Pre-Reading Activities for Writing Competence of Grade 10 Students in Dr. Juana Pastor Memorial National High School

Abstract

INTRODUCTION

Writing as a fecund skill often seems to be the toughest skill, even for native speakers of a language since it encompasses not just a graphic representation of speech, but the development & presentation of thoughts in a well-thought-out way. However, although reading is an interesting activity, most G10 students in DJAPMNHS do not show much interest in it that leads to poor writing. This problem is alarming especially for the realization of the main goal of K -12 Curriculum, which is to develop multi-literate individuals.

METHODS

A true experimental design of the research was used in this study but the comparisons were made within and between groups. It is called as a within-between-repeated-measures design. The researcher constructed pretest/posttest, prepared lesson plans for the experiment, and made a questionnaire that served as the bases in the construction of the evaluation measures. After the researcher collected the needed data, interviews and focus group discussions were done to verify the information gathered.

RESULTS

It was revealed that a significant difference between the pretest and posttest scores ofthe treatment groups is evident with the p-value of 0.000 which is lower than the significance level of 0.05 except in pre-reading summarization activity. Among the three activities, watching movies was utilized to a great extent by the teachers & this made the students at ease already of its use in the classroom. However, vocabulary presentation activity, which was moderately used still helped the treatment group achieve a significant difference in the pretest and post-test scores. When it comes to pre-reading summarization which was moderately used by the teachers and also met a significant misunderstanding on the part of the students when using the activity proved to have no significant difference between the pretest and post-test results.

DISCUSSIONS

Movie watching as a pre-reading activity for writing competence should be utilized by the teachers for it has already been found to be effective. Moreover, vocabulary presentations may be used also by the English teachers if they want their students to acquire more vocabulary words needed for writing compositions. The English teachers may consider pretest and post-test results in the use of pre-reading activities to validate their effectiveness. They may conduct a similar study in their own local using pretest and post-test design. In this manner, the prepared pre-reading activities for writing competence may be utilized.