Learning Cycle Technique in improving the Writing Competency of students of LNHS

Abstract

INTRODUCTION

This study aimed to find out if the Learning Cycle Technique of Prewriting activities will help students improve their skills in writing. At the end of this study, the respondents would realize how effective or not the Learning Cycle Activities as manifested in the result of the comparison of the level of improvement of their writing competency. Moreover, as they discover the glitches during the conduct of the Learning Cycle Technique, they would also decipher the solutions to the perceived problem/s.

METHODS

This study used the mixed method of Pre-test-post-test design under the quasi-experimental scheme. Moreover, a qualitative approach was utilized to test the attitude response of the respondents to the activities, thus, open-ended questions were administered.

RESULTS

After a thorough analysis of the pre-test-post-test result, it was found that the learning cycle techniques in writing activities of the respondents really improved their writing ability. Their vocabulary skills were developed. The styles and the logic of writing also were developed. Thus, LCT was effective. Besides, the respondents' response to open-ended questions revealed that a little portion of localized-related and indigenized-related factors was involved.

DISCUSSIONS

This research was conducted among the grade 11 STEM class of Looc NHS. The process of the LCT was designed with due considerations on the school's location and indigenous characteristics. This research is holistic and heuristic at the same time; Holistic because in writing, the totality of the human person is given attention; Heuristic because this research partly dived into the attitudinal response of the respondents to the activities.