Cognitive DistortionTowards Readingand Writing Skillsof the Select Studentsin San Pascual Senior High School 1, SY 2018-2019

Abstract

INTRODUCTION

Reading and writing are interrelated. As such, better writers tend to be better readers, and better readers produce better writing. But, it poses a threat to the future of the corporate world when the demand for a communicatively competent professional is high. In this study, the researchers involved students who experienced difficulties in the said discipline to overcome challenges posed by some writing difficulties brought by some preconceived notions.

METHODS

The phenomenological research design was used in this study. This study utilized a purposeful random sampling strategy to increase the credibility of the results obtained. The proponents intentionally selected 10 samples who demonstrated the possible indicators and forms of cognitive distortion. Aside from that, this study used the semi-structured interview and observation as the data collection instruments to ensure the validity and authenticity of the information.

RESULTS

Based on the information gathered, five common forms of cognitive distortion are manifested by the select students towards RWS, namely: catastrophizing, overgeneralizing, personalization, emotional reasoning, and fortune telling. These preconceived notions were brought by a feeling of isolation, fear, and negative attitudes towards the subject. They believe that such a condition can give them difficulty in catching up with the lesson or failure with the subject. To aid this condition, students believed that paying more attention to the lessons, possessing a positive attitude, having collaborative activities, and facilitating learning in a meaningful manner would help a lot. This brings forth multimodality and a reading program into existence.

DISCUSSIONS

With these findings, this study serves as a reminder that teachers should maintain constant monitoring of students' condition and perception prior to teaching to combat their negative preconceived notions that hinder them in performing well in an English class. This also leads to Reading Empowerment: Aid in Cognitive Hazard (REACH) Project and multimodal instruction implementation that would not just benefit the chosen sample but every student in SPSHS 1. However, quantitative research using a questionnaire may yield better and conclusive results that would best address such alarming condition.