Relationship Between the Levels of Composition Errors and Writing Anxiety among Grade 5 Pupils: Basis for a Proposed Writing intervention Program

Abstract

INTRODUCTION

This study was conducted to determine relationship between the Levels of Composition Errors and Writing Anxiety among Grade 5 pupils: Basis for a proposed writing intervention program. It utilized the descriptive method of research. The respondents were the pupils of Grade 5 in the District of Talisay in Talisay, Batangas during the Academic Year 2017-2018.

METHODS

Pearson-r was used to determine the significant relationship between the Levels of Composition Errors and Writing Anxiety by which it took range from +1 to -1 in a value that there is no association between two variables, and a value greater than 0 indicates a positive association.

RESULTS

The level of composition errors of the respondents in terms of punctuation was low; while word misspelled, wrong tense and subject-verb agreement were extremely low. The level of writing anxiety in terms of mechanics, organization and content of Grade 5 pupils was at below average level.

There was a significant relationship between wrong spelled with mechanics and content, thus, the study found no significant relationship in other variables. A writing intervention program in every school shall be set which can help pupils on their anxiety towards the second language and how it should be treated in making a composition.

Pupils may be further provided with the opportunity to experience varied assessment in order for them to be familiar in using the second language in terms of making compositions as well. Promotion of awareness with different rules in English is encouraged. Teachers are also encouraged to provide pupils with basic writing drills and information to support complicated writing tasks. They may want to discern which rules of sentence structure are significant to teach to the pupils to avoid overworking with too much information. The lesson to be taught should be related to the real world context. This would exterminate false ideas of pupils towards improper use of sentence structure.

DISCUSSIONS

The principal may further encouraged teachers to allow the occurrence of communication among pupils so that learning and skills towards sentence structure may be strengthened. Through the significant findings of the research, this may be utilized as a reliable basis for future studies on sentence structures, basic rules in English and how the composition are made properly.