Language Development in Written Discourse Used By Senior High School Students

Abstract

INTRODUCTION

The need to be proficient in the use of English among non-native speakers has become a large-scale fact. Teachers are challenged of taking in hand the needs of the growing number of learners whose chief language is not English, since the importance of language learning has been fully recognized as a goal of language teaching and learning in the department. In this regard, this study was conducted to identify the level of language development in written discourse used by SHS students in their communication process, as well as the common flaws displayed in their written outputs and the different activities used by the teacher to overcome the different flaws identified.

METHODS

This study utilized descriptive research design to describe the nature of the situation as it exists at the time the study. Purposely selected, forty SHS students of Magsaysay National High School, Diffun, Quirino, responded to a questionnaire as the major instrument in gathering the needed data. Certain concerns were addressed for the purpose of ensuring the privacy and the security of the target respondents and the school itself. These issues were identified in advance to prevent future problems that might arise during the research process.

RESULTS

As to the level of awareness of language development in the written discourses of the respondents, the result of the findings revealed that student respondents are aware as to the grammar aspect, rhetorical aspect and as to the mechanics in their written discourses that disclosed an average mean of 3.45. On the different flaws displayed by the respondents, the findings vividly revealed that the data gathered from the respondents usually displayed flaws in the language development in their written discourses with an average mean of 3.77. Lastly, as to the different activities used by the teacher, the result of the findings revealed that the teacher initiated various activities in the language development of their written discourses that displayed an average mean of 3.69.

DISCUSSIONS

The analyses of the data gathered showed that teachers teaching English subject should continuously abreast changes in the acquisition of the second language taking into consideration the culture of learners. The general repercussion arrived in this study is for teacher teaching English subjects to be cognizant of the different variables that can be contributory to the effective learning styles and practices they employed in strict compliance to all mandates of the Department of Education.