Donna Mae D. Suraliza
Cebu Technological University Main Campus
This study assessed the noodleverse program for G8 writing class at Pulpogan National High School, Pulpogan, Consolacion, Cebu during the School Year 2017-2018 in order to design Writing Activities. Matched-pair design was used to present the findings of the study. The findings of the study revealed that there is a significant gain from the pre-test to the post-test writing activity of the students. Moreover, the use of Noodleverse Program was found to be effective in improving the writing skills of the students in the area of grammar, mechanics, structure and style. Thus, the use of interactive games from the Noodleverse Program namely Writing Prompt, Raz and Rez Write A Letter to Farmer Grey, Alexander Plans His Opinion Paragraph and Sensory Language serves as a facilitative tool in developing and enhancing the writing skills of the students. Hence, Writing Activities are proposed to enhance the respondents skills in the elements of writing.
Keywords: English Teaching, Noodleverse Program for G8 Writing Class, Matched-Pair Design, Consolacion, Cebu, Philippines
Rationale of the Study
Writing skill is one of the competencies that determines the literary rate of a nation. It is extremely important for without it; no information and no record of history would be gathered and be handled down from one generation to the rest.
K12 Curriculum, of the Philippine Education, mandates 85% mastery in writing among the Grade 8 students. This means that students in this curricular level are expected to exhibit writing skills characterized by clarity, accuracy and conciseness in the areas of grammar, mechanics, style, and structure.
Undeniably, however, students in the secondary level are constantly faced with the challenge of writing readable and quality compositions. In fact, studies revealed that mastery in grammar, mechanics, and structure are identified to be needing focus and attention (Msanjila II and Alinsunod 15).
To address the identified gap in writing skills of the students, this study will utilize the Noodleverse Program as an intervention scheme. The Noodleverse Program is a K to 12 online reading and writing skills practice that is interactive where students/learners can review and practice and hone a variety of essential language arts skills through research-based games and activities.
Hence, this study aims to assess Noodleverse Program in the G8 writing class as basis for the proposed English learning activities.
Research Method Used
This study used the matched-pair design of research. This method requires gathering of data based on the respondents two (2) treatment conditions when this study was conducted. Data were gathered and analyzed quantitatively and interpreted qualitatively.
Flow of the Study
The input of the study included pre-post-tests scores of the Grade Eight Scitech in the areas of grammar, mechanics, structure and style and the significant difference in scores of the pre-test and the post-test. The process included the conduct of pre-test, the intervention, the conduct of post test, treatment of data and data analysis. The expected output of the study is the Writing Learning Activities.
This study was conducted at Pulpogan National High School, Pulpogan, Consolacion, Cebu. The department is equipped with facilities such as spacious classrooms and air conditioned computer laboratory room. The school belongs to the Division of Cebu Province headed by a School Principal, Mr. Rejie D. Gonzaga. It has thirty number of teachers with a total student population of 900 students from grade 7 to grade 12. The school has a total of 174 classes with four (4) sections for every grade level. The entire school covers a total land area of 248.41 sq. meter.
The respondents of this study were the Grade VIII students of section Scitech. There were twenty-eight students in their section. And they underwent pre-test and post-test writing activity.
This research utilized the pre-post-tests as basis in assessing the Noodleverse Program in a writing class. The writing competencies of the respondents in grammar, mechanics, structure and style will be measured. Thus, a formal theme will be used to ensure students’ writing output.
Pre-test. This is the first essay writing that was undergone by the respondents. They were given their preference topic to be developed into a good composition. The scoring rubric used was adapted from Lota P. de-Guzman on the scale in applying grammar, mechanics, structure, and style.
Post-test. This is the second essay-writing that was taken by the respondents after 1st Quarter of the intervention- the Noodleverse Program. All of them were given the same topic to be developed into a good composition. The same scoring rubric was adapted from Lota P. de-Guzman.
The gathering of the data was done according to the following scheme: preliminary preparation, administration and collection of research instruments, scoring treatment and statistical treatment of data.
As an initial preparation for the gathering of data, permission to conduct a study was sought from the school authorities which included a letter of permission to be given to the school’s principal. To ensure the full support and cooperation of the respondents, the researcher met them to explain the purpose of the study. Then, the pre-test was administered. After the first quarter, a post-test was administered. Having gathered the pre-test and the post test scores, data was tabulated, statistically treated, analyzed and interpreted.
The data-gathered was tallied, collated, tabulated and subjected to statistical treatment computations.
The statement of the problem- sub-problem number 1 and sub-problem number 2 were answered using the mean. The average of the scores in the elements of writing, to include grammar, mechanics, structure and style were computed in order to know which level in the scale of the responses the group belonged. Then, in answering sub-problem number 3, the computation of the significant mean, variance, T-Stat, Pearson R correlation were used. The statistical computation result on the significant difference of the pre-test and post-test scores after using the Noodleverse Program will be the basis in assessing the effect of it in Grade8 writing class of Pulpogan National High School.
III. PRESENTATION OF RESULTS, ANALYSIS and DISCUSSION
The following presents the results, analysis and discussion in terms of grammar, structure, style and mechanics.
In this element of writing, the tcritical of 2.052 and the t-test value of 7.749, shows that the computed value is higher than the critical value; hence, the Null
Hypothesis which states that there is no significant difference between the pre-test and the post-test writing scores of the respondents in terms of grammar is rejected. This means that there is a significant difference between the pre-test and the post-test scores of the respondents in terms of grammar. This implies that the Noodleverse Program particularly on the activity called Writing Prompt helped developed the writing skills of the respondents in terms of grammar. Supporting this, before writing, most of them imagined Korea and Japan about a place they like to visit and for one day do three (3) things they would like to do. Since all of them were interested to write their dream place, their write-ups as checked resulted to be in an Excellent category. This also further implies that the activity helped aroused students feelings and interests in writing to be keen in the element of grammar. Clark and Starr (1986) note that teaching is an attempt to assist students in acquiring or changing some skills, knowledge, ideal, attitude or appreciation.
In terms of mechanics, the tcritical is 2.052 and the t-test value is 11.661 which means that the computed value is higher than the critical value and so there is a need to reject the Null Hypothesis of no significant difference. This means that there is a significant difference between the pre-test and post-test scores of the respondents in writing in terms of mechanics. This also further implies that the Noodleverse Program particularly on the activity called Raz and Rez Write a Letter to Farmer Grey was found effective since students were interested to click the right capitalization, punctuation, and spelling. Thus, after clicking the correct capitalization, punctuation, and spelling, students immediately knew if they got the correct answers. With this, data showed that it developed the writing skills of the respondents in terms of mechanics. Froebel (1782-1852) stressed the self-activity of the child in having interests to such games that aroused his/her interests.
In terms of structure, the tcritical is 2.052 and the t-test value having the post-test and pre-test results showed 3.519 which means that the computed value is higher than the critical value and so there is a need to reject the Null Hypothesis of no significant difference. This means that there is a significant difference between pre-test and the post-test writing scores of the respondents. This also means that in intervention scheme called Alexander Plans His Opinion Paragraph where students constructed first a graphic organizer to finalize their write-ups was effective in developing the writing skills of the students in terms of structure. From learning about graphic organizer, the activity told students to write a main idea, after which, write three (3) supporting details, and a conclusion. While listening, students write and write and the activity told students again that, “Correct!”. Furthermore, after following Alexander Plans His Opinion Paragraph, the checking of capitalization, punctuation, and spelling were done lastly. Out from that, students realized that they constructed a smooth transition of their ideas. Thus, it is an intentional activity and an interactive process involving teachers, students, tasks and the process by which the teacher imparts knowledge, skills, and attitudes to the students learning (Ellis, 1995:213).
In terms of style, the tcritical is 2.052 and the t-test value having the post-test and pre-test resuts showed 15 which means that the computed value is higher than the critical value and so there is a need to reject the Null Hypothesis of no significant difference. This means that there is a significant difference between the pre-test and the post-test writing scores of the respondents in terms of style. This also means that the Noodleverse Program particularly an activity called Sensory Language helped developed the writing skills of the respondents in terms of style. Sensory Language let students think for a minute to what word corresponds to the given images. From the given images, students knew that it is best to write to show than write to tell. In the same contention, according to Erikson, 1985; Hurwitz, 2003; Pepler & Ross, 1981, students learn to have confidence in their ability to solve a problem, and they become resilient in the face of a challenge.