WPD APPROACH AND THE WRITTEN ENGLISH PROFICIENCY SKILLS OF GRADE II PUPILS

CONSOLACION SUSAN M. JU
Teacher I
Vedasto F. Corcuera Elementary School

Abstract
This study was conducted to find out the effectiveness of WPD (Word Write Network, Puzzle Sentence and Describe-a-Picture) as an approach and intervention in the Written English Proficiency Skills of the Grade II pupils of Vedasto F. Corcuera Elementary School. The study used the Descriptive Comparative Design. The research findings suggested that this strategy be used in teaching English lessons. The result of this study helped in enhancing the writing skills of the learners.

Introduction
It is known for a fact that English has been the lingua franca of different countries around the world. It has become the medium used by every man to connect with each other brought by the colonization of British and the American empires. This has led Asian countries like the Philippines to adapt a second language which is English. Teachers then have this role to bring back the essence of writing using the language in the classroom through different strategies fit for their learners considering the multilingual Philippine classroom setting. Learners are able to understand and apply certain learning skills depending on how such are relayed to them. One essential learning skill that most students find challenging is writing specifically in English.
Communication can be both oral and written. Writing does have one great advantage over speaking. It enables learners to proceed by trial and error until they can formulate their ideas and parts of ideas in their best possible shapes as Forlini (1990) stated. Communication through writing can enrich the vocabulary of students, familiarize them with a simple style of writing, will stimulate and force them to think and can give them opportunities to improve their writing abilities.
The standard of satisfaction among language educators on the written works of language learners are good grammatical structures, appropriate punctuation marks, verbs in their right tenses, pronouns in the right case and correct spelling of words. On the other hand, the skills on “handwriting, spelling, vocabulary, sentence construction, and paragraph writing” primarily contribute to the overall writing quality. These skills are seemingly considered as the “building blocks of proficient writing,” students who fail to develop these skills are at risk for writing difficulties (Santangelo&Olinghouse, 2009; Berninger&Amtmann, 2003; Graham, Harris, & Fink, 2000; Graham, Harris, & Fink-Chorzempa, 2002).
According to Noam Chomsky’s Linguistic Theory, fluency in oral and written communication follows after the exposure of the child on a certain language. In such times that a learner finds difficult to formulate a sensible thought or sentence, it reflects that he or she has less exposure on the language. Therefore, without this basic requirement in communication, students will really find writing challenging. He believed that, while differences exist between languages, the fact that they all share core common grammatical traits were not just a chance occurrence (Clause, 2015)
Al-Khsawneh (2010) indicated that students’ weak qualification in English is either related to the lack of motivation, or the teacher’s interest. Many learners use their mother tongue because of the isolated culture. Yet, methods of teaching English included the medium of instructions, using mother tongue in English classes, writing done in mother tongue, teachers’ low proficiency in English, and lack of writing practice in educational institutions. English language learners have limited vocabulary. Therefore, students end up repeating the same words; this hinders creativity. Rabab’ah (2003), clarified that students couldn’t give voice to their thoughts because they lack the adequate stock of vocabulary. English language learners don’t use invented spelling and their written texts are restricted to words which they know. The present tense is the only tense used in their writing. The students’ writing is difficult to understand because of the ill-structured sentences in composition.
According to Philippine Daily Inquirer News, several problems were seen hampering the Written English Proficiency Skills of the Filipino learners. Most of them feel intimidated by someone who speaks fluent English which should not be the case. Lack of practice is another problem. Students have so little time to speak and write English. In school, they spend only an hour in English class where they are supposed to learn to be conversant in the language. At home, English is not their native or mother tongue language. These then deteriorates the opportunity for the young to learn correct English.
In Vedasto F. Corcuera Elementary School, it was found out that students need to improve their Written English Proficiency skills considering the adoption of K to 12 curriculum wherein levels Kinder to Grade IIIare using Mother Tongue (SinugbuanongBisaya) as their medium of instruction and English subject is only introduced in the third and fourth quarter of the first grade. Based on their examination results, most Grade II pupils are challenged when using the English language in written communication. In the light of this concern, the WPD (Word Write Network, Puzzle Sentence and Describe-a-Picture) Approach is suggested by the researcher to supplement the already utilized teaching strategies to improve the written English proficiency skills of the learners. It also hopes to reveal needed solutions to difficulties that will pave the way toward better written expression; hence, this present study is envisioned to take.

This study sought to answer the following questions:
1. What is the mean score of the three groups when not exposed to the WPD in terms of Word Write Network, Puzzle and Describe-a-Picture Approach?
2. What is the level of performance of students in written English proficiency skills?
3. Is there a significant difference in the written English proficiency skills of the students when exposed to the WPD Approach?
4. Is there a significant difference in the three strategies associated with written English proficiency skills of the students?
5. What is the effect size of WPD Approach to the written English proficiency skills of the students?

The researcher made used of an approach to address the problem in the Written English proficiency skills of the respondents of the study. These are the operational definition of terms of the WPD Approach:
W- Word Write Network this refers to the strategy wherein students will describe a given word and from those descriptive words they will create sentences out of them.
P- Puzzle Sentence this refers to the strategy wherein there will be jumbled words in a puzzle sheet divided into four. The task of the students is to arrange the jumbled basic words and form it into a complete sentence.
D- Describe-a-Picture this refers to the strategy wherein students will describe a certain picture using descriptive words and from those words they will create sentences.

Method
The researcher utilized the descriptive-comparative research design. The respondents were ninety (90) Grade II pupils from three different sections of Vedasto F. Corcuera Elementary School. The study was conducted in Vedasto F. Corcuera Elementary School, Tibungco District, Davao City. The researcher made used of the probability sampling using simple random technique in selecting the respondents. The Mean Standard Deviation test, One-way ANOVA, Tukey-HSD, eta2 and Effect size was used for the statistical treatment of the study. Pre-test and posttest has been administered by the researcher.
The researcher asked permission from the school principal to conduct the research. Pre- test was administered. WPD Approach was implemented. Post test was administered; data were tabulated, analyzed and interpreted to determine the effectiveness of this approach.

Conclusion
1. The mean score of the three groups when exposed to the WPD in terms of Word Write Network, Puzzle and Describe-a-Picture Approach is interpreted as Fairly Satisfactory.
2. The written English proficiency skill of the students is excellent.
3. There is a significant difference in the Written English proficiency skills of the students when exposed to the WPD Approach.
4. There is a significant difference in the three strategies associated with Written English Proficiency skills of the students.
5. The effect size of WPD Approach to the Written English proficiency skills of the students is moderate.

Recommendation
WPD Approach is recommended to be adopted by the teachers of V. F. Corcuera Elementary School, Tibungco District, for SY 2015 – 2016.

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