Enriching the Writing Skills of Grade 9-Mendeleev learners in
Filipino Subject Utilizing Sulating Pangwakas at Dagupan
City National High School
Jomel F. Castro
School of Teacher Education
Abstract
This study primarily aims to bridge
the learning gap of Grade 9 learners in their
writing performance in Filipino subjects. To
attain the main objective, the researchers:
(1) assessed learners' writing competency
through the pre and post-tests; (2)
prepared/developed Writing activities
(Sulating Pangwakas); (3) conducted
learning activities in and out of the
classroom. This action research was
conducted to enrich the writing skills of
Grade 9-Mendeleev learners in Filipino
utilizing Sulating Pangwakas at Dagupan
City National High School. The researcher
found the students' common errors in their
written activity, such as; proper spelling,
punctuation, indention, and even
capitalization. Therefore, to fix the problem,
the researcher implemented an intervention
(Sulating Pangwakas) to enrich the student's
written skills. This study used a quantitative
experimental method. A purposive sampling
technique was used to get the twenty (20)
Grade 9-Mendeleev learners of Dagupan
City National High School that serve as the
respondents for the study. This study's
findings revealed a significant difference
between before and after utilizing Sulating
Pangwakas in the writing competency level
of Grade 9-Mendeleev learners in the
Filipino language. The researcher concludes
that utilizing Sulating Pangwakas
(intervention) enriches the students' ability
and improves writing, particularly in the
Filipino language. Thus, it is further
suggested to implement this intervention
(Sulating Pangwakas) in other classroom
settings at different levels and with diverse
learners.
Keywords: Learners’ Level of Competency,
Sulating Pangwakas
INTRODUCTION
Background of the Study
The process of writing is complex
because it is one of the essential abilities to
create the signs and symbols needed to
express our feelings and ideas. As a
problem-solving activity, it also allows us to
express our nature (Zdemir & Binyazar,
1979) and what we hear, thinks, see, and
experience (Göçer, 2008; Ramet, 2007;
Sever, 2011). Moreover, it entails high-level
processing, which involves the transfer,
revision, organization, and evaluation of
feelings and thoughts (Gözüküçük,2016), as
well as the controlled expression of
emotions, thoughts, opinions, and
aspirations presented captivatingly,
according to Kavcar, Ouzkan, and Hasrc
(2016). Language is considered one of the
most substantial elements of education and
literacy. Its efficiency and commands come
with mastery in receiving and productive
skills. Individuals with poor writing skills
concentrate primarily on grammar,
punctuation, and spelling. In contrast, a high
level of writing proficiency is more focused
on context, style, and organizational
elements (Schoonen & de Glopper, 1996).
Writing ability is, therefore, extremely
crucial to the writing process.
Learning through repetition can help
improve your writing. If teachers were
aware of the writing process, it would be
easier to teach appropriate strategies and
improve students' writing abilities in the
classroom (Oberman & Kapka, 2001).
Writing is one of the fundamental skills that
schools teach and encourage. It can be used
for education and persuasion (Graham,
Gillespie, and McKeown, 2013). A text
must be rewritten several times to achieve
the desired writing level (Kellogg, 2008). It
suggests that writing is both cognitive and
metacognitive (Flower & Hayes, 1984;
Graham & Perin, 2007). According to
writing research, using the metacognitive
strategy improves writing quality because it
consists of planning, writing, monitoring,
and evaluating pre-, during-, and post-
writing processes (Andrade, 1999; Schraw,
1998; Todd,2002 Zimmerman,1995).
Learners who go through these processes not
only have the opportunity to use self-
regulation to improve their writing abilities,
but they can also improve their writing skills
by composing a well-structured text at the
desired level.
Elftorp (2007) defines writing
abilities as how humans express themselves
alongside speaking. In a nutshell, it is a skill
that involves communicating emotions,
thoughts, and knowledge through written
communication channels (Carter, Bishop,
and Kravits, 2002). Writing skills are
essential to students' academic lives because
they allow them to organize their feelings
and ideas and convey meaning through well-
constructed text (Afrin, 2016).
Writing is a complex skill (Badayos,
2008); thus, an individual needs competency
to develop an acceptable output for effective
writing. The basics of writing are adherence
to the 'writing mechanics', including Writing
form, spelling, punctuation, and
conventions. The said basics of writing will
serve as an essential foundation for learners
in effective written communication.
Students' improved writing abilities allow
them to communicate ideas more clearly and
edit and review them more effectively,
resulting in higher-quality writing (Akyol,
2013). Yldz (2018) asserts that the primary
goal of writing instruction is to allow for the
expressing of ideas, thoughts, emotions, and
experiences. Students should understand
why they write, for whom they write, and
what genre they should write in for this
because writing can be a means of learning
how to write (Demirel & Ahinel, 2006).
Allwright states that effective learning
material helps learners learn the subject
matter by opening the ideas presented in it
with the assistance of their teachers
(Cabigao, 2021).
As cited in the study of Nunan
(2003), writing is the process of thinking to
invent ideas, thinking about how to express
themselves in good writing, and arranging
the ideas into statements and paragraphs. It
plays a significant role in expressing one's
ideas, thoughts, opinions, and attitudes.
Through writing, people can share ideas and
feelings and persuade and convince others.
People may write for personal enjoyment or
some other purpose.
 In the study of Pu and Evan (2018),
it helps students perform their writing skills
and can advance their knowledge
development. Developing language abilities
such as writing and reading skills also calls
for critical thinking abilities (Paul & Elder,
2006). It aids in administering “their
learning style, cognitive development, and
useful information” to students (Aghajani &
Gholamrezapour, 2019). Considering the
characteristics of writing, critical thinking
abilities have great promise for assisting
future educators in their understanding of
grammar, topic, organization, vocabulary,
punctuation, and cohesive and coherent
devices.
The researcher found the students'
common errors in their written activity, such
as; proper spelling, punctuation, indention,
and even capitalization. These are the words
that student commonly have an error in their
writing; itsura (hitsura), kwento (kuwento),
isturbo (istorbo), niyo (ninyo), saamin (sa
amin). Hence, the students also aimed to
know how to construct a sentence with a
deep understanding. Therefore, to fix the
problem, the researcher implemented an
intervention (Sulating Pangwakas) to enrich
the student's written skills.
This study primarily aims to bridge
the learning gap of Grade 9 learners in their
writing performance in Filipino subjects. To
attain the main objective, the researchers:
(1) assessed learners’ writing competency
through the pre and post-tests; (2)
prepared/developed Writing activities
(Sulating Pangwakas); (3) conducted
learning activities in and out of the
classroom.
Review of Related Literature
This chapter contains a different
literature review connected to Enriching
Writing Skills through Sulating Pangwakas
of Grade 9-Mendeleev learners in Filipino.
This page of the paper shows the different
perceptions of different people and authors
toward the said research study.
One of the current challenges in our
public schools is the need for learner
materials, such as books, that guide teachers
in the teaching and learning of students (Oli,
2021). According to a study conducted by
Combalicer (2016), one of the problems in
implementing the K to 12 curricula was a
need for more learning resources, which he
discovered is the biggest problem for
teachers in their area. Students’ capacity to
write well is undoubtedly one of the most
significant issues teachers face. The number
of hours children spend watching television,
the lack of academic rigor in secondary
schools, and other social and educational
variables have contributed to fewer
opportunities for pupils to write.
Additionally, writing is considered the
hardest to teach and learn among the four
macro skills. It is very challenging, similar
to teaching a child how to swim. To
successfully learn how to write, a child must
be exposed to different activities relating to
writing. It is important to note that writing
teachers must identify learning contexts,
including culture, literature, and identity.
(Gepila,2017). Students could make
statements that showed their opinions but
could not develop the essay well.
In the study of Setyowati, 2016,
some problems found in enriching writing
skills include lack of ideas, organizing ideas,
rhetoric or patterns of thought, cohesion, and
coherence, where students could make
statements that showed their opinion but
were unable to develop the essay well.
Moreover, the text-oriented approach
defines writing ability as producing
“contextually” (Hyland in Yi, 2009) correct
forms of language by following prescribed
patterns at the sentence or discourse level.
Meanwhile, based on the process/cognitive
approach, which focuses on what the writer
does during the writing process (Nunan in
Yi. 2009), writing ability is defined as the
ability to initiate and evolve ideas, then use
revision and editing practices to bring them
to maturity in a given context. A teacher
who holds this viewpoint encourages
students to gain control over their writing
without being directive, assuming that
writing is a creative act and that the process
is vital to discovering one’s true self (Berlin
in Yi, 2009).
Although Grabe and Kaplan in Yi
(2009) stated that learners are encouraged to
seek out and express their authentic voices
freely; as a result, the writing activities are
likely to be personal essays and journal
writing, both of which are appropriate for
self-discovery (Johns & Yi, 2009). Indeed,
from this perspective, “writing ability” is
expressing oneself freely. Indeed, most
people believe learning English, mainly
writing, is difficult. Brown (2004: 255), as
cited in Rahmadhani and Kumala (2014),
state that “writing is a process to create
some ideas of students’ knowledge to be
written.” According to Blanchard and Root
(1998: 1), as cited in Mundriyah and
Parmawati (2016), learning to write in a new
language is not always easy.
Scott (1990: 69), as cited in Virdyna
(2016), defines writing as an exciting
activity that can benefit students. Although
writing can be difficult, it is still a helpful,
essential, integral, and enjoyable part of the
foreign language lesson. Writing requires
several considerations, including word
choice, appropriate grammar, syntax,
mechanics, and the organization of ideas
into a coherent and cohesive form (Gebhard,
1996, cited in Apsari, 2017). Because it
allows students to express their
personalities, even guided activities can
include choices for the students, like
copying a story about something.
Writing is an essential skill in the
English subject, along with others. Even
though writing skills are essential, they must
receive adequate attention or time allocation
in teaching and learning (Parmawati, 2013).
According to the KTSP 2006 curriculum
(Kurikulum Tingkat Satuan Pendidikan), as
cited in Rahmadhani and Kumala (2014), In
order to produce good writing, students must
be familiar with the elements of writing.
Furthermore, Adas and Bakir (2013),
cited in Sari and Fitrawati (2018), state that
writing is one of the most challenging skills
for students to master. They say that
students must be able to write and
comprehend the meaning of short essays like
narrative, descriptive, and recount that will
be used in their daily lives. Given that
writing well is difficult for students, teachers
must be able to help them.
Therefore, the researchers of this
study see that enriching the learners’
essential skills helps both teachers and
students in the learning process, just like
what was stated in the study (Kellogg,
2001). Writing well is a significant cognitive
challenge because it tests memory,
language, and thinking ability all at once. It
necessitates quickly retrieving domain-
specific knowledge regarding the subject
from long-term memory. Consequently, A
mastery of handwriting and spelling is also
required for writers to develop the cognitive,
emotional, and behavioral control required
to sustain the production of documents
(Graham & Harris, 2000).
METHODOLOGY
The purpose of this chapter was to
introduce the methodology of this
quantitative experimental research in
enriching the students' writing skills of
Grade 9-Mendeleev by utilizing Sulating
Pangwakas.
Research Design
This study employs quantitative
experimental methods. It is a design
conducted in field settings wherein the
random assignment is impossible or
complex. This can be conducted often to
evaluate the effectiveness of a treatment,
such as educational interventions. It
resembles experimental research, but it also
differs from proper experimental research
because it is wherein the manipulation of an
independent variable is present, and the
participants are not assigned randomly to
conditions or orders of conditions (Chiang,
Jhangiani, & Price, 2015).
Sources of Data
This study will be taken from the
twenty (20) Grade 9-Mendeleev learners of
Dagupan City National High School in S.Y
2022–2023. Which is located on Tapuac,
District Dagupan City, Pangasinan.
Instrumentation and Data Collection
The instrument used to collect data for
this study was based on the Sulating
Pangwakas for determining pretest and
posttest scores.
The researcher sought the assistance
of the cooperating teacher for Grade 9-
Mendeleev learners at the Dagupan City
National High School utilizing Sulating
Pangwakas. Purposive sampling will be used
in selecting the sample. These samples may
be the only appropriate method available if
only a limited number of primary data
sources can contribute to the study
(Dudovskiy, 2019). Purposive sampling is a
method of discovering and selecting cases
that will effectively employ limited
resources by selecting respondents who are
most likely to produce relevant results
(Campbell et al., 2020).
As for data collection, the researchers
gather the Sulating Pangwakas of the
students upon figuring out the number of
respondents. The researcher used the
purposive sampling technique to get the
population of the twenty (20) grade nine
pupils of Dagupan City National High
School that also serve as the respondents for
the study. The instrumentation of data
gathering for this study underwent pretest
and posttest using the Sulating Pangwakas
of the students with the results of 2.600 and
4.100 with a significant difference between
before and after utilizing Sulating
Pangwakas.
Tools for Data Analysis
In assessing learners’ level of
competency in writing, a five-point rating
scale per DepEd Order No. 31, series 2012,
was used as a reference. And t-test will be
used to compare the pretest and post-test of
the learners’.
Table 2. It shows the mean, standard
Table 1. The table in Assessing Learners’ deviation, and competency level of the
Writing Skills pretest and post-test utilizing Sulating
Pangwakas of grade 9-Mendeleev learners at
DCNHS. The result revealed in table 3
Level of Scale Range (pretest) with a grand mean of 2.600 with a
Competency standard deviation of .5982, the respondents
have a competency level of Developing. It
Advanced (A) 5 4.50 - 5.00
shows that most of the twenty learners
Proficient (P) 4 3.50 - 4.49 scored between 30-34 in their writing in
Sulating Pangwakas. It means that the
Approaching 3 2.50 - 3.49
learners' writing skills range between 1.50-
Proficiency (AP)
2.49. In comparison, the mean score of
Developing (D) 2 1.50 - 2.49 students' post-test was 4.100, with and
standard deviation of .5525 with a level of
Beginning (B) 1 1.0 - 1.49 competency of Advance. It shows that the
learner's score in their Sulating Pangwakas
was between 45-50. It means that the
learners' writing skills range between 4.50-
CONCLUSIONS AND 5.00. Therefore, the researcher concluded
RECOMMENDATIONS that the learners improved their writing
skills by utilizing Sulating Pangwakas.
This part presents both in a tabular
and textual manner the data gathered from
the results of the pretest and post-test of Table 3. Paired Samples Correlation
students. The data were analyzed and Between Pretest and Post-test.
interpreted to determine the answers to the
questions posed in the study.

I. Grade 9

Table 3. presents the results of a

Table 2. Descriptive Statistics of Grade 9-
paired-sample correlation performed by the
Mendeleev Learners
grade 9 learners using Sulating Pangwakas.
It shows that the pretest and post-test
are .605, with a positive correlation between
the two variables. It also showed that the p-
value was lower than 0.05, so the null
hypothesis was rejected. Therefore, the
researcher concluded that the students' mean
scores in the pretest differed from the post-
test. It means that utilizing Sulating
Pangwakas effectively enriches the writing
skills of grade 9 learners. The results also
find out that there is a significant difference
between the pretest and post-test by utilizing
the intervention (Sulating Pangwakas) in the
twenty grade 9 learners in writing.
Table 4. Results of Paired Sample Test of
Grade 9- Mendeleev.
Table 4. Presents the paired-sample
test of Grade 9-Mendeleev learners between
the difference of the pretest and post-test
results of the intervention, the researcher
found that the t-value is (-13.077) and the p-
value (Sig (2-tailed)) is .000). The mean
score of the pretest and post-test were
remarked significantly different. It indicated
that the alternative hypothesis was accepted,
and the null hypothesis was rejected.
Therefore, the researcher found that
it is strongly evident that the Sulating
Pangwakas (intervention) effectively
enriches the writing skills of the twenty
learners of grade 9- Mendeleev in the
Filipino language.
Conclusion
In light of the statistical analysis and
the findings of the study, the following
conclusions are forwarded;
As was revealed in this study;
1. The researcher concludes that utilizing
Suulating Pangwakas (Intervention) enriches
the students' ability in writing.
2. The researcher concluded that the twenty
learners of Grade 9-Mendeleev had
improved, particularly in writing the Filipino
language.
3. The researcher concludes that utilizing
Sulating Pangwakas (intervention) helps the
teacher give feedback on the written skill of
the students.
Recommendation
In light of the findings and conclusion
of the study, the following recommendation
is worth forwarding:
1. To future researchers, the researcher
recommends conducting a further study
regarding the following areas that are
outside the scope and delimitation of the
study, such as; the strategies to improve the
student's writing skills.
2. The researcher agreed to recommend
implementing the intervention (Sulating
Pangwakas) in other classroom settings for
different levels and diverse learners.
3. The researcher recommends that it is
essential to know the students' common
errors in writing so the teacher can give
feedback to enrich the students' writing
skills.
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