Pananaliksik 2018

COLEGIO DE DAGUPAN
SCHOOL OF TEACHER EDUCATION

ARELLANO ST. DAGUPAN CITY
Author’s Matrix
Pagsulat ng Sulating Akademik
Referrences Research Problem Research Methods Findings Conclusion

Research Question Recommendations
Purpose of the Study
Base sa mga natuklasan sa pag-
Dr. Demetrio B. Bautista Ang pagkakaroon ng pagbabago Ang disenyo ng pananaliksik ay Lumalabas sa pag-aaral na aaral at literature, ang mga
Digri: Doctor of Philosophy sa wikang ginagamit ang kwalitatib na paraan dahil isinagawa ng EDCOM na sumusunod na recomendasyon
Riserts Abstrak nagiging dahilan o sanhi ng ginamit nito ang kanyang bahagya lang makapag-isip at konklusyon tungo sa pagbuo
2013-2014 pagkakaiba-iba ng wikang kakayahan sa pagsulat sa nang malalim ang mga mag- ng modelo sa pag-aaral ng
ginagamit sa lipunan. Ang larangan ng pangka ademikong aaral sapagkat hindi gaanong varayti ng wika ayon sa paraan
konsepto ng pagbabago ay pagsulat. nalilinang sa mga paaralan ang ng pagbigkas at talasalitaang
walang humpay na nangyayari Halos lahat ng paraan ng mataas na antas ng pag-iisip. ginamit ng mga guro at mag-
sa lipunan upang magamit ng pagsusulat ay masasabing May implikasyon ito sa pagtuturo aaral sabawaat lugar. Ang
tao sa pakikipag-unawaan sa akademik mula sa antas ng akademikong pagsulat. impluwensya at varayti sa
larangan ng pakikipagtalastasan. primarya hanggang sa Sapagkat ang uring ito ng sulatin paraan ng pagbigkas
Panghikayat na Gawain doktoradong pag-aaral. Ang ay nangangailangan ng ang higit (ponolohiya at morpolohiya) ay
akademik na pagsulat ay na mataas na antas ng mga binigyang tuon sa pag-aaral na
Ano ang kahulugan ng pagsulat maaaring maging kritikal na kasanayan. Samakatuwid, dapat ito
at kahalagahan nito? sanaysay, lab report, unahin ang paglinang ng kritikal
Sa paanong paraan ang eksperimento, term paper o na pag-iisip. Maisasagawa ito sa Malaki ang gampanin ng wikang
pagsulat malilinang sa buhay ng pamanahong papel, tisis o pamamagitan ng pagsagot sa ginagaamit sa paraan ng
mga mag-aaral? disertastyon. Itinuturing din itong mga tanong na hihikayat na pagbigkas at talasalitang
isang intelektwal na pagsulat gumamit ng mga ideya sa halip ginagamit
dahil layunin nitong pataasin ang na pagmememorya lamang- Makikita ang impluwesya sa
Pangunahing layunin ng aklat na antas at kalidad ng kaalaman ng mga tanong na magpapaunlad pagkakaroon ng varayti ng wika
ito makapagbahagi ng mga mga estudyante sa paaralan sa intelekwal na kapaligiran sa Ibayong pag-aaral sa varayti ng
kaalamang may kaugnayan sa loob ng klasrum at tutulong sa wika.
pagsulat ng sulating akademik. pagtatamo ng kasanayan sa
Ang maunawaan ng mga mag- paglutas ng suliranin, paggawa
aaral ang kahulugan, kalikasan ng sintesis, pag-eebalweyt at iba
at katangian ng pagsulat. pa.
Malinang ang mga kaalaman at
kasanayan sa pagkatuto ng
sulating akademik. Magamit ang
mga kaalaman sa pagkatuto ng
sulating aakademik upang
magamit sa aktwal at reyalidad
na pamamaraan ng
pakikipamuhay .Ang aklat na
ito’y magiging patnubay sa
pagtataamo ng kaalamaan at
ipinauubaya sa mga gurong
magtututro ang galing nila sa
pamamahagi ng mga
akaalamaang nakapaloob sa
aklat na ito.
COLEGIO DE DAGUPAN
Author’s Matrix
ANG ANTAS NG KASANAYAN SA PAGSULAT NG SULATIN NG DALAWANG GRUPO NG MGA MAG-AARAL SA IKAPITONG BAYTANG
SA NAGPAYONG HIGH SCHOOL

Ang pag-aaral na ito ay Ang disenyo ng pananaliksik na Ang mga sumusunod ay mga Ang mga sumusunod ay ang
sumasaklaw sa kasanayan sa ito ay kwalitatib dahil natuklasan ng mga mananaliksik mga nabuong konklusyon ng
pagsulat ng sulatin ng mga mag- sumasaklaw sa kasanayan ng sa pag-aaral na ito. mga mananaliksik batay samga
aaral sa ikapitong baytang sa pagsulat ng sulatin ang mga resulta ng isinagawang pag-
Nagpayong High School mag-aaral sa ikapitong Baytang 1. Ang antas ng kasanayan aaral.
. sa Nagpayong High School. sa pagsulat ng mga 1. Ang mga mag-aaral
. Ang mga sumusunod na respondante sa ikapitong mula sa ikapitong
katanungan ay sisikaping Dahil dito, isinagawa ang pag- baytang sa Nagpayong baytang sa
sagutin ng mga mananaliksik: aaral upang matukoy ang High School batay sa Nagpayong High
Ano ang antas na kasanayan sa kasanayan ng mga mag-aaral sa Analisis ang nakuhang School ay may sapat
pagsulat ng mga respondante sa pagsulat. Nakasentro sa pag- berbal na interpretasyon na kaalaman sa
ikapitong baytang Nagpayong aaral na ito ang pagtataya sa ay Lubhang mahusay at paggamit ng mga
High School batay sa mga antas ng kasanayan ng mga sa Organisasyon ng baryabol sa pagsulat
sumusunod na baryabol: mag-aaral sa pagsulat ng mga ideya ay nakakuha ng isang sanaysay
Kasanayang Pampag-iisip: sulatin sa ikapitong baytang sa naman ng berbal na batay sa kasanayang
Analisis Nagpayong High School. interpretasyon na pampag-iisip.
Organisasyon ng Ideya Mahusay.
Imahinasyon 2. Ang mga mag-aaral
Kasanayan sa Pagbuo ng talata: 2. Ang antas ng kasanayan mula sa ikapitong
Palugit at Indensyon sa pagsulat ng mga baytang sa
Pagbabaybay respondante sa ikapitong Nagpayong High
Pagbabantas baytang sa Nagpayong School ay may sapat
Paggamit ng malalaki at maliliit High School batay sa rin na kaalaman
na titik kasanayan sa pagbuo ng batay sa kasanayan
talata: batay sa palugit at sa pagbuo ng talata
May pagkakaiba ba ang antas indensyon, pagbabaybay batay sa mga
ng kasanayan sa pagsulat ng at paggamit ng Malalaki sumusunod na
mga respondante ng sulatin at maliliit na titik ang aspeto: palugit at
batay sa mga nabanggit na nakuhang berbal na indensyon,
baryabol? interpretasyon ay pagbabaybay,
Ano ang maimumungkahing mahusay. Batay naman pagbabantas at
gawain upang mapaunlad ang sa pagbabantas ang paggamit ng malalaki
antas ng kasanayan sa nakuhang berbal na at maliliit na titik
pagsulat? interpretasyon ay
lubhang mahusay.
Ang layunin ang pananaliksik na 3. Malaki ang
ito na tuklasin at alamin ang 3. Nakabubuo ng isang maitutulong ng
antas ng kasanayan sa pagsulat gawain na makakatulong modyul sa antas ng
ng mga mag-aaral sa ikapitong upang mapaunlad ang kasanayan sa
baytang sa Nagpayong High kasanayan sa pagsulat pagsulat ng mga
School. Ang mga sumusunod na ng isang sanaysay. Ang mag-aaral sa
katanungan ay sisikaping gawaing ito ay ikapitong baytang
sagutin ng mga mananaliksik kinapapalooban ng kung ito ay maituturo
kasanayan sa pagsulat at magagabayan ng
(Analisis, Organisasyon tama.
ng ideya, Palugit at
Indensyon,
Pagbabaybay,
Pagbabantas at
Paggamit ng Malaki at
Maliit na Titik) na kung
saan ang bawat
kasanayan sa pagsulat
ay may iba’t ibang
gawain.
4.
COLEGIO DE DAGUPAN
Author’s Matrix
Mga Suliranin ng mga Mag-aaral sa Ikawalong Baitang
sa Pagsulat ng Sanaysay na Sulatin
Taong Pang-Akademiko: 2016-2017

Elizabeth Seton School Ang pananaliksik na ito ay Ginamit ng mananaliksik ang Ang mga pinagmulan ng datos Batay sa mga resulta ng
BF Resort Village, Las Piñas isinagawa upang matukoy ang palarawang pamamaraan ng ay galing sa 194 na mag-aaral. pagsusuri, ang mga sumusunod
City karaniwang suliranin ng pananaliksik. Ito ang napili Mula sa sulatin sa ang kongklusyon ng pag-aaral.
Junior High School Division mga mag-aaral sa paggawa ng sapagkat makatutugon ito sa unang termino ay tutukuyin ang 1. Batay sa pag-aaral, sa
Kagawaran ng Filipino sulatin na nakapokus lamang sa pagtukoy ng kabisaan ng mga kamalian ang mga mag- nilalaman ng pagsulat ng
Taong Pang-Akademiko: 2016- pagsulat ng sanaysay na paggamit ng process approach aaral batay sa antas ng sanaysay ay nabibilang sa
2017 pasalaysay. Makatutulong ito sa pagsulat kasanayan sa pagsulat. Sa Karaniwang
kung nabibigyang tugon ba ng ng mga mag-aaral. Matapos huling termino, mula sa 194 na Mahina (Below Proficiet)
kurikulum sa nasabing antas itong magamit sa pagtuturo ay mag-aaral ay kukuha ng 97 o patungong Magaling-Magaling-
ang kahinaan ng mga mag-aaral maglalarawan ito sa antas ng kalahati ng kalahok gamit ang Galing (Proficient) ang antas ng
batay sa pagkakamaling kasanayan random sampling technique. Sa kasanayan ng mga mag-aaral,
maitatala sa unang sulatin sa ng mga mag-aaral sa pagsulat pagtala ng iskor sa mga Magaling-Magaling-Galing
unang termino. sa asignaturang Filipino ng isinulat ang mananaliksik ay (Proficient) patungong Lubhang
Elizabeth Seton School – Las gumamit ng Second Language Mahusay-Mahusay (Above
Sa kabuuan, sinikap na tugunan Pinas Composition Profile ni Hughey Proficient) sa organisasyon,
ang mga sumusunod na Campus. May piling kalahok na (1983). Ito ang ginamit sa Magaling-Magaling-Galing
katanungan. kinapanayama upang makita pagtaya ng kakayahan ng mga (Proficient) sa talasalitaan, wika
1. Natutukoy ang kadalasang ang kalakasan at kahinaan ng mag-aaral sa pagsulat at ang at mekaniks. Subalit may
problema na kinahaharap ng istratehiyang ito. kabisaan ng paggamit ng bahagyang nabibilang sa
mga mag-aaral sa pagsulat ng process approach. Karaniwang Mahina (Below
sulatin (sanaysay). Sa talahanayan 10 Proficient) sa talasalitaan, wika
2. Natutukoy ang mga matutunghayan kung binibigyan at mekaniks.
pagkakamali ng mga mag-aaral ang mga mag-aaral ng panahon 2. Sa pag-aaral ng mananaliksik,
sa pagsulat ng sulatin sa pagsulat ng sulatin. nakatugon sa pangangailangan
(sanaysay). Binibigyan ang mga mag-aaral ng mga mag-aaral ang K to
3. Natutukoy ang mga paksa sa ng sapat na panahon s 12 curriculum upang makatulong
bagong korikulum kung apagsulat ng sulatin sa karaniwang pagkakamali ng
nakatutugon sa batay sa kanilang tugon na may mga mag-aaral sa
panganagailangan ng 40.98% na sinundan ng oo na 85
mga mag-aaral sa kanilang may 27.87% at minsan na may Kilos Pananaliksik Mga Suliranin
pagkakamali sa pagsulat ng 24.59% at hindi na may 4.10%. ng mga Mag-aaral sa Ikawalong
sulatin. Posibleng isang suliranin itong Baitang sa Pagsulat ng
4. Natutukoy ang pamamaraang kuinakaharap ng mga mag-aaral Sanaysay
ginagamit / gagamitin ng guro sa pagsulat ng sulatin. Maaraing na Sulatin Page 85
para tulungang maiwasto ang sa ibang mag-aaral ay kailangan pagsulat ng sulatin. Sa unang
maling nagagawa ng mga mag- ng mas mahabang panahon sa terminong naisagawa ng
aaral sa pagsulat ng sulatin pagsusulat dahil sa kailangan ng pagsulat at lumutang ang
(sanaysay). panahon sa pagbubuo ng ideya maraming
5. Gaano kaepektibo ang at pagpoproseso nito na ilalagay suliranin sa pagsulat mula sa
estratehiyang ginamit bago at sa bahagi ng sulatin. Ang mga nilalaman hanggang sa
matapos ng sulatin? tumugon ng oo at sapat y mekaniks ay natugunan ito nang
6. Ano-ano ang maimumungkahi nangangahuugang may talakayin ang paksa ng
ng guro para tulungang ang mga kasanayan sila sa nilalaman ng isang snaaysay at
mag-aaral sa kanilang pagsulat. Ang itinakdang pagsulat ng sanaysay. Dito
suliranin. panahon sa silid-aralan ay sapat tinukoy
sa kanila upang matapos ito. ng guro/mananaliksik ang
Kahalagahan Mahalaga karaniwang sanhi kapag
ang panahon sa pagsulat ng nahihirapan magsulat ng
Layunin ng pag-aaral na ito na sulatin subalit nangangailangan sanaysay ang
matukoy ang karaniwang ng wastong kasanayan at mag-aaral. Inisa-isa ang limang
pagkakamali o kahinaan disiplina problema na kadalasang
ng ng mga mag-aaral sa upang matapos ito sa itinakdang nararanasan kapag pamilyar sila
Ikawalong Baitang pagsulat ng panahon. Ang interes at sa paksa ng sanaysay at tinugon
sulatin o komposisyon sa Filipino kawilihan ng mga mag-aaral ay kung paano matutulungan ang
ng Elizabeth Seton School- Las ilang mga mag-aaral upang
Piñas Campus, Taong Panuruan salik din na maibibilang upang masolusyunan ang suliraning ito.
2016-2017. Gayundin, matapos sa sapat na panahon Sa kanilang pagsasaagawa ng
upang makatulong upang ang isang sulatin. sulatin matapos ang
tukuyin ang mga bahagi kung pagtalakay ay lumutang pa rin
saan may kahinaan ang mga ang suliranin ng mga mag-aaral
amgaaral sa pagsulat at batay sa
na makatutulong sa mga guro at obserbasyon ng
administrasyon ng paaralan guro/mananaliksik ay
upang bigyan pansin ang nahihirapan pa rin sila sa
mga ito at bigyang tuon ang pagsulat. Dito naghanap
nararapat at angkop na ang guro ng isang approach na
estratehiya upang makamit ng makatutulong upang mapadali
mga magaaral sa kanila ang pagsulat ng
ang mastery o dunong sa sulatin.
kasanayan sa pagsusulat. 3. Matapos gamitin ang process
approach ay nagkaroon ng
pagbabago at pag-unlad sa
nilalaman, organisasyon,
talasalitaan, wika at mekaniks.
Makikitang lahat ng mga
komponent sa rubric na ginamit
sa sulatin mula sa unang
burador hanggang sa huling
burador ay Karaniwang Mahina
(Below Proficient). Subalit sa
huling burador makikita na
tumaas ang antas ng kasanayan
ng mga mag-aaral. Makikita na
nagkaroon ng pagbabago
at pagkatuto ang mga mag-aaral
sa kabila ng mga ginawang
interbensyon ng guro sa
pagtuturo ng sulatin.
4. Sa mga pangkat na isinagawa
ng process approach Ang
Compostela Valley sa kanilang
burador ay may 86.60%
patungong 87.95% sa pinal na
sulatin, Davao Del Norte na may
80.71% sa burador patungong
87.66% sa pinal na sulatin,
Davao Oriental na may 81.63%
sa burador patungong 88.2% sa
pinal na sulatin, Sarangani na
may 84.75% sa burador
sulatin, at South Cotabato na
may 83.75% sa burador
86
Kilos Pananaliksik Mga Suliranin
ng mga Mag-aaral sa Ikawalong
Baitang sa Pagsulat ng
Sanaysay
na Sulatin Page 86
sulatin. Sa kabuoan may 83.52%
sa burador patungong
89.41% sa pinal na sulatin.
Naging mas epektibo sa pangkat
ng Sarangani at South
Cotabato ang paggamit ng
process approach dahil sa mga
resultang lumabas mula sa
pagaaral.
5. Naging epektibo ang paggamit
ng process approach nang
magsagawa at maghanda ng
panimulang pagsulat at
pagpapakita ng halimbawang
komposisyon upang maunawaan
nila
kung paano gawin ang isang
sanaysay na pasalaysay. Ito ay
nagpapakita ng paglawak ng
kaalaman at pagpapahalaga sa
sinulat ng sanaysay ng mga
mag-aaral sa pamamagitan ng
pagbibigay puna at paglalaan ng
panahon sa mga mag-aaral
upang tapusin at ayusin ang
sanaysay. Masasabing ang
kahinaang ng process approach
ay ang mahabang panahong
inilalaan sa pagsulat mula sa
pagsulat ng burador hanggang s
apagtatama at pagbibigay
puna ng guro sa sulatin
hanggang sa pagsulat ng pinal
na sulatin.
COLEGIO DE DAGUPAN
Author’s Matrix
A REDEFINED APPROACH
TO STUDENT ASSESSMENT
BASED ON ESSAY WRITING IN ESP
DRAGANA BOŽIĆ LENARD,1 Our research aimed to Ang disenyo ng pananaliksik The results showed that the The aim of this research was to
YVONNE LIERMANN-ZELJAK,2 study potential correlations of na ito ay kwantitatib higher-performing students examine if the students’
IVANKA FERČEC3 students’ writings and their The distribution of students were revision
revision exam with respect to the branch they the most elaborative in their exam grades, and
JOSIP JURAJ STROSSMAYER grades acquired in English for study at is uneven since the essays. Probably due to their consequently English language
UNIVERSITY OF OSIJEK Specific Purposes courses majority of our participants solid knowledge, correlate
FACULTY OF ELECTRICAL The following research were Computer English language knowledge, with the way they write. For the
ENGINEERING, COMPUTER SCIENCE questions were addressed: Engineering students. Even the higher performers used purpose of the research,
AND INFORMATION TECHNOLOGY 1) Which LIWC variables though all students were more 203 undergraduate students
OSIJEK, CROATIA correlate with the students’ equally examples and clarified their studying at the Faculty of
DEPARTMENT OF CORE COURS revision exam extrinsically motivated by arguments thus using longer Electrical
results? earning extra points, it is sentences. Engineering, Computer
2) Are there any branch evident that Simultaneously, they used Science and Information
Овај чланак је оpјављен и .исtриpуира differences? the Computer Engineering fewer sentences. To put it in Technology Osijek
се }о. лиценцом Creative Commons 3) Are there any gender students were also intrinsically another voluntarily submitted brief
Ауtорсtво-Некомерцијално differences? motivated way, the higher achievers used written self-introductory essays.
Међунаро.на 4.0 (CC BY-NC 4.0 | to participate in our research fewer but more complex and Upon
https://creativecommons.org/licenses/ Layunin ng pananaliksik na ito and receive a feedback on elaborative correcting spelling mistakes
by-nc/4.0/). na ipakilala ng mga mag-aaral their/our results. sentences. Even though it was and technical preparation of the
This paper is published and distributed ang kanilang estratihiya at During the academic years not statistically significant, essays, they were analysed
under the terms and conditions of teknik sa pagsulat ng 2015/2016 and 2016/2017, our results point to the higher with the Linguistic Inquiry and
the Creative Commons Attribution- sanaysay at ng straktura ng students achievers as more punctilious; Word Count
NonCommercial International 4.0 licence kanilang sariling pagsusulat. were asked to write a 200–250 however, software which is a well-
(CC BY-NC 4.0 | Sa karagdagan sa kanilang word self-introduction essay. since we did not correct the accepted tool for a computation
https://creativecommons.org/licenses/by pormal na edukasyon, may The students’ mistakes in the use analysis of texts. Essentially, it
-nc/4.0/). kasaganaan sa kanilang mga data were collected from the of a calculates the degree to which
online na materyales at payo students attending ESP comma, the results might have one uses different
sa pagsulat ng kahit anung uri (English Language been skewed. Another categories of words. The
ng sanaysay kung kaya’t mga I, II and III) courses in expected computational analysis results
studyante ay nabibigyan ng consecutive semesters to result was that the higher were
propesyunal na paggabaysa obtain a performers used more uploaded in the software for
pakikitungo rito. Para sa large enough representative complex, academic statistical analysis SPSS where
karamihang mag-aaral, sample. Once collected, each and obscure vocabulary aiming the
nagpapahina sa pagsulat ng essay was to demonstrate their language variables of the students’
sanaysay na sulatin. Pero ang scanned for spelling errors, knowledge and stand out from gender, branch of study and
sa aming sanaysay ay corrected and technically the group. Furthermore, revision
karaming isinisiwalat ang prepared for adopting exam results were added.
kanilang isinulat the analysis done by the Pennebaker’s (2013) Taking into account the uneven
Linguistic Inquiry and Word hypothesis that lower distribution
Count software achievers use more pronouns, of the participants’ gender and
whose usage implies that branches they study at along
people think, talk and/or write with the nature of the LIWC
about other people, we can variables, the nonparametric
draw a conclusion that the Mann-
lower Whitney, Kruskal-Wallis and
achievers were more other- Spearman correlation tests
oriented. When mentioning were performed.
others, the The present study suggests a
students focused on their male new perspective of education
friends and family members. assessment.
Moreover, A more immediate way to
female friends, family proceed to complement our
members or otherwise results
important people is to conduct a study on a
were only given attention by larger scale, i.e. include more
the male students. Additionally, students
when writing about other studying at different branches
people, the lower achievers and faculties. Researchers
were more could
emotional, tentative and take a prescriptive approach;
consequently less eloquent. In use our research results to test
comparisonto the social their
category of pronouns used by participants’ expression, test,
the lower achievers,the higher accept or reject our hypotheses
achievers use the informational as
category of articles and nouns well as examine other variables
thus conforming to the which prove to be used
stereotype of higher achievers significantly
being categorical thinkers differently by their participants.
talking/writing about events All these studies might set a
and things and lower achievers new directive in education
being dynamic thinkers assessment especially
focusing on others. beneficial to management
Furthermore, our study of competitive higher education
demonstrated that the middle institutions and employers
achievers (students who looking for strong and skilful
obtained good grades) candidates
presented themselves by
writing about their work-related
achievements, which might be
perceived as their way of
standing out. On the other
hand, the lower achievers were
focused on more private things
and presented themselves.
COLEGIO DE DAGUPAN
Author’s Matrix
Students’ Problems with Cohesion and Coherence in EFL Essay Writing
in Egypt: Different Perspectives

Abdel Hamid Ahmed The current study focuses on the Findings of the current study In view of the exploratory nature The teaching materials used with
Helwan Faculty of Education, organizational problems that revealed that there of the current Egyptian
Egypt Egyptian student teachers of are a number of factors and study, and its context-specificity, students should cover a wide
alagouztesol@hotmail.com English encounter when they contexts lying behind the naturalistic range of cohesion
write an English essay. In these different coherence and orientation of interpretive, and coherence skills coping with
Literacy Information and particular, the current study aims cohesion problems. At qualitative research is an students’
Computer Education Journal at investigating students’ the psychological level, students appropriate choice. The different proficiency levels.
(LICEJ), Volume 1, Issue 4, cohesion and coherence faced a number of interpretive approach will  The teaching techniques
December 2010 problems in EFL essay writing. A challenges including lack of help the researcher explore and adopted by Egyptian
mixed method research design motivation, lack of understand the essay writing lecturers should be
was used including a selfconfidence, context within which essay varied to help
questionnaire and a semi- and writing anxiety. writing in English is meet the needs of students with
structured in-depth interview. Egyptian student teachers of taught and learnt at Helwan different abilities.
Analysis of findings revealed that English are not Faculty of Education in  Teaching and learning tasks
students encounter some motivated to write English Egypt. This, in turn, will help the should be graded and
problems in the cohesion essays for a number of researcher reveal varied to help students make the
and coherence of EFL essay possible reasons. First, they are the problems that Egyptian most out of
writing. Discussion and taught in a large student teachers of them, especially in large classes
implications of these findings are class characterised by physical English encounter in the of different
presented. as well as intellectual cohesion and coherence of abilities and skills.
distance between teachers and their written essays.  The feedback practices
The current study attempted to students. Second, The sample of the current study employed by the essay
find answers to the Egyptian university teachers consisted of one writing lecturers should combine
following research questions: tend to use traditional hundred and sixty five student both types of
1- How do Egyptian student teaching techniques such as teachers of English of oral and written feedback, be
teachers and their lecturing, reading aloud, whom fourteen were selected to promptly given to
lecturers perceive the cohesion and book reading; they are be interviewed. In students, be critical and
of the written frequently indifferent to addition, seven essay writing constructive in nature to
essays? students’ communication in lecturers filled in the challenge students and help
2- How do Egyptian student class; and students questionnaire and were them develop the
teachers and their report negative attitudes towards interviewed. The current different cohesion and
lecturers perceive the coherence essay writing as a Literacy Information and coherence skills.
of the written difficult course. These factors Computer Education Journal  The assessment practices
essays? are similar to what (LICEJ), Volume 1, Issue 4, used should be
another study in Egypt revealed December 2010 formative and summative. The
The purpose of this literature such as “signs of Copyright © 2010, Infonomics formative
review is threefold: boredom”, “passive watching” Society 212 assessment practices should be
define EFL/ESL writing, highlight and “teaching study made use of a regular, insightful
the importance of spectacle” [34]. Recently, it has questionnaire and a and guiding. Use of portfolio and
writing to EFL students, and been referred to the semistructured assignment
shed light on some impact of students’ passive interview. could be good practices. The
aspects related to EFL Arab listening on their learning Findings of the current study summative
students’ organisational in general and creative writing in revealed that assessment practices should
writing problems with special particular [2]. Egyptian student teachers of work according to a
reference to cohesion Finally, this lack of motivation English experience list of criteria and marked by two
and coherence. can have a strong some coherence and cohesion markers.
negative effect on students’ problems in their  Essay writing teachers should
development in essay English writing. In relation to be trained to use
writing as confirmed by a coherence problems in different classroom interaction
researcher who claims that their English writing some techniques and
Arabic speaking students are problems were revealed teaching methods such as pair
known to face such such as difficulty writing the work and group
problems in compulsory English introduction, the thesis work, peer-review, student-
composition statement, the topic sentence, teacher conferences
courses at the university level writing concluding and any other related
[7]. Furthermore, sentences and writing the techniques. It is also
another study has corroborated conclusion. In the same suggested that teachers should
that students’ low vein, university lecturers be acquainted with
motivational intensity contributed reported that their student using technology in the
to students’ teachers have difficulty writing classroom to help
vocabulary problems in writing the thesis statement, students with different learning
[3]. the topic sentences, transition of styles learn
Students’ lack of confidence ideas, and sequence efficiently and rapidly.
could be ascribed to of ideas.  It is suggested that essay
a number of socio-cultural A number of reasons are writing lecturers should
issues. First, parents’ associated with students’ be engaged in conducting
culture of control and power coherence problems in English research in general and
might be a contributing essay writing. First, action research in particular
factor as they indirectly implant a the effect of topic-specific where they can find
lack of selfconfidence background knowledge students’ weakness areas and
in their children by marginalizing was seen as influential on the try to improve
their general quality and them.
opinion and voice in the family. local coherence of student
Students fear their writing [38]. Second, it
parents; this is common in the was highlighted that low English
Egyptian context proficiency
where many parents are ready to students find it difficult to
punish their develop coherent writing
children when the need arises. due to paying attention to
This punishment language matters rather
could be psychological in most than making meaning [40].
cases and physical in Moreover, it was
some cases. Furthermore, indicated that Arab university
students frequently have a students tend to follow
culture of dependence on certain techniques in their written
someone else to tell them English that make
what to do. It is widespread their writing incoherent such as
among many Egyptians including a broad
that they depend totally at home statement in the opening
on their parents or sections of their essays
elder siblings. Independence in before introducing the topic
study is an sentence [5]. In addition,
uncommon phenomenon in the Arab students overused
Egyptian culture. coordinate sentences and
Another important factor is the misused topic sentences which
unrealistic were the reasons for
academic/scholastic their incoherent and
expectations that families place unacceptable quality of writing
on their children’s shoulders. [22].
Parents might expect In reference to student teachers’
their child to achieve high problems in
expectations beyond cohesion, some were reported
his/her intellectual abilities. In such as difficulty in
reference to the using cataphoric and anaphoric
educational system in Egypt, reference, ellipsis,
students in classroom substitution, and genre related
are not given the opportunity to cohesive ties. In
argue or negotiate addition, overusing certain
meaning with their teachers. This cohesive ties was also
might be due to the reported by university lecturers.
fear of the teacher’s strong Diverse studies have
authority in the acknowledged the importance of
classroom. Moreover, Egyptian text cohesion in
teachers tend to English writing as a mechanism
attract students to their private that facilitates
tuition where they can discourse flow. These studies
get all content knowledge also added that
summarised and constructing cohesive texts by
memorised. All these factors second language
might be the original learners requires focused
source of lacking self-confidence instruction and additional
among most attention [52]. Besides, many
Egyptian students. reviewed studies
Most learning asserted that writing cohesively
in English
constitutes a serious problem to
Arab students
COLEGIO DE DAGUPAN
Author’s Matrix
Investigating the problems that face student in Writing Essay

Books The major problem of conducting In this chapter the research is This study has been conducted Depending on the data collation
this study is the difficulty that going to analyze the obtained on investigating the difficulties and the responses the
Shields M. Essay Writing 2009, faces learners in the process of data form the students that faces students in essay researcher recommended that
Leeds Becket University writing an essay. responses. writing. The researcher comes Investigating the difficulties that
The current study attempted to The researcher used the up with the following findings faces students in carrying out
Andrew R.tThe Origins of find answers to the following instrument for their first draft or essay is very
Writings 2003 following research questions analyzing the data. In addition to 1. Writings skills is very necessary to help the learners in
“Writing is the most important the computer is called (EXCEL) important skills solving the problems. The
skills and it necessary to develop programmer was used to 2. Writing skills is researcher recommended that
this skills?” designed graphical figure and depending on achieving an additional study to the same
The purpose of the study tables which are needed for the the other language skills. filed and it help learners to
attempts to help the learners by study. 3. The researcher found out improve their essay writing. The
finding a solution for essay the effective writing researcher recommended that
problem Statement No. 1 allows the reader to learners should improve their
understand. grammatical competence to write
Writings skills depends in 4. Learning the fundamental an effective essay and avoid
Grammar of grammar improve commenting errors. The
learner with creative researcher also recommended
Its is notice that form the above writing. learners and student to read as
result. He majority of the 5. Grammatical errors and many books concerning with the
respondents are 85% agree disorders of language is art of writing draft and essay.
while 0% disagree. one of the problematical
areas.
Statement No. 2
The researcher found out that
common grammatical errors may
There are difference in the effect be considered as a progress of
of writings in English and Arabics learning process.
The researcher found that the

majority of dependent are agree
85% while undecided 0%.
Statement No. 3
Grammar can be learned

unconsciously
The above result is 50%

disagree while 0% undecided
COLEGIO DE DAGUPAN
Author’s Matrix
LEARNING BY COLLABORATION: THE IMPACT OF COOPERATIVE
LEARNING ON STUDENTS’ ESSAY WRITING SKILLS AT
GRADUATION LEVEL IN PAKISTAN

Asma Khan This research was carried out to In this study, the researcher The main finding of this study This study concluded that the
University of Rochester, New find the impact of cooperative made use of the quantitative was that there is a positive use of cooperative learning
York learning on students’ essay research method. This study was impact of cooperative learning technique enhanced the
International Journal of Arts & writing skills at graduation level experimental in on students’ students’ writing
Sciences, in a public sector university in nature. 30 students were made essay writing skills at graduation performance and that it is a more
CD-ROM. ISSN: 1944-6934 :: Pakistan. experimental group randomly level. The details are: effective technique than
08(07):473–478 (2015) and 30 acted as control group. In traditional methods of teaching
The current study attempted to the experimental group, 6 The results obtained by the with respect to
1. Ahangari, S., & Samadian, Z. find answers to the heterogeneous groups were application of Independent students’ essay writing skills.
(2014). The effect of cooperative following research questions: formed on the basis of English sample t-test on pretest scores Apart from better composite
learning activities on writing skills 1.What is the impact of teacher’s perception and of scores, the students’ essays
of Iranian cooperative learning on students the result of mid-term exam. The experimental and control group were of better
EFL Learners. Linguistics and in essay writing skills? control group was taught through students revealed that there was quality in terms of grammar,
Literature Studies, 2(4), 121-130. 2. How to be used as an traditional methodology whereas no significant difference in the content, organization and
2. Chen, S. F. (2006). effective technique to teach the experimental group was pretest mechanics.
Cooperative learning, multiple essay taught through cooperative scores of experimental and One of the limitations of the
intelligences and proficiency: writing skills at graduation level. learning technique. Cooperative control group which indicated present study is that the
Application in college English learning was the independent that both groups were equal. researcher did not get sufficient
language teaching and learning. The main objective of the current variable, whereas essay writing Mean scores of the time for best
Australian Catholic University. study was to determine whether skills served as dependent experimental and the control results in cooperative learning
cooperative learning could variable in this study. The groups were found 23.00 and practice as the participants had
be used as an effective method randomized pretest-posttest 23.20 respectively to meet the other course
for teaching essay writing skills control group design was The overall performance of the requirements also
at graduation level in Pakistan. employed. Two groups of the experimental group was during the semester. Due to the
In this subjects were used with both significantly better than that of time constraints, the actual time
regard, an experiment was groups being measured or the control needed for each activity had to
conducted to see the impact. observed twice. The first group on posttest. Results were be
Experimental group was given a measurement served as the highly significant i.e. beyond shortened and this might have
treatment in pretest, the 0.05 level of significance. Mean effects on the students’ essays.
the form of cooperative learning second as the posttest. Random scores of If the participants were given one
technique whereas control group assignment was used to form the the experimental and the control full
was taught as usual. The groups. The measurements or groups were found 27.66 and semester to practice cooperative
instruments observations were collected at 22.66 respectively. learning, they might have
used in the present study were the same time for both groups. benefited more from it and
pretest and posttest. The data collection tools used in achieved more
the present distinct results. The length of the
study were pre-test and post- study being limited to only 20
test. sessions was too short to help
the
participants improve their essay
writing skills with reference to all
five components i.e grammar,
vocabulary, content, organization
and mechanics. Students in the
experimental group could not
develop
vocabulary because vocabulary
building requires sufficient time.
Moreover, there might be
extraneous
variables that could invariably
affect the findings such as the
cultural and educational
backgrounds of the
students, thus affecting the
reliability of the findings.
Hence, cramming and other
traditional methods for teaching
writing could be replaced by
some
motivating and effective teaching
strategies such as cooperative
learning. In conclusion, this
study proved
that the implementation of
cooperative learning in the essay
writing lesson produced positive
effects in
students’ learning of writing.
COLEGIO DE DAGUPAN
Author’s Matrix
Comparing the Effect of Blogging as well as Pen-and-Paper on the
Essay Writing Performance of Iranian Graduate Students

Hajar Kashani, Department of Conducting a study to compare This study used a quantitative e findings of this study have In today’s world, there are lots of
Language and Humanities the effectiveness of these two true experimental various implications for Iran methods in language teaching in
Education, Faculty of tools namely blog and pen-and- design aimed at comparing the Ministry of Education, EFL general and teaching writing in
Educational paper was the basis of this students’ writing performance university lecturers, particular.
Studies, Universiti Putra study. scores by using pen-and-paper EFL curriculum makers, Using two different tools in
Malaysia, Serdang, Selangor, The pretest topics were as essay writing and language schools, and university writing essays and conducting a
Malaysia. E-mail: follows: blogging among Iranian graduate students. This study can help study to compare the
hajarkashani@yahoo.com 1) If you could change one students of University Putra Ministry of Education of Iran to effectiveness of these two
English Language Teaching; Vol. important thing about your Malaysia (UPM). plan the new methods of tools namely blog and pen-and-
6, No. 10; 2013 hometown, what would you The result of this study showed teaching writing at schools and paper was the basis of this
ISSN 1916-4742 E-ISSN 1916- change? Use reasons and that the tools by themselves universities such as using blogs study.
4750 specific examples to support could not effect on the quality of in essay writing. The result of this study showed
Published by Canadian Center of your answer. writing essays and improvement They can use technology in their that the tools by themselves
Science and Education 2) “When people succeed, it is in the students’ syllabi and compare the function could not effect on the quality of
because of hard work. Luck has writing performance. However, with the conventional methods of writing essays and
nothing to do with success.” Do using technology and in this teaching writing. It provides the improvement in the students’
you agree or study, Internet can motivate the EFL lecturers better knowledge writing performance. Using
disagree with the quotation EFL learners to and understanding about the technology and in this study,
above? Use specific reasons write more eagerly since they graduate students' needs for Internet can motivate the
and examples to explain your may like innovation in learning in writing EFL learners to write more
position. contrast with traditional old in English language. They can eagerly since they may like
3) Is it better to enjoy your methods of learning use blog as a tool for teaching innovation in learning in contrast
money when you earn it or is it writing and practicing it. Yet it writing in their classes and view with traditional old
better to save your money for does not necessarily improve the students’ methods of learning writing and
some time in the future? their writing performance only motivation and eagerness in practicing it, but it does not
Use specific reasons and because of using writing. Since this study had necessarily improve their writing
examples to support your computer and Internet. The scheduled topics based on five performance only
opinion. Iranian graduate students of categories of writing namely because of using computer and
In the posttest, the students UPM found blog more interesting content, organization, Internet.
were given three topics to and motivating tool vocabulary, language use and The Iranian graduate students of
choose from. The time limit for for writing, but it was not as easy mechanics, the lecturers can UPM found blog more interesting
the test was 30 minutes using as pen-and-paper for them focus on each category and motivating tool for writing,
and the word limit was at least with which everyone is familiar. in each session of their lectures but it was not
250 words. This research and ask the students to write as easy using as pen-and-paper
The posttest topics were as could find answers to the essay topics based on these for them with which everyone is
follows research questions posed at the categories. If the familiar. This research could find
1) Many students choose to beginning of the study and lecturers give feedback to the answers to the
attend schools or universities investigated the hypotheses students, it will be more research questions posed at the
outside their home countries. presented then. beneficial for them and helps beginning of the study and
Why do some students them to improve in their investigated the hypotheses
study abroad? Use specific essay writing. presented then.
reasons and details to explain www.ccsenet.org/elt English
your answer. Language Teaching Vol. 6, No.
2) Some people say that 10; 2013
computers have made life easier 215 The EFL syllabus and
and more convenient. Other curriculum makers can use this
people say that computers study in order to design practical
have made life more complex writing courses in which the
and stressful. What is your students receive feedback. They
opinion? Use specific reasons can put writing topics in the
and examples to support books which are more interesting
your answer. for the
3) Some people think that they students to write about.
can learn better by themselves Furthermore, the English
than with a teacher. Others think language institutes of Iran can
that it is always apply the two methods of
better to have a teacher. Which teaching essay writing namely
do you prefer? Use specific blogging and pen-and-paper in
reasons to develop your essay.: their writing courses. By using
blog as a modern tool of
teaching writing they canmake
their students’ progress in using
technology in essay writing.
The findings of this research are
also helpful for the students who
have experienced the tedious
and non-creative
English courses and need to
learn English language in a
modern and fresh atmosphere. It
encourages them to learn how to
communicate in English by
writing essays either by blogging
or by pen-and-paper. Writing
essays
without being graded help them
to decrease their anxiety and
feel comfortable in writing.
COLEGIO DE DAGUPAN
Author’s Matrix
PROBLEMS FACED BY INDONESIAN EFL LEARNERS
IN WRITING ARGUMENTATIVE ESSAY

Wulan Rahmatunisa This study aims to find out It is carried out in a qualitative These findings are in line with This study examined the
Department of English Education, problems in writing research design as it the causes of writing problems problems which are faced by
University of Kuningan, Indonesia argumentative essay faced by attempted to reported by some EFL students in
E-mail: wrahmatunisa@yahoo.com Indonesian EFL learners. describe the problems and Al-Khasawneh (2010) who writing argumentative essay.
their ways out. The data were concluded Results of the data indicated
ENGLISH REVIEW: Journal of English (1) What are the problems taken from university students’ that insufficient opportunities that students faced the
Education ISSN 2301-7554 faced by EFL students in writing task and interview. The of using problems in three categories,
Vol. 3, Issue 1, December 2014 writing participants are the second English and inappropriate those are linguistics problems,
http://journal.uniku.ac.id/index.php/ERJEE argumentative essay? (2) year of university Indonesia teaching cognitive
What do the students who enrol their study methods were the major problems, and psychological
students do to overcome the in English Department. causes problems. Mostly, students
problems in writing Results of the data indicated identified by the participants of faced problems in linguistics
argumentative essay? that Indonesian EFL learners the related to the grammatical
faced the problems in three study as the major factors of structure (23.2%), formatting
This study investigates categories, those are their words (30.2%), words classes
problems linguistics writing problems. The least (16.3%), error in using words
faced by Indonesian EFL problems, cognitive problems, important (9.3%), and the use of
learners in writing and psychological problems. reasons identified by the article (21%). Second,
argumentative essay. The Mostly, students faced participants for cognitive
reason for choosing this topic problems in lin guistics related their weak writing were their problems are related to
is triggered by some EFL to the grammatical structure low organizing paragraph,
students’ opinion that writing is (23.2%), formatting words English proficiency, teachers’ difficulties in remaining word
the most difficult skill in (30.2%), words classes lack of interest in writing tasks classes, getting lost the
studying foreign language. (16.3%), error in using words and insufficient use of generic
Writing is not merelya skill we (9.3%), and the use of article dictionaries. Basically, writing structure, making a conclusion,
employ to record our (21%). Second, cognitive a draft firstly can help writer in and putting punctuation. Last,
knowledge, but the very problems are related to writing an essay. Draft is a Psychological problems which
moment at which we confront organizing paragraph, map for writers. When writer included laziness,
what learning and difficulties in remaining word lost their way, the draft will egoism, bad mood, and
understanding are all about classes, getting lost the help them to come back to the difficulties to start writing are
(Taylor,2009). generic structure, making a topic. The statement above also faced by EFL students.
conclusion, and putting also indicates other This study also answers the
punctuation. Last, psychological problem in second research question of
psychological problems which writing that is laziness. what the students do to
included laziness, egoism, bad Difficulty to start writing is overcome the problems in
mood, and another problem related to writing argumentative essay.
difficulties to start writing also psychological problem in The interview session revealed
faced by Indonesian EFL writing. This is expressed by students usually ask for
learners. Data analysis also all participants as they stated feedback from teacher or
indicated the problem solving that writing basically needs a lecturer, do editing and
which hopefully will be lot of time to prepare. They revising, outlining, ask friends
beneficial for EFL teachers in said it covers plan, draft, re- for being prove-reader, and
writing class. It is strongly plan, draft, edit, re-edit, re- read
recommended that the EFL plan, etc more for improving their
class should strengthen all the before they produce their final vocabulary. Those findings are
language skills version. Students do not write consistent with Harmer (2007)
in general and writing in very often and most of what who stated that the process of
particular, motivate the they write is classroom-bound. writing involves planning
students to use English with As Bakir (2013) what we are going to write,
the teachers, mentioned the most important drafting it, reviewing and
introduce pair work, peer- factor in writing exercises is editing what we have written
correction, and use that students need to be and then producing a final (and
dictionaries frequently etc. personally involved in order to satisfactory) version.
Keywords: argumentative make the learning experience
essay, linguistics problems, of great value. Encouraging
cognitive problems, student participation in the
psychological exercise, while at the same
problems time refining
and expanding writing skills,
requires a certain pragmatic
approach. The teacher
should be clear on what skills
he/she is trying to develop.
Next, the teacher needs to
decide on which type of
exercise can facilitate learning
of the
target area. Once the target
skill areas and means of
implementation are defined,
the teacher can then proceed
to
focus on what topic can be
employed to.
COLEGIO DE DAGUPAN
Author’s Matrix
PROBLEMS FACED BY THE ENGLISH STUDENTS IN WRITING A DESCRIPTIVE ESSAY

Jefri.2015. Problems Faced by The students appeared to have This study was quantitative Based on the findings above, the After analyzed the data, the
the English Assortment many problems when writing in method with survey research. result of students’ grammar researcher drew several
Students in Writing English, like not knowing how to Quantitative method is to strategies to overcome the conclusions of the findings. It
Descriptive Essay. organize their ideas, because it describe a research problem problems in writing descriptive was found out that students
Thesis, Faculty of Teacher is a new experience for them. using statistical analysis and essay still variance as same as faced the problems in terms of
Training and Education, Jambi And may because lack of time in explaining results by comparing the students’ general strategies. grammar in structuring the
University. First Advisor: Dr. writing the essay. them with past research From statement D20 showed, essay, got difficulty to avoid
Rachmawati, M.Pd. and (Creswell, 2012). Meanwhile, 43.2% participants stated that padding in their essay, and also
second advisor: Rd. M. Ali, The following questions in this according to Creswell (2012) and they often checked their essays could not use the right words. In
S.Pd., M.Pd. research were to guide us to Johnson & Christensen (2008), for errors in spelling general problems, the students
know the problems those came survey research is a non- systematically. This statement faced the problems in lack of
in writing descriptive essay and experimental research method was related to the grammar time, got difficulty keeping the
the strategies they used to face based on the questionnaire is problems in statement A1 about word limits, and got lack of
the problems: used to describe the opinions of grammatical errors that occur in preparation. Doing some
1. What were the problems the population. The researcher their essay. The students used preparation before started to
frequently faced by English was used it to describe what this strategy by systematically write will bring positive effect to
assortment students in writing were the problems faced by check their essays for errors in them in writing the essay. In
descriptive essay? English education students. spelling, punctuation, and also another hand, doing some
Moreover, the researcher also grammar. It helped the students strategies during and after
2. What were the strategies used analyzed what kinds of to decrease their errors in writing the essay helped them to
to overcome the problems in strategies that applied by the grammar. From statement D21 reduce the mistakes in writing
writing descriptive essay? English education students to showed, 35.1% participants the essay and helped them to
overcome those problems based stated that they often allowed make the clear explanation of
on the finding of the themselves plenty of time to each body paragraph, and also
questionnaire. write their essays. This research made the consistent content with
The purpose of this study was to finding was related to the the essay topic.
investigate problems faced by grammar and general problems
the students of the English study in writing descriptive essay. In
program in Jambi University and grammar problems, this strategy
the strategies they used to face was related to the statement A3
the problems in making a about difficulty to avoid padding
descriptive essay. in their essay and the statement
A5 about difficulty to think the
right words. In statement D21,
the students allowed themselves
plenty of time to write their
essay. It made their essay
became clear and made the
structure of their essay
connected well each other. In
general problems, this strategy
was related to the statement B6,
B7 and B12 about word limits,
lack of time and little preparation
in writing descriptive essay. By
this strategy, the students felt
that they were not forced to write
the essay and it helped the
students to carefully rearrange
what should do at first until the
end of writing the essay and also
carefully to shared their ideas to
the essay by using a good
grammar. From statement D22
showed, 40.5% participants
stated they often consulted a
dictionary repeatedly when
writing essays. This statement
was related to the grammar
problems in statement A5 about
cannot think of exactly the right
words. By this strategy, the
students were easier to know the
meaning of the words that they
used whether it was the right
words or not. In statement D23
showed, 56.8% participants
stated they sometimes referred
to their outline summary while
writing essays. From statement
D24 showed, 45.9% participants
stated that they sometimes
changed their technique in later
essays from the comments in
their past essays and 29.7%
stated that they were often used
this strategy. This statement was
related to grammar problems
statement in A1 about
grammatical errors, A3 about
difficulty to avoid padding, and
A5 about difficulty to think of
exactly the right words. By this
strategy, the students learnt their
mistakes and comprehend their
mistake comments from the
lecturer and it made them to
produce the essay better than
before. In D25 showed, 45.9%
participants stated that they
sometimes keep asking to
themselves whether they were
answering the essay question or
not and 35.1% ones stated that
they were often to use this
strategy. This statement was
related to the grammar problems
in statement A3 about difficulty
to avoid padding in their 48
essay. By this strategy, the
students can know whether the
question that they wanted to
answer has been answered or
not and also they can avoid to
padding in their essay because
they can write the essay straight
to the point. The last from
statement D26 showed, 32.4%
participants stated they
sometimes counted how many
words they have written in their
essays and 27% stated they
were often, and then 24.3% one
stated that they were always
used this strategy. This
statement was related to the
general problems in statement
B6 about difficulty keeping to
word limits when writing the
essay. By this strategy, the
students will be easier to keep
their word limits in their essay.
They used this strategy by
counting how many words they
have written at intervals.

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COLEGIO DE DAGUPAN

SCHOOL OF TEACHER EDUCATION

Referrences Research Problem Research Methods Findings Conclusion

SA NAGPAYONG HIGH SCHOOL

Referrences Research Problem Research Methods Findings Conclusion

Referrences Research Problem Research Methods Findings Conclusion

Referrences Research Problem Research Methods Findings Conclusion

Referrences Research Problem Research Methods Findings Conclusion

The researcher found that the

Grammar can be learned

The above result is 50%

Referrences Research Problem Research Methods Findings Conclusion

Referrences Research Problem Research Methods Findings Conclusion

Referrences Research Problem Research Methods Findings Conclusion

PROBLEMS FACED BY THE ENGLISH STUDENTS IN WRITING A DESCRIPTIVE ESSAY

Referrences Research Problem Research Methods Findings Conclusion

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