = 0.302), but this

correlation was not statistically significant (p = 0.022).

The results of this study have several implications for teachers and

educators who are looking to improve their students' paraphrasing skills. The

finding that independent learning has a moderate positive correlation with

paraphrasing skills suggests that teachers should consider incorporating

independent learning activities and assignments into their teaching strategies to

improve students' ability to paraphrase effectively. Furthermore, the results

suggest that collaborative strategies, feedback strategies, and modelled writing

strategies may not be as effective in improving paraphrasing skills. While these

strategies may still be useful in other aspects of writing, teachers may want to

prioritize independent learning activities when specifically targeting

paraphrasing skills. It is also important to note that the weak correlations found

for guided strategy suggest that it may not have a significant impact on

students' paraphrasing skills. However, since that there is a weak positive

correlation, it is possible that guided strategy could be useful in conjunction

with independent learning activities.

 14

Overall, the results highlight the importance of considering different

teaching strategies and their impact on specific writing skills such as

paraphrasing. Teachers should be aware that not all strategies may be equally

effective for improving paraphrasing skills, and they should be open to trying

new approaches based on research findings such as these.

Research has shown that both guided and independent learning

strategies can lead to improvements in paraphrasing skills. It is supported by a

study of Al-Mahrooqi & Denman (2018), who found that guided learning

strategies, such as explicit instruction in paraphrasing techniques and feedback

on student performance, were associated with significant

improvements in students' paraphrasing skills. Similarly, a study by Daud et al.

(2018) found that independent learning strategies, such as self-directed

research and reflection on learning, were associated with improvements in

students' ability to paraphrase complex texts.

The results are supported by various researches. According to Johnson &

Kim (2020), teachers can encourage collaboration by having students work in

pairs or small groups to write and revise their work together. Langer et al.

(2016) investigated teachers' approaches to teaching writing in high school

English classes. They identified three main strategies: emphasizing the writing

process, integrating writing across the curriculum, and providing opportunities

for authentic writing experiences. Integrating writing across the curriculum

involves using writing activities in all subjects, not just English/language arts.

According to Smithey & Wilkerson (2018), writing across the curriculum can

help students develop their critical thinking and communication skills and

improve their content knowledge.

 15

These strategies help teachers improve their writing skills and produce

high-quality written work in various contexts. Moreover, Huerta et al. (2017)

examined the relationship between teachers' writing skills and their students'

writing abilities. They found that teachers who engaged in frequent writing and

modeled good writing practices positively impacted their students' writing

performance.

Strengths of The Global English 1 Book

Strengths emerged from participants' narratives in content, format,

design, linguistic features, and the Global English 1 Book exercises.

Interesting and Detailed topics

Based on the excerpts, one of the themes emerged related to the strength

of the Global English 1 book is interesting and detailed topics. The book

consists of interesting and detailed topics. For instance, the following excerpts

from the interview present the satisfaction of the teachers concerning the

content:

“For the content, uh…It is not bad. The book contains some interesting

topics. As you can see from the page, let us show the book we are talking about

to ensure that we are talking about Global English 1. On the first page, you can

see the topics that are put into detail.” (P1)

“Yes! It is, uh… It is a good book. I like It because It touches on

different topics in detail, so it details the topics students … like well. Also, It

is well designed, and the book got nine units; in each unit, we have six

lessons,”P(2)

“The content… the content is good. There are many pictures….”(P3)

“I think the Global English book has been designed perfectly because most
of the content is very successful for the Thai.” (P5)
 16

This revealed that the Global English 1book contains detailed topics. In

addition, those detailed topics it was found as interesting also.

Emphasize Phonological Stress

Moreover, English features emphasize intonation, word syllables, and

rhyming words. It is vital to comprehend any language with phonological stress

since languages depend on stress, rhythm, and intonation, which are

constituents. Consequently, it is crucial for language learners who intend to

communicate in a non-native language. These English features were included in

the strengths of Global English 1 in terms of the language used.

“We have some rhyming words in my level in the ninth unit, we have one

regain of a poem, so then there is some rhyming….” (P2)

“….and I would say the phonics in there is quite good, and it is suitable for

readings because there are several stories in there.” (P4)

“. Um, with that, Uhm, it is okay with the intonation, everything is fine, the

word stress everything is okay, yeah, I think it is good. Yeah, I think” (P5)

The Global English 1 book content consists stress, rhyming, and

intonations. Stress used to highlight important concepts or ideas, or to help

students understand how words can change meaning depending on which

syllable is stressed. rhythm used to create a certain tone or mood, or to make

the material more engaging and memorable for students.

In addition to the content, word syllables, and rhyming words, the Global

English 1 book includes the four macro skills: reading, speaking, writing, and

listening. These macro skills are beneficial, especially to non-native students, to

communicate and understand each other. Hence, this will help Thai students to

become more competent in speaking, pronunciation, vocabulary, grammar, and

spelling.
 17

“Um… I can see. It is obvious that the author focuses so much on their

reading skills as you can see there are so many stories…….” (P1) “So,

we have lessons for reading, listening, speaking, and writing…They

have different activities, so each unit enrolls all four skills.….” (P2)

English Language Learning Progression and Activities

In terms of exercises and activities, some participants stated that the

book started with simple to complex activities. The sequence of the activities is

significant for learners to identify their learning development.

“The presentation of activities also is done very well it started from the

easy one to difficult ones, and also you have different activities as I said before

you have many activities and different you have for listening you have for writing

for speaking you have many presentations writing paragraphs writing the emails

so, activities are well.” (P2)

“I think it is good… I think it does progress, okay um, I think it is, you

know, it is easier, and then it gets more difficult.”(P3)

“I. I think the Global English book activities are quite up to the mark. They

are good for the Thai students. as the level of the activities is not too difficult and

not too easy at the same time an intermediate level, which the Thai students too.”

(P4)

“And for the progression …they go from easy to difficult.”(P5)

Complex activities provide a challenge for students, which can be

motivating and engaging. When students are engaged in a task that challenges

them, they are more likely to be interested and invested in the material.

CHAPTER 5
 18

SUMMARY OF FINDINGS, CONCLUSIONS, & RECOMMENDATIONS

This chapter deals with the summary, conclusion, and recommendations

to develop the study in this field. It also consists of the answers to the presented

problem.

Findings

The present study aimed to determine the relationship between the teachers’

strategies in teaching writing and paraphrasing skills of Grade 12 Senior High

School Students. Specifically, this study aimed to determine the level of

teachers’ strategies in teaching writing in terms of collaborative, feedback,

modeled, guided, and independent learning; level of paraphrasing skills of

Grade 12 Senior High School Students; and significant relationship between

teachers’ strategies in teaching writing and paraphrasing Skills of Grade 12

Senior High School Students.

Since the researcher needed to assess the paraphrasing skills using

practical test, only one section of Labas Senior High School became respondents

due to the complexity of assessing the paraphrasing skills. Hence, there were

total of 64 respondents who participated in this study.

Survey questionnaire with 5 point-likert scale was used to assess the

level of teachers’ strategies in teaching writing. Moreover, the learners read the

passage and paraphrase the specific text. Modified TOEFL iBT® Integrated

Writing Rubrics was used to assess the paraphrasing skills of the learners.

The results showed that the teachers' implementation of various writing

strategies was successful, with mean scores ranging from 4.19 to 4.48,

indicating highly or very highly implemented strategies. The collaborative

approach was the most effective strategy in fostering critical thinking,

communication, and collaboration skills among students. Additionally, the

 19

study found that independent learning strategies were highly implemented and

positively correlated with students' paraphrasing skills. None of the students

were rated as outstanding or poor in their paraphrasing skills, with the majority

rated as very satisfactory. Finally, the study found that independent learning

has a significant positive correlation with students' paraphrasing skills, while

the collaborative, feedback, and modelled writing strategies had weak positive

correlations and were not statistically significant. The guided strategy had a

weak positive correlation, but it was not statistically significant. These findings

suggest that independent learning may be a useful approach for improving

students' paraphrasing skills.

Conclusion

Based on the findings, it was concluded that:

1.

2.

3.

Recommendations

After all the findings are gathered, the following recommendations are

offered:

1. Teachers may conduct a needs analysis before designing any

instructional intervention with regards to the paraphrasing skills of the

learners.

2. Based on the needs analysis and research on effective writing strategies

and teaching practices, instructional interventions can be designed by

teachers to improve writing and paraphrasing skills. These interventions

can include lesson plans, activities, and resources to support teachers

in teaching writing and paraphrasing.

 20

3. Once instructional interventions have been implemented by the

teachers, it is important to evaluate their effectiveness. This can include

collecting data on student learning outcomes, such as improved writing

skills and increased understanding of paraphrasing. Feedback from

teachers and students can also be valuable in evaluating the

effectiveness of interventions.

4. School head may encourage teachers to attend in the professional

development courses or trainings related to the effective writing

strategies. This can help identify techniques that have been successful

in teaching writing.

5. Future researchers may conduct to the larger sample size to increase

the statistical power of a study, making it more likely to detect

significant relationships. If a variable is not statistically significant, it

could be due to a small sample size that does not have enough power to

detect a true effect.

6. Future researcher could also explore additional teaching approaches,

instructional materials, or interventions that might have a significant

impact on paraphrasing skills. Continued research in this area can

provide valuable insights for teachers seeking to enhance their students'

paraphrasing abilities.

REFERENCES

Abdulkhaleq, M. (2017). The Impact of Paraphrasing on Reading

Comprehension and Vocabulary Knowledge. English Language Teaching,
10(7), 139-151.
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Appendix A
SURVEY QUESTIONNAIRE
 22

Appendix B
VALIDATION LETTER
 23

Appendix C
RELIABILITY TEST RESULTS
24
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CURRICULUM VITAE

ELLAINNE MAE JOY S. JUMALON

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PERSONAL INFORMATION

Nickname: : Ellainne
Date of Birth : October 18, 1996
Place of Birth : San Pedro, Laguna
Sex : Female
Status : Single
Citizenship : Filipino
Religion : Roman Catholic

EDUCATIONAL BACKGROUND
Graduate Studies Laguna State Polytechnic 2019-2023
University-Main Campus
Santa Cruz, Laguna
Master of Arts in Education
Major in English

Tertiary Colegio de San Juan de 2012-2016

Letran-Calamba
Calamba, Laguna
Bachelor of Secondary
Education Major in English

Secondary Liceo de Victoria 2008-2012

Victoria, Laguna

Primary Liceo de Pila 2005-2008

Pila, Laguna

PROFESSIONAL EXPERIENCES
Inclusive Dates Position Title Agency
October 2020-present Teacher II Labas Senior High School
July 2018-March 2020 SHS teacher UPHSD-Las Pinas
 26

June 2017-May 2018 SHS teacher AMA Computer College

June 2016-April 2017 SHS teacher OLAC-San Pedro