Level of Formal Writing Skills among Grade 8 Students: Basis in Producing Skill Book on Improved Writing

Abstract

INTRODUCTION

One of the communicative and interactive skills that must be developed is writing. Data on the evaluation of writing among students shows that only twenty-five percent (25%) have acceptable skills in formal writing relating to writing mechanics, choice of words, and/or content. This study sought to determine the formal writing skills among students in producing a skill book towards improved writing.

METHODS

The researcher used the descriptive-evaluative method to determine the skills of students in formal writing, in producing the expected output, and in determining the level of acceptance of the skill book among teachers and students. The respondents in the study were Grade 8 students taking Filipino 8 whose competencies are based on the K-12 curriculum. Competency in writing an essay was used in gathering the needed data. The researcher used the ADDIE model in planning the material. The produced skill book was validated and pilot-tested among teacher and student respondents.

RESULTS

Student respondents possessed very low skills in formal writing as shown on their weak introduction; poor development of ideas; lack of conviction and over-all knowledge about the topic; problem with cohesion and coherence; errors on grammar, choice of words, word usage, punctuation marks and capitalization, margins and indention, and problems with neatness and spelling. These results called for immediate response thus, the researcher thought of producing MaANYOng Pagsulat, a skill book aimed at improving formal writing skills among students.

DISCUSSIONS

The researcher saw an urgent need to produce a material that would improve the skills of students in formal writing. This was evident in the high level of acceptance of the skill book among the respondents. The material would benefit both teachers and students in teaching the necessary skills in formal writing and in acquiring the needed skills especially the identified ones respectively. Meanwhile, it was deemed necessary to produce relevant materials anchored on formal writing competencies and other learning competencies.