ENGLISH WRITING SKILLS OF GRADE SIX PUPILS OF STA.

CLARA
AND UPPER SULITAN ELEMENTARY SCHOOL

In Partial Fulfillment of theRequirements

of the CourseAS 14- Research in Education

Submitted to the Faculty of

Western Mindanao State UniversityNaga Campus
College of Teacher Education

BY:

Aljhake P.Camaño
MariaLiza C. Cape
Ranny Boy L.Dangasi
Bernadeth E.Mangubat
Jesson T.Sumaot
Jenar S.Revantad

January 6, 2021

1
 TABLEOF CCONTENTS

Part / Page
Contents
Chapter Number

Title Page i

Table of Contents ii

List of Tables and Figures iv

Chapter 1 Introduction 5

Background of the Study 6

Conceptual Framework and Theoretical Background

7
of the Study

Statement of the Problem 8

Significance of the study 9

Scope and Limitation of the Study 10

Definitions of Terms 11

REVIEW OF RELATED STUDIES AND

Chapter 2 13
LITERATURE

Related Literature 13

Related Studies (Local) 15

Related Studies (International) 15

Chapter 3 RESEARCH METHODOLOGY 17

Research Design 17

Research Environment 18

Research Respondents 18

Sampling Techniques 19

2
 Research Instrument 19

Data Gathering Procedure 19

Statistical Treatment 20

References 21

Appendices

A. Research Instrument 22

B. Permission Letter 24

3
 LIST OF TABLES

Table 1. Respondents of the Study

LIST OF FIGURES

Figure 1. The Conceptual framework of the Study

4
 CHAPTER 1
THE PROBLEM

Introduction

Writing skills include all the knowledge and abilities related to expressing

ideas through the written word.

Writing skills is a framework of our communication. It is incredibly pliable

and can use to give information, an opinion, a question or poetry. Words can take a

bounty of forms within writing. That is why students should develop this writing

competence to articulate themselves through the written word which can provide

opportunity to share their knowledge in a meaningful and productive way. It is an

essential skill that learners should develop. Writing ability is vital to their academic

performances since the more significant part of the school activities from quizzes,

examination, assignment, reports, are all written.To write clearly it is essential to

understand the basic system of a language. In English this includes knowledge of

grammar, punctuation and sentence structure. Vocabulary is also necessary, as is

correct spelling and formatting. A writer may write for personal enjoyment or use, or

for an audience of one person or more. The audience may be known (targeted) or

unknown. Taking notes for study purposes is an example of writing for one’s self.

Blogging publicly is an example of writing for unknown audience. A letter to a friend

is an example of writing for a targeted audience.

Writing is a form of expression, communication, and exploration. With

writing, students can create, describe, report, influence, and impress.

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Background of the Study
As stated in the Common Core State Standards Initiative of Jenny Cole studies

(2015), “The following standards for K–5 offer a focus for instruction each year to

help ensure that students gain adequate mastery of a range of skills and applications.

Each year in their writing, students should demonstrate increasing sophistication in all

aspects of language use, from vocabulary and syntax to the development and

organization of ideas, and they should address increasingly demanding content and

sources. Students advancing through the grades are expected to meet each year’s

grade-specific standards and retain or further develop skills and understandings

mastered in preceding grades (www.corestandsards.org).”

Writing requires knowledge about grammar, genre, and vocabulary but also

the ability toone’s own learning (Graham & Harris, 2000; Zimmerman &Risemberg,

1997). Individuals have to plan, initiate, monitor, and evaluate their writing process,

stay focusedand motivated, and manage the learning environment (e.g., work in an

environment where it is possible to concentrate on writing).

A large focus in early elementary is on the teaching of reading. Writing is

viewed as less important to early elementary teachers. Oral reading scores and leveled

readers become a priority. Current writing strategies in early elementary education

need to be improved. Strategies can promote development of early elementary

authors. A teacher’s responsibility is to lead students to the love of writing through

purposeful strategies. With reading, listening, speaking, and viewing, teachers can

integrate the skills of writing.

6
Conceptual Framework and Theoretical Background of the Study

The conceptual framework of this study is shown in Figure 1.

To illustrate the relationshipof the writing skills between the grade six pupils

of Sta. Clara Elementary School and Upper Sulitan Elementary School, the

conceptual figure of this study was shown in schematic diagram.

According to National Commission on Writing (2014), reading is widely

needed skill, but writing is an elite skill. It is more than 90% of mid-career

professional indicate that writing is vital in their work. Skills develop through levels

of increasing complexity, differentiation, and integration, within a dynamic system

that includes self, other, and environment.

ENGLISH WRITING SKILLS

GRADE SIX PUPILS

OF STA.CLARA
ELEMENTARY GRADE SIX PUPILS
SCHOOL OF UPPER SULITAN
ELEMENTARY
SCHOOL

Figure 1. The Conceptual framework of the Study

7
Statement of the Problem

Specifically, it seeks to answer the following questions:

1. What is the profile of Grade VI students in English writing skill?

2. What is the level of skill development of theGrade VI pupils in terms of the

use of learning strategies:

2.1. General Writing Strategies

2.2. BeforeWriting
2.3. DuringWriting
2.4. AfterWriting
2.5. General Learning Strategies

3. Is there a significant difference between Grade VI pupils of Sta. Clara

Elementary School and Upper Sulitan Elementary School in their English

writing skill?

Hypothesis

There is a significant difference betweenGrade VI pupils of Sta. Clara

Elementary School andUpper Sulitan Elementary School in their performance in

English writing.

Null Hypothesis

There’s no significant difference between Grade VI pupils of Sta. Clara

Elementary School and Upper Sulitan Elementary School in their performance in

English writing.

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Significance of the study

The result of the study will be beneficial to the following:

To the students. The findings of this study will have great benefits to them in

enhancing their writing skills in English that will help them to their future.

To the teachers. The findings of this study will serve them as a guide of how does the

respondent enhance their writing skills.

To the school. The findings of this study will help them to get information

and to have a plan and recommendation to the importance of writing skills in

Englishto the pupils and teachers.

To the future researchers. This may set as the basis that a new theory in learning

will arise. This also may set a new knowledge to the future researchers.

9
Scope and Limitation of the Study
The scope and limitation of the study involves the parameters that delimit and

find rightful place in the area of the educational research.

Subject Matter. This study will be conducted to determine the English writing

skills of the grade six pupils of Sta. Clara Elementary School and Upper Sulitan

Elementary School.

Time and Place. This study will be conducted at Sta. Clara ElementarySchool,

Sta. Clara, Naga, Zamboanga, Sibugay and Upper Sulitan Elementary School, Upper,

Sulitan Naga, ZamboangaSibugayduring the school year 2020-2021.

Research Subjects. The research subjects of this study are the15 grade six

pupils of Sta. Clara, Elementary School and15 Upper Sulitan Elementary School.

Research Instrument.The respondents of this study are given a questionnaire

developed by Theodora Rani. The said questionnaire was composed of 30 questions

that the researcher believe will determined the pupil’s skills in English writing.

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Definitions of Terms
To make clear on the focus of the study, the following terms are defined

Skill- is the ability to perform an action with determined results often within a

given amount of time, energy, or both. Skills can only be innate.

Writing- is a medium of human communication that involves the

representation of a language with symbols.

Knowledge- is a familiarity, awareness, or understanding of someone or

something, such as facts, information. Descriptions, or skills, which is acquired

through experience or education by perceiving, discovering, or learning.

Understanding- is a psychological process related to an abstract or physical

object, such as a person, situation, or message whereby one is able to think about it

and use concept to deal adequately with that object.

Development- is a process that creates growth, progress, positive change or

the addition of physical, economic, environment, social and demographic

components.

Writing skills- influence the quality of your work and how others perceive

your professionalism, writing skills that should be mastered in using a

language.Writing is one of four English language skill besides listening, reading and

speaking. Writing is an ability or activity of arranging words into form of sentences.

Writing competence- is the capability to apply or use a set of related

knowledge.

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 Writing quality- consist of ideas, ideas those are interesting and important that

specifies and logical and effective, voice that is individual and appropriate, word

choice that is specific and memorable, sentence fluency that is smooth and expressive,

conventions those are correct and communicative.

Quality- The standards of something as measured against other things of a

similar king and the degree of excellence of something

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 CHAPTER 2

REVIEWOF RELATED STUDIESAND LITERATURE

Related Literature

This chapter presents and discusses the review of related literature which

includes concepts, ideas, principles, theories and related studies used by the researcher

as background information about the variables treated in this study.

Writing is one of the language skills is important in our life. Through writing, we can

inform others, carry out transactions, persuade, infuriate, and tell what we feel.

However, we know that writing or learning to write especially in a second language is

not simply a matter of “writing things down”. It is one of the four basic skills that are

very complex and difficult to learn.

Writing is one of the important skills in teaching English. It has always

occupied place in most English language course. Meyers (2005) say that writing is a

way to product language, which you do naturally when you speak. Writing is

communication with other in a verbal way. Writing is also an action a process of

discovering and organizing your idea, putting them on paper and reshaping and

revising them.

According to Harmer (2004) writing is often time-bond in the way

conversation is. When writing, students frequently have more time to think than they

do in oral activities. They can go through what they know in their minds, and even

consult dictionaries, grammar books, or other.

13
 Writing is about more than making our thoughts and idea visible and

concrete (Ghaith, 2002). According to Nystrad (1998), states that writing is a matter

of elaborating text in accordance with what the writer can reasonably assume that the

reader knows and expects. And process of reading is a matter of predicting text in

accord with the reader assumes about the writer’s purpose.

Writing is a form of thinking; it is thing king for particular audience, and for

particular occasion. Consider that writing is also the important expression language

activity, pretty and Jensen have an opinion that writing is process of expression

thought, of thing king and feeling and of shaping experiences, and it is an important

medium for self-expression, for communication, and for the discovery of meaning

(Pretty and Jensen, 1980)

Writing is one of four English language skill besides listening, reading and

speaking. Writing is an ability or activity of arranging words into form of sentences. It

uses to communicate information, express the felling or ideas to someone, public or

government. According to Bram (1995) defines that writing producing or reproducing

written message. It is an active process to organize and formulate the ideas on the

paper. Furthermore, Harmer (2004) defines writing is a way to produce language and

express idea, feeling, and opinion. Furthermore, he states that writing is a process that

what people write is often heavily influenced by the constraints of genres, and then

these elements have to be presented in learning activities.

14
Related Studies (Local)

In the study of Rufo A. Labarrete(2019), in the Scaffolding Writing Skills in

the K-12 Curriculum, this study aimed to assess the sixth-grade teachers instructional

scaffolding practices in writingas a macro language skill with the end view of

developing a contextualized Detailed Lesson Plan(DLP). Using the descriptive

qualitative research design, data were generated using open-endedsurvey

questionnaire, and a focus group discussion. Results showed that the K-12

curricularcontents for elementary writing were rather challenging to teach that is

further aggravated bylimited learning resources. Remediation Reinforcement

Enrichment (RRE), Explicit Teaching(ET), Little Teacher Strategy, Group Work

Technique and Detailed Lesson Plans (DLPs) aremainly utilized as primary scaffolds

with the aid of visuals, graphic organizers, and technology-basedlearning tools.

Though commendable, their scaffolding practices however still fell short inactualizing

instructional scaffolding holistically. Thus, the need to further the elementary

teachers’ knowledge on this dimension through professional advancement and similar

activities.

Related Studies (International)

In the study of Jenny Cole, Jay Feng (2015), in Effective Strategies for

Improving Writing Skills of Elementary English Language Learners.Reaching

proficient levels of literacy is a universal goal for all children in the elementary

classroom. This objective is especially challenging for English language learners

particularly in the domain of writing. Writing has been identified as one of the most

15
essential skills because the world has become so text-oriented. Due to this change,

mainstream teachers as well as ESOL instructors, are in great demand of effective

techniques to improve writing skills of this particular population. The purpose of this

project is to provide research-based techniques successful in improving the writing

skills of ESL students. The findings suggest that through the use of technology, pre-

taught vocabulary, various teacher influences and the implementation of positive

diverse literacy practices, this goal can be attained.

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 CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents and discusses the research design, research environment,

research respondents, research instrument, data gathering procedure, sampling

techniques and statistical treatment.

Research Design

This study will use descriptive correlation method with the survey using

questionnaire to gather data on the relationship between Grade 6 pupils of Sta. Clara

Elementary School and Upper Sulitan Elementary Schools in English writing skills.

Descriptive correlation type of research is designed for the purpose of

investigating a certain topic in order to gather information about existing condition or

situation. This involves the collection of data in order to answer questions concerning

the current status of the subjects of the study. It determines and qualifies the attitudes

and opinions of group of persons that provide information needed for the study. The

main intention to use this method is to collect the data for problem solving and

hypothesis testing, which would determine the usefulness of the research (Sevilla,

1992). And correlation design in order to discover the relationships among the two

variables.

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Research Environment

The study will be conducted at Sta. Clara Elementary School and Upper

Sulitan Elementary School for the school year 2020-2021. The Sta. Clara Elementary

School comprised of 25 teachers headed by Dr. Antonio G. Sabanal. And Upper

Sulitan Elementary School comprised of 10 teachers headed by Dr. Mechelle S.

Galon. The school is conducive for this study because it is far from any distraction

such as sound of transportation, internet café and other disturbance.

Research Respondents

The research respondents of this study are the Grade 6 pupils of Sta. Clara

Elementary School and Upper Sulitan Elementary Schools S.Y. 2020-2021.

Table 1

Research Respondents of the study

Research Respondents Population Sample

Grade 6 pupils of
Sta. Clara 53 15
Elementary School
Grade 6 pupils of
Upper Sulitan 28 15
Elementary School
Total 81 30

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 As shown in the Table 1, the total population Grade 6 pupils in Sta. Clara and

Upper Sulitan Elementary School are 81 in which thirty of them will be used as

samples.

Sampling Techniques

This study will use the stratified random sampling. This is to ensure that the

appropriate numbers of students are drawn from each curriculum in proportion to the

percentage of the population as a whole. They are coming from the two (2) different

schools of Grade 6 pupils based from the table above.

The lottery was done by writing the names of the students in a small sheet of

paper which was then rolled and placed in a box. Students whose names are drawn

become samples. The draw will continue until such time the desired number of

samples was reached.

Research Instrument

This study used a questionnaire in determining the English Writing Skills of

Grades 6 Pupils. It is an adapted instrument from Theodora Rani. The researcher used

a Likert scale questionnaire. A Likert scale questionnaire is a psychometric scale

commonly involved in research that employs questionnaires. It is the most widely

used approach to scaling responses in survey research.

Data Gathering Procedure

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 In gathering the said data, the researcher will write first a letter to the principal

for the permission to conduct the study.

After the approval of the principal, the researcher will ask for help from the

advisers of the select respondents. Then the researcher will take down records all the

responses of the respondents of the study.

Statistical Treatment

In evaluating the differences in the English Writing Skills of Grade 6 pupils of

Sta. Clara and Upper Sulitan Elementary School, the researcher will use the

Frequency Distribution in grouping the data and in finding the significant difference

the researcher used the T-test.

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REFERENCES:

Rufo A. Labarrete(2019), in the Scaffolding Writing Skills in the K-12

Curriculum:http://grdspublishing.org/

Jenny Cole, Jay Feng (2015), in Effective Strategies for Improving Writing Skills of

Elementary English Language Learners.: https://files.eric.ed.gov

Ghaith, (2002).Teaching Wrinting : https://nadabs.tripod.com

Nystrad (1998), Written Communication: https://journals.sagepub.com/toc/wcxa/15/3

Pretty and Jensen, (1980), Reading and Writing: https://www.ideals.illinois.edu

Bram (1995), Improving Students Writing Ability in Recount Text Using Picture:

https://knepublishing.com/index.php/KnE-Social/article/view/1945/4346

Harmer (2004), Writing as Part of Foreign Language Acquisition:

https://www.sciencedirect.com/science/article/pii/S1877042813050131

21
APPENDICES

Appendix A

Research Instrument

Dear Respondents,

The undersigned researchers would like to ask your cooperation as their

respondents in their research study entitled English Writing Skills of Grade six

Pupils of Sta. Clara and Upper Sulitan Elementary School for the school year

2020-2021.

Please answer it honestly and effectively for it will serve as baseline data

needed for the study. Thank you so much for your support and rest assured that all

your answer will be treated with strict confidentiality.

Aljhake P. Camaño

Maria Liza C. Cape

Ranny Boy L. Dangasi

Bernadeth E. Mangubat

Jesson T. Sumaot

Jenar S. Revantad

The Researchers

____________________________________________________________

Republic of the Philippines

Western Mindanao State University
Naga Campus
Sta. Clara, Naga, Zamboanga Sibugay

Name: _____________________________________
Grade/Section: ___________________

22
 Questionnaire:Self-AssessmentofEnglishWritingSkills
Adopted from: Theodora Rani (2015)

Please rateyourabilitiesforeach itembelow ascale between1 to5. Circle yourchoice.

1 = neveroralmostnevertrue ofme
2 = usuallynottrue ofme
3 = somewhattrueofme
4 = usuallytrue ofme
5 = always oralmostalwaystrueofme

Self-Assessment ofEnglishWriting Skills

1. Ican write a good academic paragraph. 1 2 3 4 5

2. Ican write acleartopicsentence thatidentifiesthetopic and controllingideaofaparagraph. 1 2 3 4 5
3. Ican logicallyorganize my ideas when Iwrite aparagraph. 1 2 3 4 5
4. Ican logicallysupportanddevelop my main pointwhen Iwrite aparagraph. 1 2 3 4 5
5. Ican write usingan academic style andtone. 1 2 3 4 5
6. Ican useappropriate vocabularyand wordforms to effectivelycommunicate 1 2 3 4 5
withthereader.
7. Ican usea varietyofsentencestructures. 1 2 3 4 5
8. Ican useappropriate spelling, capitalization, and punctuation. 1 2 3 4 5
9. Ican write an accuratesummaryof information thatIhave readin English. 1 2 3 4 5
10. Ican write an accurateparaphrase ofinformation thatIhave readin English. 1 2 3 4 5
11. Ican write accurate quotations inEnglish. 1 2 3 4 5
12. Ican write a good academic research paper. 1 2 3 4 5
13. Ican write a good introduction foran English essay. 1 2 3 4 5
14. Ican choose anappropriateacademicresearch topic. 1 2 3 4 5
15. Ican choose anappropriateresearch questionto help guide myresearch process. 1 2 3 4 5
16. Ican write aclearthesis statement thatidentifiesthetopic and controllingideaofan essay. 1 2 3 4 5
17. Ican write using various patternsoforganization (e.g. process,comparison,
1 2 3 4 5
cause,effect).
18. Ican usea logicalarrangementofparagraphstosupportand develop mythesis statement. 1 2 3 4 5
19. Ican write a good conclusion foran English essay. 1 2 3 4 5
20. Ican usea wordprocessingprogramto type andformatmyessays in English. 1 2 3 4 5
21. Ican effectivelybrainstormto gatherideas beforewriting. 1 2 3 4 5
22. Ican take good notesonreadings andthen use themto helpsupportmyideasin mywriting. 1 2 3 4 5
23. Ican write an outlineto logicallyorganize myideas before writing. 1 2 3 4 5
24. Ican revisemyown writingto improve the developmentand organization. 1 2 3 4 5
25. Ican editmywritingtoimprove the wording, grammar, punctuation, and spelling. 1 2 3 4 5
26. Ican effectivelywrite undertime constraints. 1 2 3 4 5
27. Ican write quicklyin English. 1 2 3 4 5
28. Ican identifyproblems inmywritingand seewhatshould be improved. 1 2 3 4 5
29. Ican useappropriate strategies tofixproblems with mywriting. 1 2 3 4 5
30. Ican usemyown independentthinking in mywriting. 1 2 3 4 5

23
 Appendix B

Permission Letter

Antonio G. Sabanal
Sta. Clara Elementary School
Sta. Clara, Naga, Zamboanga Sibugay

Ma’am/Sir:

We are conducting a research on the ENGLISH WRITING SKILLS OF GRADE SIX

PUPILS IN STA. CLARA ELEMENTARY SCHOOL as part of the requirements for
the course Research 101.

In view of this, we may request permission from your good office to conduct the
study to Grade VI pupils in your school to generate the data needed for our study.

We hope for your favorable approval to this request.

Thank you and more power.

Very truly yours,

BERNADETH E. MANGUBAT
JENAR S. REVANTAD
ALJHAKE P. CAMAŇO
MARIA LIZA C. CAPE
RANNY BOY L. DANGASI
JESSON T. SUMAOT

ADVISER:

WENDELYN M. ELMIDOR

Approved by:

ANTONIO G. SABANAL
School Principal

24
 Permission Letter

Michelle C. Galon
Upper Sulitan Elementary School
Upper Sulitan, Naga, ZamboangaSibugay

Ma’am/Sir:

We are conducting a research on the ENGLISH WRITING SKILLS OF GRADE SIX

PUPILS IN UPPER SULITAN ELEMENTARY SCHOOL as part of the
requirements for the course Research 101.

In view of this, we may request permission from your good office to conduct the
study to Grade VI pupils in your school to generate the data needed for our study.

We hope for your favorable approval to this request.

Thank you and more power.

Very truly yours,

BERNADETH E. MANGUBAT
JENAR S. REVANTAD
ALJHAKE P. CAMAŇO
MARIA LIZA C. CAPE
RANNY BOY L. DANGASI
JESSON T. SUMAOT

ADVISER:

WENDELYN M. ELMIDOR

Approved by:

MECHELLE S. GALON
Head Teacher III

25