Writing Prompters: Improving the Writing Performance of Grade Vi Pupils on Filipino of Lianga Central Elementary School

Abstract

INTRODUCTION

The research utilized Writing Prompters, an intervention material for beginner writers to improve the writing performance of Grade VI pupils in Filipino of Lianga Central Elementary School. The intervention material focused on improving the pupils' ability to organize a paragraph with topic sentence and supporting details. The identified pupils underwent the intervention program using the Writing Prompters as intervention material for 40 days. The activities in the material enhanced the pupils' specific writing skills and improved their writing performance.

METHODS

Experimental design was used in this study to determine the effect of using WritingPrompters towards improving the writing performance of Grade VI pupils of Lianga Central Elementary School. Using purposive sampling, the respondents for this study were thirty (30) Grade VI pupils who belonged to the beginner level with regards to their performance rating in Diagnostic Writing Assessment (Filipino) for S.Y. 2017-2018. To determine the effectiveness of the Writing Prompters as intervention material in writing, mean score and t-test for dependent samples were used as statistical tools for analysis.

RESULTS

Based on the results, Writing Prompters were found out to be an effective intervention material for improving the competence in writing among beginner level writers. The difference of 6.76 in the mean scores from Diagnostic test to the 2nd Quarter was indeed significant. It was also found out that Writing Prompters motivate pupils to write. Frequent exposure to writing activity and lengthening the time of writing using the Writing Prompters improved their performance not only in Filipino but across the curriculum.

DISCUSSIONS

The study encourages Filipino teachers to improve/modify the topics in Writing Prompters based on the pupils' interests, various curricular topics and local and school current events for a meaningful writing activity. Pupils should also be exposed to different types of writing that includes narrative, expository, persuasive, letters, poetry, journal writing, and reflective writing to improve their writing skills and increase their performance in writing. It is also recommended to conduct further research on introducing the modified Writing Prompters to a comparative study (control and experimental group) to further support the significance of the intervention material.