CONCEPT PAPER

The Effectiveness of Interactive Model Strategy in Teaching

Complete Title of
Composition Writing among Grade 9
Study
Students of Amungan National High School S.Y. 2016-2017
Writing is one of the four macro skills which are needed to be
mastered in order for a learner to be called competent in the English
language. Writing skill helps the learner gain independence,
comprehensibility, fluency, and creativity in writing. If a learner has
mastered this skill, he can express freely what he wants to express.
Communication through writing can enrich the vocabulary of
students, familiarize them with a simple style of writing, stimulate and
force them to think and can give them opportunities to improve their
writing abilities.
Relatively, the Philippine government has embraced the K-12
Curriculum to be at par with other nations. Tasks in the teacher’s
manual are provided which are not appropriate to the level of the
Grade 9 students particularly in Amungan National High School.
When the learners were given learning tasks provided in the learner’s
Background &
and teachers’ manual, learners could hardly construct a paragraph and
Rationale
some could not even start a sentence.
Moreover, checking compositions written by the students is
really a tedious task but this should not be neglected. Even in test
papers and periodical examinations, essay writing is no longer
included. In research works, there are only a few researchers here in
the Philippines who study composition writing, particularly, because
this skill is often neglected.
In the light of this concern, an investigation on the written
language proficiency is hoped to reveal needed solutions to difficulties
that will pave the way toward better written expression; hence, this
present study is envisioned to take by using interactive model in
teaching composition writing as a tool in developing and improving
the composition writing skills of the Grade 9 students of Amungan
National High School.
This cognitive or cognitive/motivational approach is
exemplified in an influential model of writing developed by Hayes
(1996). In his model, he takes into account, at least in part, the
interaction between the task environment for writing and the internal
Theoretical Support
capabilities of the writer. The task environment includes both a social
component (e.g., the audience, other texts read while writing, and
collaborators) as well as a physical component (e.g., text read so far
and the writing medium).
Objectives of the The study determined the effectiveness of the interactive model
Study strategy in teaching composition writing among Grade 9 Students of
Amungan National High School. This study sought to answer the
following questions:
1. What common errors are committed by the students in composition
writing in the following:
1.1 spelling
1.2 phrases
1.3 clauses
 1.4 punctuation
1.5 connectives
1.6 logical organization?
2. What is the average mean of the pre-test and post-test of the
students in the conventional strategy?
3. What is the average mean of the pre-test and post-test of the
students using the interactive model strategy?
4. Is there a significant difference between the results of the pre-test
and post-test using the conventional strategy?
5. Is there a significant difference between the results of the pre-test
and post-test of the students after using the interactive model
strategy?
This study used a qualitative and quantitative research design
with a pre-test and post-test using the conventional strategy and
interactive model strategy as interventions. Experimental research was
used for drawing causal conclusions about instructional interventions.
Design &Methods
teaching procedure for the process genre approach was divided into
the following six steps: (1) preparation, (2) modeling and reinforcing,
(3) planning, (4) independent constructing (5) group consultation, and
(6) revising.
Summary of In spelling, when the researcher used the conventional strategy,
Results the result was beginning level and when used with interactive model, it
has improved to advanced level. The most common error committed
by the students was the double-letter words but the highest percentage
of decrement was the interchanging of i/e-e/i error.
The respondents were in the beginning level in phrases when
used with the conventional strategy but when used with the interactive
model teaching strategy, the students had remained in the beginning
level. The most common error committed by students were the S-V
agreement and the highest percentage of decrement was the phrase
“me and my classmate.”
In clauses, the students were in the beginning level when used
with the conventional strategy, while in interactive teaching strategy,
the students had improved to proficient level. The most common error
committed by the students was the incomplete clauses and the highest
percentage of decrement in clauses was the jumbled words.
In logical organization, the students were in the beginning
level when used with conventional strategy, and had improved to
advanced level when used with interactive model strategy. The most
common error committed by the students was the insertion of
irrelevant sentences in paragraphs and the highest percentage of
decrement was also the insertion of irrelevant sentences.
The conventional strategy was slightly effective in teaching
composition writing. There was only a slight difference in between
the pre-test and post-test of the students in the conventional strategy.
That the average mean of the pre-test and post-test of the
interactive model strategy showed a big difference which means that
using the interactive model strategy is really effective.
Results of the study between the pre-test and post-test of the
conventional strategy contradict the null hypothesis which means that
 there is a significant difference between the pre-test and post-test of
the conventional strategy.
Moreover, results of the study contradict the null hypothesis.
There is a significant difference between the pre-test and post-test in
the interactive model strategy.
1. In spelling, phrases, clauses, punctuation, connectives, and
logical organization, the students were all in the beginning level when
the teacher used the conventional strategy, but when the teacher used
the interactive model strategy, their level of proficiency increased.
Therefore, the interactive model strategy is really very effective in
teaching composition writing.
2. The conventional strategy was slightly effective in teaching
composition writing.
3. That the average mean of the pre-test and post-test of the
interactive model strategy showed a big difference which means that
using the interactive model strategy is really effective.
4. Results of the study between the pre-test and post-test of the
conventional strategy contradict the null hypothesis which means that
there is a significant difference between the pre-test and post-test of
the conventional strategy.
5. Results of the study contradict the null hypothesis of the
researcher and found out that there is a significant difference between
the pre-test and post-test in the interactive model strategy.
Conclusions
Recommendations:
&Recommendations
1. Teachers must use interactive model strategy in teaching
composition writing in order to improve the writing skills of their
students particularly in spelling, clauses, punctuation, connectives, and
logical organization.
2. In order then to enhance the writing skills of the students, they
also have to develop their speaking skills by using the English
language functionally by speaking English always.
3. Teachers must be fully equipped with all the grammatical and
rhetorical skills because a teacher cannot correct and give
recommendations in the student’s composition if the teacher does
know the grammatical rules and rhetorical skills in composition
writing. The researcher hereby recommends a training seminar for
teachers on English proficiency since some of the teachers handling
English subjects in Zambales are not English majors. It is also
recommended that only English major teachers should be handling
English subjects.
4. Composition writing should not be neglected by the teachers
so that the students would not be retarded in composition writing.
Brown, Lee K. (1994), et al. "Teaching by principles."
Works Cited Hayes, John R. (2012):. "Modeling and remodeling writing." Written
communication 29.3 369-388.