Enhancing the Composition Styles and Pattern of Paragraph Development of GII Students in Reading and Writing through Independent and Integrated Written Task

Abstract

INTRODUCTION

It is observable among students that they foster condescending attitude towards writing that they view it difficult if not threatening. As a result, many students have wonderful ideas which show a lot of creativity but are hampered by poor writing communication skills and more often have tough times to clarify and deepen their own understanding of some concepts and find ways to relate ideas to one another. With the aforesaid problems. The Grade II Senior High School students of Canda National High School are no exception. In this respect, the researcher was prompted to make an analysis in Grade Eleven students' composition in terms of average text length, content structure, writing styles and pattern of paragraph development to verify her observation and identify the most common composition styles and pattern of paragraph development of the students and find ways to improve learner's composition. Moreover, students need to know the elements of different English composition forms and the writing conventions that go with them.

METHODS

The quantitative and qualitative method of research is used in this research through documentary or content analysis of the written discourse features of student-produced outputs accomplished in two sets of written task the Independent and the Integrated task of 90 respondents. Frequency, Percentage and Mean were the statistical treatment utilized in the study.

RESULTS

It was found out that the average text length was written in short length in both text types. Likewise students are more likely to produce relatively longer text when asked to construct composition in an independent manner rather than with integrated task. In terms of content structure most of the students had an unidentified parts in their composition since they consists only of one paragraph as shown in Task 1 while with body was identified in Task 2 . Questions as a writing styles was the most dominant both in Task 1 and Task 2. Narration and Description are both dominant pattern of paragraph development in the two sets of written task.

DISCUSSIONS

This action research is an avenue to teach the G-II students on how to write compositions which are relatively average and longer text length. There is also a need to teach the students the diverse way of starting and ending an essay to achieve variety in their writing styles. Hence, administrators may use the results of the study to further formulate programs to enhance students' writing skills.