ASSESSING THE LEVEL OF WRITING ABILITY OF FEBHS GRADE 11

STUDENTS USING EXPLICIT INSTRUCTIONS

An Action Research Paper Presented to the

Faculty of Liberal Arts and Education Department
Cristal e-College, Inc.
Tawala, Panglao, Bohol, Philippines

In Partial Fulfillment
of the Requirements for the Degree of
Bachelor of Secondary Education
Major in English

By:

Ma. Joana B. Gipanao

Virna Richel H. Sales

June 2024
 APPROVAL SHEET
This action research entitled "ASSESSING THE LEVEL OF WRITING ABILITY OF
FEBHS GRADE 11 STUDENTS USING EXPLICIT INSTRUCTIONS" prepared and
submitted by MA. JOANA B. GIPANAO and VIRNA RICHEL H. SALES in partial
fulfillment of the requirements for the degree of BACHELOR OF SECONDARY
EDUCATION MAJOR IN ENGLISH, has been examined and recommended for the
acceptance and approval for the ORAL EXAMINATION.

PANEL OF EXAMINERS
Approved by the Examining Panel during the oral Examination with a grade of
_____.

ROCELYN E. PAYOT, MATFil. RONALD C. DOLLESIN, LPT

Thesis Panel Thesis Panel

They are accepted upon the recommendation of the thesis committee in partial
fulfillment of the requirements for the degree of BACHELOR OF SECONDARY
EDUCATION MAJOR IN ENGLISH.

RONALD C. DOLLESIN, LPT_____

Deputy Dean, Liberal Arts and Education

June 4, 2024
Date of Oral Defense

CRISTAL e-COLLEGE, Inc.

Km. 15, Central Highway
Tawala, Panglao, Bohol
6340, Philippines
/Fax(038) 502-8408/ (038) 502-8409
30Q19510

Assessing the Level of Writing Ability of FEBHS Grade 11 Students Using

Explicit Instructions

By

Ma. Joana B. Gipanao

Virna Richel H. Sales
Researchers

I. Introduction
Not many centuries ago, writing was a skill that was the exclusive domain of
scribes and scholars in educational or religious institutions. Almost every
aspect of everyday life for "common" people was carried out orally. Business
transactions, records, legal documents, political and military agreements – all
written by specialists whose vocation was to render language into the written
word. Today, the ability to write has become an indispensable skill in our
global literate community. Writing skill, at least at rudimentary level, is a
necessary condition for achieving employment in many walks of life and is
simply taken for granted in literate cultures.
Effective instruction in English as Second Language (L2) plays a key role in
elementary and secondary education of almost all developed non-English-
speaking nations. Worldwide, and irrespective of academic settings, students’
achievement is assessed through English L2 writing. Explicit instruction in
writing skills has been shown to be effective in numerous studies. Research
indicates that providing clear, direct, and systematic instruction on various
aspects of writing, such as grammar, sentence structure, organization, and
revision strategies, can lead to significant improvements in students' writing
abilities.
Hochman, & Wexler (2017) emphasized that explicit instruction in writing,
particularly at the sentence level, greatly improves students' writing skills. This
approach helps students understand and apply grammar and syntax
effectively, which is essential for constructing well-formed sentences and,
subsequently, more complex written pieces. Additionally, Graham, Kiuhara, &
MacKay (2020) demonstrated that explicit instruction in writing strategies
significantly enhances students' writing performance. Their study highlights
the importance of teaching writing strategies explicitly to improve students'
understanding of the writing process and overall writing quality.
According to the study of Clark (2013) entitled "The Effects of Explicit
Writing Instruction," explicit writing instruction can positively support
students' writing attitudes and abilities. To have effective instruction, a
purpose for the writing must be communicated to the students, along with the
use of common context language, and immediate feedback in regard to their
writing samples. The National Institute for Literacy (2023) recommends direct,
explicit, and systematic instruction as the most effective practice for improving
writing skills. This method includes explaining writing skills, modeling their
application, guiding practice with feedback, and providing opportunities for
independent practice.
The Grade 11 students at Felix E. Bompat High School have been struggling
significantly with their writing tasks, particularly within their Reading and
Writing Skills course. This struggle is evident across various forms of written
assessments, where they consistently demonstrate difficulties in organizing
their thoughts, structuring their essays, and articulating their ideas coherently.
The lack of proficiency in composition tasks suggests that they may not have
a solid foundation in basic writing principles, such as grammar, syntax, and
paragraph development. This issue is likely impeding their overall academic
performance and could have long-term implications if not addressed promptly.
Consequently, there is a pressing need for targeted interventions to enhance
their writing skills and boost their confidence in handling written assignments.
As educators, the teacher-researchers was motivated to conduct this action
research on the effectiveness of explicit instruction in determining the level of
writing ability of Grade 11 students using the Test of Written English. They
also wanted to know the effect of this method on the academic performance
of the pupils from results of the diagnostic and achievement test.
 II. Statement of the Problem
This study aimed to evaluate the impact of explicit instructions on the level of
writing ability of Felix E. Bompat High School Grade 11 students using the
Test of Written English.
Specifically, this study sought to address the following research questions:
1. What is the baseline level of writing ability of the students as assessed by
the Diagnostic Test of Written English?
2. What is the level of writing ability of the students as assessed by the Post
Test of Written English?
3. Is there a significant difference between the baseline level of writing ability
and writing ability level of the students after the implementation of explicit
instructions?
4. What effective instructional strategies and interventions can be
implemented to enhance Grade 11 students' writing abilities based on the
findings of the assessment?

III. Hypothesis
The following null hypothesis was tested at 0.05 level of significance:
1. There is no significant difference between the baseline level of writing
ability and writing ability level of the students after the implementation of
interventions.

IV. Methodology
This action research employed a quasi-experimental design to evaluate the
effectiveness of explicit instruction in enhancing the writing abilities of Grade
11 students, as measured by the Test of Written English (TWE), over a one-
week Reading and Writing Skills course.
The researchers used the convenience sampling which is a non-probability
sampling method were units are selected for inclusion in the sample because
students at FEBHS were barely available during the time frame of the study.
Out of 37 Grade 11 St. Monica students, there were only 14 students who
were specifically chosen to be the subjects of the study.
 The TWE is an internationally recognized, standardized test of writing ability.
It is a timed, impromptu test where test-takers have 30 minutes to write an
essay on an unannounced topic. Each essay is scored independently by two
Licensed Professional Teachers who are also English instructors at Cristal e-
College, with the final score being the average of the two ratings. Scores
range from 0 to 6, including half-point increments (e.g., 4.5, 5.5).
The scoring guide for the TWE follows a widely accepted set of specification
for a holistic evaluation of an essay. Each point on the scoring system is
defined by a set of statements that address topic, organization and
development, supporting ideas, facility in writing, and grammatical and lexical
correctness and choice.

Test of Written English Scoring Guide

Score-Level Descriptions

6-Very Strong Demonstrates clear competence in writing on both the

Proficiency rhetorical and syntactic levels, though it may have occasional
errors.

A paper in this category

 Effectively addresses the writing task.

 Is well-organized and well-developed.
 Uses clearly appropriate details to support a thesis or
illustrate ideas.
 Displays consistent facility in the use of language.
 Demonstrates syntactic variety and appropriate word choice.

5-Strong Demonstrates competence in writing on both the rhetorical

Proficiency and syntactic levels, though it will probably have occasional
errors.

A paper in this category

 May address some parts of the task more effectively than

others.
 Is generally well-organized and well-developed.
 Uses details to support a thesis or illustrate an idea.
 Displays facility in the use of language.
 Demonstrates some syntactic variety and range of
vocabulary.

4-Competent Demonstrates minimal competence in writing on both the

Proficiency
 rhetorical and syntactic levels.

A paper in this category

 Addresses the writing topic adequately but may slight parts

of the task.
 Is adequately organized and developed.
 Uses some details to support a thesis or illustrate an idea.
 Demonstrates an adequate but possibly inconsistent facility
with syntax and usage.
 May contain some errors that occasionally obscure
meaning.

3-Moderate Demonstrates some developing competence in writing,

Proficiency though it remains flawed on either the rhetorical or syntactic
level, or both.

A paper in this category may reveal one or more of the following

weaknesses:

 Inadequate organization or development.

 Inappropriate or insufficient details to support or illustrate
generalizations.
 A noticeably inappropriate choice of words or word forms.
 An accumulation of errors in sentence structure and/or
usage.

2-Low Suggests incompetence in writing.

Proficiency
A paper in this category is seriously flawed by one or more of the
following weaknesses:

 Serious disorganization or underdevelopment.

 Little or no detail, or irrelevant specifics.
 Serious and frequent errors in sentence structure or usage.
 Serious problems with focus.

1-Limited Demonstrates incompetence in writing.

Proficiency
A paper in this category

 May be incoherent.
 May be undeveloped.
 May contain severe and persistent errors.

0-Little to no A paper is rated 0 if it contains no response, merely copies the

proficiency topic, is off-topic, is written in a foreign language, or consists only
of keystroke characters.
 On May 13, 2024, students took a diagnostic test to classify their proficiency
levels into categories: very strong, strong, competent, moderate, low, limited,
or little to no proficiency. A week later, on May 20, 2024, an achievement test,
mirroring the initial assessment, was administered. The pretest and posttest
results were then compared to determine the impact of explicit instruction on
their writing proficiency.
This analysis aimed to identify changes in student classifications and to
evaluate whether explicit instruction significantly improved their writing skills.

Data Gathering
After seeking the approval from the school principal, the teacher-researchers
started the experiment for a week.
The scores of both the pretest and the posttest were taken and these data
were coded, tallied, and were statistically treated using the mean, standard
deviation, and t-test of significant difference.
The mean and the standard deviation were used to determine the level of
writing ability of the students, while the t-test was employed to determine the
significant difference of the mean scores on pretest and posttest.

V. Results and Discussions

The following presents the results, analysis, and interpretation of data
gathered from the pre and post Test of Written English. The said data were
presented in tabular form by the specific questions posited in the statement of
the problem.

A. The Baseline Level of Writing Ability of the Students as Assessed by

the Diagnostic Test of Written English
The result of the diagnostic test of written English among the students and
their writing ability level based on the TWE scoring guide is presented in
Table 1.
Table 1
Pretest Results of the Test of Written English and Their Proficiency
Level
 Student Pretest Score Pretest Proficiency Level
1 4 Competent Proficiency
2 2 Low Proficiency
3 5 Strong Proficiency
4 2 Low Proficiency
5 2 Low Proficiency
6 2 Low Proficiency
7 4 Competent Proficiency
8 2 Low Proficiency
9 2 Low Proficiency
10 2 Low Proficiency
11 4 Competent Proficiency
12 2 Low Proficiency
13 4 Competent Proficiency
14 2 Low Proficiency
Mean Score 2.79 – Low Proficiency
Standard Deviation 1.17

The diagnostic scores from the pretest clearly indicate a significant need for
improvement in the writing abilities of the Grade 11 students at Felix E.
Bompat High School, as most students fall into the lower proficiency
categories. With an average score of 2.79, classified as "Low Proficiency," it is
evident that the majority of students demonstrate minimal competence in
writing. This level of proficiency is characterized by several key deficiencies in
their essays. First, the organization of their essays needs substantial
enhancement, as many students struggle to structure their thoughts logically
and cohesively. Additionally, clarity is a major issue, with students often failing
to express their ideas in a clear and understandable manner. Grammar is
another critical area of concern, as improper sentence construction and
frequent grammatical errors hinder the overall readability of their work.
Moreover, the essays often lack concrete examples, which are essential for
supporting and illustrating the main points. This deficiency makes their
arguments less persuasive and less engaging. Proper use of punctuation and
correct spelling are also areas where students falter, resulting in essays that
are difficult to read and understand. Lastly, the body and conclusion sections
of their essays frequently lack congruence. This means that the main points
discussed in the body paragraphs do not align well with the conclusions
drawn, often leading to an unclear or ambiguous position. This disconnect
further weakens the overall effectiveness of their writing. The standard
deviation of 1.17 indicates some variability in their writing abilities, suggesting
that while some students may perform slightly better, the majority still require
significant educational interventions to elevate their skills to higher proficiency
levels.
The study by Graham, McKeown, Kiuhara, and Harris (2018) entitled "The
Effectiveness of Writing Interventions in Improving Writing Quality: A
Meta-Analysis" highlights that specific interventions, such as strategy
instruction, writing practice, and feedback, significantly enhance students'
writing skills. The research supports the need to address issues like
organization, clarity, and grammar in high school writing education. The
diagnostic test results at FEBHS underscore the need for significant
improvement in various aspects of student writing. The findings from the study
of Graham et al. (2018) provide a clear roadmap for addressing these
deficiencies through specific, evidence-based writing interventions. By
implementing targeted strategies, consistent practice, and feedback
mechanisms, educators can effectively enhance students' writing skills,
thereby improving their performance on future assessments.

B. Level of Writing Ability of the Students as Assessed by the Post Test

of Written English
The result of the post test of written English among the students and their
writing ability level based on the TWE scoring guide is presented in Table 2.
Table 2
Posttest Results of the Test of Written English and Their Proficiency
Level

Student Posttest Score Posttest Proficiency Level

 1 5 Strong Proficiency
2 2 Low Proficiency
3 5 Strong Proficiency
4 3 Moderate Proficiency
5 3 Moderate Proficiency
6 4 Competent Proficiency
7 4 Competent Proficiency
8 2 Low Proficiency
9 3 Moderate Proficiency
10 4 Competent Proficiency
11 5 Strong Proficiency
12 2 Low Proficiency
13 4 Competent Proficiency
14 3 Moderate Proficiency
Mean Score 3.57 – Moderate Proficiency
Standard Deviation 1.08

The recent posttest scores of Grade 11 students at FEBHS reveal a

significant and balanced improvement in their writing abilities, demonstrating
the effectiveness of the implemented explicit instructions. The transition from
a pretest average score of 2.79 to a posttest average score of 3.57 highlights
a shift from "Low Proficiency" to "Moderate Proficiency." This notable
advancement underscores the impact of targeted educational strategies
designed to enhance writing skills, aligning with the findings of contemporary
educational research.
The results of the posttest, with an average score of 3.57, indicate that these
interventions were highly effective. The students' writing abilities improved to
a "Moderate Proficiency" level, reflecting a substantial overall enhancement.
This improvement is significant not only because of the higher average score
but also because of the relatively balanced nature of the advancement. The
standard deviation of 1.08, slightly lower than in the pretest, indicates that
while some variability remains, the scores are more closely clustered around
the higher average, suggesting that a larger proportion of students benefitted
from the interventions.
The rise in the number of students achieving "Moderate Proficiency" highlights
the effectiveness of the instructional strategies. For instance, strategy
instruction helped students organize their essays more logically, resulting in
more cohesive and coherent written pieces. Regular writing practice,
combined with immediate and constructive feedback, enhanced the clarity
and coherence of their writing. Furthermore, focused grammar instruction and
practice led to fewer grammatical errors, improving the overall quality of the
essays. Teaching students to incorporate concrete examples made their
arguments more persuasive and engaging, while explicit instruction on
punctuation and spelling resulted in more polished and accurate writing.
In response to these findings, a series of targeted writing interventions were
implemented. These interventions were informed by research, such as the
2018 meta-analysis by Graham, McKeown, Kiuhara, and Harris, which
emphasized the efficacy of strategy instruction, consistent writing practice,
and constructive feedback. These strategies were aimed at addressing the
specific weaknesses identified in the pretest, fostering an environment where
students could develop and refine their writing skills systematically.

C. Results of Significant Difference Between the Baseline Level of

Writing Ability and Writing Ability Level of the Students After the
Implementation of Interventions
The result of the significant difference between the pre and posttest of written
English among the students and their writing ability level based on the TWE
scoring guide is presented in Table 3.

Table 3
Difference Between the Pre and Posttest Scores of the Test of Written
English

Student Pretest Score Posttest Score Difference

1 4 5 1
2 2 2 0
 3 5 5 0
4 2 3 1
5 2 3 1
6 2 4 2
7 4 4 0
8 2 2 0
9 2 3 1
10 2 4 2
11 4 5 1
12 2 2 0
13 4 4 0
14 2 3 1
Mean Difference 0.71
Standard Deviation 0.53
T-statistic -3.68
Degrees of Freedom 13
Decision Reject Ho

The table indicates that the paired samples t-test yielded a significant result (p
= 0.003), indicating a substantial difference between the baseline level of
writing ability (pretest) and the writing ability level of students after the
implementation of explicit instructions (posttest).
This implies that the explicit instructions were effective in enhancing students'
writing abilities. The mean difference in writing scores between the pretest
and posttest was 0.71, indicating an improvement in writing performance
across the group. Furthermore, the standard deviation of the differences was
0.53, suggesting that the improvements were consistent across the student
population.
These findings are important as they validate the efficacy of the explicit
instructions in enhancing students' writing skills. It suggests that the strategies
employed during the intervention period effectively addressed the identified
areas of weakness and led to measurable improvements in writing
proficiency. This statistical significance reinforces the practical significance of
 the interventions, providing confidence that the observed improvements are
not merely due to chance.
In summary, the significant difference between the pretest and posttest scores
underscores the effectiveness of explicit instructions in enhancing students'
writing abilities, highlighting the importance of targeted instructional
approaches in improving academic outcomes.

VI. Findings
The findings demonstrate a significant improvement in students' writing
abilities following explicit instructions. The explicit instructions implemented
during the intervention period effectively addressed students' writing needs
and led to measurable improvements in their writing skills. This underscores
the importance of targeted instructional approaches, such as explicit
instruction, in enhancing academic outcomes and fostering meaningful
learning experiences.
The diagnostic scores reveal that most students are in the "Low Proficiency"
category, indicating significant room for improvement in writing abilities. The
average pretest score is approximately 2.79, showing minimal competence in
writing. The standard deviation of 1.17 suggests some variability in students'
writing abilities, but most scores are clustered around the lower proficiency
levels.
The posttest scores indicate a notable improvement in writing abilities, with an
increase in students achieving "Moderate" and "Competent" proficiency
levels. The average posttest score of 3.57 suggests an overall moderate
proficiency level among the students. The standard deviation of approximately
1.08 indicates a moderate level of variability in the students' posttest scores.
The paired samples t-test yielded a significant result (p = 0.003), indicating a
substantial difference between the pretest and posttest scores. This
demonstrates that the explicit instruction interventions were effective in
enhancing students' writing abilities. The mean difference of 0.71 reflects an
overall improvement in writing performance across the group, with a standard
deviation of 0.53 suggesting consistent improvements.

VII. Conclusions
 To enhance the writing abilities of the students at Felix E. Bompat High
School, a series of explicit instructional strategies were implemented. These
strategies included comprehensive instruction on essay organization, focusing
on clear introductions, well-developed body paragraphs with topic sentences
and supporting details, and cohesive conclusions. Additionally, students
received targeted grammar instruction, addressing common grammatical
errors and sentence structure issues. Writing practice sessions were regularly
incorporated into the curriculum, allowing students to apply the learned
concepts and strategies in various writing tasks. Immediate and constructive
feedback was provided on student writing, highlighting areas for improvement
and guiding them towards refining their skills. Moreover, explicit instruction on
incorporating concrete examples and evidence into their essays was
emphasized, aiming to enhance the persuasiveness and depth of their
arguments. Through these integrated instructional approaches, students were
equipped with the necessary tools and techniques to improve their writing
proficiency systematically.
In conclusion, the significant and balanced improvement in the writing abilities
of Grade 11 students at Felix E. Bompat High School underscores the
success of the explicit instructional strategies employed. Through
comprehensive instruction on essay organization, targeted grammar
instruction, regular writing practice, and explicit feedback, students were able
to make notable advancements in their writing skills. Additionally, emphasis
on incorporating concrete examples and evidence enhanced the
persuasiveness of their arguments. These integrated instructional
approaches, informed by evidence-based research, effectively addressed the
specific deficiencies identified in the pretest, leading to a shift from low to
moderate proficiency levels. Moving forward, continued implementation of
these instructional strategies will undoubtedly contribute to the ongoing
development of students' writing abilities and their overall academic success.

VIII. Recommendations
Based on the above findings and conclusions, the following recommendations
are suggested:
1. Continued Implementation of Explicit Instruction
 Given the significant improvement observed, it is recommended to
continue the use of explicit instruction in writing. Teachers should provide
clear, direct teaching of writing strategies, such as planning, revising, and
editing, to further enhance students' writing skills.
2. Professional Development for Teachers
Invest in ongoing professional development for teachers focused on
explicit writing instruction techniques. Workshops and training sessions
can help teachers stay updated on the latest research-based strategies
and improve their instructional practices.
3. Incorporate Collaborative Writing Activities
Encourage collaborative writing activities where students can work in pairs
or small groups. This can help students learn from each other, share
ideas, and provide peer feedback, which can reinforce their learning and
improve their writing skills.
4. Provide Regular Feedback
Ensure that students receive regular, constructive feedback on their
writing. This feedback should be specific, highlighting both strengths and
areas for improvement, to guide students in refining their writing skills.

IX. References
Clark, S. (2013). The effects of explicit writing instruction. Graduate Research
Papers. 35.
Graham, S., Kiuhara, S. A., & MacKay, M. (2020). The effects of writing on
learning in science, social studies, and mathematics: A meta-analysis.
Review of Educational Research, 90(2), 179-226. Retrieved from
ERIC.
Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2018). The
effectiveness of writing interventions in improving writing quality: A
meta-analysis. Journal of Educational Psychology, 110(6), 1043-1082.
Hochman, J., & Wexler, N. (2017). The Writing Revolution: A Guide to
Advancing Thinking Through Writing in All Subjects and Grades.
Jossey-Bass. Retrieved from Fordham Institute.
National Institute for Literacy. (2023). Key Literacy Component: Writing.
Retrieved from AdLit.
APPENDICES
 CRISTAL e-COLLEGE
Km. 15, Central Highway
Tawala, Panglao, Bohol
6340, Philippines
/Fax(038) 502-8408/ (038) 502-8409

30Q19510

Research Tool

Test of Written English (TWE) is one of a number of internationally available

standardized tests of writing ability. It is in the category of timed impromptu test in

that test-takers are under a 30-minute time limit and are not able to prepare ahead

of time for the topic that will appear.

The scoring guide for the TWE follows a widely accepted set of specification for a

holistic evaluation of an essay. Each point on the scoring system is defined by a set

of statements that address topic, organization and development, supporting ideas,

facility in writing, and grammatical and lexical correctness and choice.

Test of Written English Scoring Guide

Score-Level Descriptions

6-Very Strong Demonstrates clear competence in writing on both the

Proficiency rhetorical and syntactic levels, though it may have occasional
errors.
A paper in this category
 Effectively addresses the writing task.
 Is well-organized and well-developed.
  Uses clearly appropriate details to support a thesis or
illustrate ideas.
 Displays consistent facility in the use of language.
 Demonstrates syntactic variety and appropriate word choice.
5-Strong Demonstrates competence in writing on both the rhetorical
Proficiency and syntactic levels, though it will probably have occasional
errors.
A paper in this category
 May address some parts of the task more effectively than
others.
 Is generally well-organized and well-developed.
 Uses details to support a thesis or illustrate an idea.
 Displays facility in the use of language.
 Demonstrates some syntactic variety and range of
vocabulary.
4-Competent Demonstrates minimal competence in writing on both the
Proficiency rhetorical and syntactic levels.
A paper in this category
 Addresses the writing topic adequately but may slight parts
of the task.
 Is adequately organized and developed.
 Uses some details to support a thesis or illustrate an idea.
 Demonstrates an adequate but possibly inconsistent facility
with syntax and usage.
 May contain some errors that occasionally obscure
meaning.
3-Moderate Demonstrates some developing competence in writing,
Proficiency though it remains flawed on either the rhetorical or syntactic
level, or both.
A paper in this category may reveal one or more of the following
weaknesses:
 Inadequate organization or development.
 Inappropriate or insufficient details to support or illustrate
generalizations.
 A noticeably inappropriate choice of words or word forms.
 An accumulation of errors in sentence structure and/or
usage.
2-Low Suggests incompetence in writing.
Proficiency A paper in this category is seriously flawed by one or more of the
following weaknesses:
 Serious disorganization or underdevelopment.
 Little or no detail, or irrelevant specifics.
 Serious and frequent errors in sentence structure or usage.
 Serious problems with focus.
1-Limited Demonstrates incompetence in writing.
Proficiency A paper in this category
 May be incoherent.
 May be undeveloped.
 May contain severe and persistent errors.
0-Little to no A paper is rated 0 if it contains no response, merely copies the
 proficiency topic, is off-topic, is written in a foreign language, or consists only
of keystroke characters.

Pretest

Directions: Craft a well-developed essay based on the prompt:

Some people say that the best preparation for life is learning to work with
others and be cooperative. Others take the opposite view and say that learning to
be competitive is the best preparation. Discuss these positions, using concrete
examples of both. Tell which one you agree with and explain why.

_________________________________________________________
(Title)
 Posttest

The students will read the poem written by Meigma, a senior high school student.
The students will construct 2-3 evaluative statements about it by answering the
questions written in the table below. The students should focus on its content and
properties

I hate my life
And I won’t say
I’m good in my own way
I’m the worst
And you can’t tell me
I did my best
Because I know
I’m a failure
It’s not true that
I’m awesome
But I know

People hated me
I’m a disaster
A distress
They call me
Fool
Stupid
Unworthy
All these insults
I keep to myself
For a long time
Is this really me?
Are all of these true?
Believing in myself
 It seems so hard
To be what they demand
How I wish
What does it feel?
To be myself

(Now read from the bottom to the top)

Questions to Ponder:
Follow this format in writing your evaluation of the poem.
First Paragraph Second Paragraph Third Paragraph
(Give positive feedback to (Mention about the (Suggest ways on how the
the writer specifying the weaknesses you saw writer can improve the poem)
strengths of the poem) in the poem)
What can you say about the What part of the poem In what ways do you think the
poem? Mention 3-5 things did you find less writer can improve the poem?
that make it impressive. interesting? Why? List down at least 3 ways.

CRISTAL e-COLLEGE
Km.15 Central Highway
Tawala, Panglao, Bohol
6340, Philippines
/Fax (038) 502-8408/ (038) 502-840

For: Ma. Alda S. Hormiguera, LPT

School In-Charge/TIC, Felix E. Bompat High School
From: Ma. Joana B. Gipanao and Virna Richel H. Sales
BSED English, Practice Teachers, Cristal e-College
Date: May 10, 2024
Subject: CONDUCT OF DATA GATHERING FOR OUR CLASSROOM-BASED
ACTION RESEARCH (CBAR)

Dear Ma’am Hormiguera:

Greetings!

The undersigned will be conducting a study entitled "An Action Research on FEBHS
Grade 11 Students' Level of Writing Ability through the Test of Written English" in
partial fulfillment of the requirements for the degree of Bachelor of Secondary Education
major in English at Cristal e-College, Tawala, Panglao, Bohol.

In line with this, the researchers would like to seek your approval to allow us to conduct a
study on the Grade 11 students of Felix E. Bompat High School of the academic year 2023-
2024.
Rest assured that the findings will be used only for the study and any information obtained in
connection with this study that can be identified will remain confidential.

We hope for a favorable response to this request. Thank you so much.

Respectfully yours,

MA. JOANA B. GIPANAO

VIRNA RICHEL H. SALES

Noted by:

ROCELYN E. PAYOT, MATFil.

Head, Education Department, Cristal e-College

Approved by:

MA. ALDA S. HORMIGUERA, LPT

School In-Charge/TIC, Felix E. Bompat High School
CRISTAL e-COLLEGE
Km.15 Central Highway
Tawala, Panglao, Bohol
6340, Philippines
/Fax (038) 502-8408/ (038) 502-840

For: Raquel A. Ontong, LPT

Reading and Writing Skills-Course Instructor
From: Ma. Joana B. Gipanao and Virna Richel H. Sales
BSED English, Practice Teachers, Cristal e-College
Date: May 10, 2024
Subject: CONDUCT OF DATA GATHERING FOR OUR CLASSROOM-BASED
ACTION RESEARCH (CBAR)

Dear Ma’am Ontong:

Greetings!

The undersigned will be conducting a study entitled "An Action Research on FEBHS
Grade 11 Students' Level of Writing Ability through the Test of Written English" in
partial fulfillment of the requirements for the degree of Bachelor of Secondary Education
major in English at Cristal e-College, Tawala, Panglao, Bohol.

In line with this, the researchers would like to seek your approval to allow us to conduct a
study on your class Reading and Writing Skills of Grade 11 students at Felix E. Bompat High
School of the academic year 2023-2024.
Rest assured that the findings will be used only for the study and any information obtained in
connection with this study that can be identified will remain confidential.

We hope for a favorable response to this request. Thank you so much.

Respectfully yours,

MA. JOANA B. GIPANAO

VIRNA RICHEL H. SALES

Noted by:

ROCELYN E. PAYOT, MATFil.

Head, Education Department, Cristal e-College

Approved by:

RAQUEL A. ONTONG, LPT

Reading and Writing Skills-Course Instructor
CRISTAL e-COLLEGE
Km.15 Central Highway
Tawala, Panglao, Bohol
6340, Philippines
/Fax (038) 502-8408/ (038) 502-840

For: Marivic M. Solijon, LPT

Teacher, Language and Literature Department
From: Ma. Joana B. Gipanao and Virna Richel H. Sales
BSED English, Practice Teachers, Cristal e-College
Date: May 10, 2024
Subject: CONDUCT OF DATA GATHERING FOR OUR CLASSROOM-BASED
ACTION RESEARCH (CBAR)

Dear Ma’am Solijon:

Greetings!

The undersigned will be conducting a study entitled "An Action Research on FEBHS
Grade 11 Students' Level of Writing Ability through the Test of Written English" in
partial fulfillment of the requirements for the degree of Bachelor of Secondary Education
major in English at Cristal e-College, Tawala, Panglao, Bohol.

In line with this, the researchers would like to invite you to be one of our two English
language teachers who will rate the level of writing ability of the Grade 11 students at Felix
E. Bompat High School through the Test of Written English. Your participation will be used
for research purposes for the researchers to analyze the level of writing ability of the students.

Rest assured that the findings will be used only for the study and any information obtained in
connection with this study that can be identified will remain confidential.

We hope for a favorable response to this request. Thank you so much.

Respectfully yours,

MA. JOANA B. GIPANAO

VIRNA RICHEL H. SALES

Noted by:

ROCELYN E. PAYOT, MATFil.

Head, Education Department

Approved by:

MARIVIC M. SOLIJON, LPT

Teacher, Language and Literature Department
CRISTAL e-COLLEGE
Km.15 Central Highway
Tawala, Panglao, Bohol
6340, Philippines
/Fax (038) 502-8408/ (038) 502-840

For: Leslie Jane L. Guiritan

Teacher, Language and Literature Department
From: Ma. Joana B. Gipanao and Virna Richel H. Sales
BSED English, Practice Teachers, Cristal e-College
Date: May 10, 2024
Subject: CONDUCT OF DATA GATHERING FOR OUR CLASSROOM-BASED
ACTION RESEARCH (CBAR)

Dear Ma’am Guiritan:

Greetings!

The undersigned will be conducting a study entitled "An Action Research on FEBHS
Grade 11 Students' Level of Writing Ability through the Test of Written English" in
partial fulfillment of the requirements for the degree of Bachelor of Secondary Education
major in English at Cristal e-College, Tawala, Panglao, Bohol.

In line with this, the researchers would like to invite you to be one of our two English
language teachers who will rate the level of writing ability of the Grade 11 students at Felix
E. Bompat High School through the Test of Written English. Your participation will be used
for research purposes for the researchers to analyze the level of writing ability of the students.

Rest assured that the findings will be used only for the study and any information obtained in
connection with this study that can be identified will remain confidential.

We hope for a favorable response to this request. Thank you so much.

Respectfully yours,

MA. JOANA B. GIPANAO

VIRNA RICHEL H. SALES

Noted by:

ROCELYN E. PAYOT, MATFil.

Head, Education Department

Approved by:

LESLIE JANE L. GUIRITAN

Teacher, Language and Literature Department