THE EFFECTIVENESS OF PROWRITING AID APPLICATION TO ENHANCE

THE GRADE 10 STUDENTS’ WRITING SKILLS IN INHS S.Y. 2022-2023

A Thesis
Presented to
INAYAWAN NATIONAL HIGH SCHOOL
F. JACA ST., INAYAWAN, CEBU CITY

In Partial Fulfilment
Of the Requirements for the Subject
English - Research

Precious Dela Pena

Ninojay Pacanza
Ryan Mark Tumulak
Arlyn Abel
Lianne Princess Alviola
Jorem Sedigo Samellano
Shaira Daugdaug
Arjay Siton
2022 – 2023
 APPROVAL SHEET

The Research entitled, “THE EFFECTIVENESS OF PROWRITING TO

ENHANCE THE GRADE 10 STUDENT’S WRITING SKILLS IN INHS S.Y. 2022-
2023 ”, prepared and submitted by DELA PENA, PACANZA, TUMULAK,
DAUGDAUG, ABEL, ALVIOLA, SAMELLANO AND SITON, in partial fulfillment
of the requirements for the subject English – Research, has been examined, and
is recommended for acceptance and approval for Oral Examination
RESEARCH ADVISORY COMMITTEE

Chairman

Vice - Chairman

Adviser Member

Censor Statistician
Approved by the Committee on Oral Examination with a grade of ____________.
PANEL OF ORAL EXAMINERS

JERLITO A. LETRONDO, J. D.
Chairman

REBECCA DC. MANALASTAS, Ed.D., Ph.D.

Vice - Chairman

ALLAN C. MARIÑAS, Ph.D. PERLA N. TENERIFE, Ed.D., Ph.D.

Adviser Member

REGINA GALIGAO, Ed.D. NOLASCO MALABAGO, Ed.D.

Censor Statistician

ACCEPTED and APPROVED in partial fulfillment of the requirements for the

degree of MASTER OF ARTS IN EDUCATION (MAEd) Major in English
Teaching
Comprehensive Examination: ______
Date of Oral Examination: _______

REBECCA DC. MANALASTAS, Ed.D., Ph.D. DPA

Dean, Graduate School
 ABSTRACT

THE EFFECTIVENESS OF PROWRITING AID APPLICATION TO ENHANCE

THE GRADE 10 STUDENTS’ WRITING SKILLS IN INHS S.Y. 2022-2023

Inayawan National High School – Junior High School

ALLAN C. MARI Ñ AS
Cebu Technological University

TABLE OF CONTENTS
Title Page ………………………………………….…...i

Approval Sheet ………………………………………………ii

Abstract ………………………………………………iii

Acknowledgement ………………………………………………iv

Dedication ………………………………………………vi

Table of Contents ………………………………………………vii

List of Tables ………………………………………………ix

List of Figures ………………………………………………x

CHAPTER 1

INTROODUCTION

Rationale of the study ………………………………………………1

Theoretical Background ………………………………………………2

THE PROBLEM

Statement of the Problem ………………………………………………16

Null Hypothesis ………………………………………………17

Significance of the Study ………………………………………………17

RESEARCH METHODOLOGY

Research Design ………………………………………………18

Research Flow ………………………………………………18

Research Environment ………………………………………………20

Research Respondents ………………………………………………20

Research Instruments ………………………………………………20

Data Gathering Procedure ………………………………………………22

Statistical Treatment ………………………………………………22

DEFINITIONS

Definition of Terms ………………………………………………25

CHAPTER 2

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Pretest Performance of the Students ………………………………………......

Posttest Performance of the Students ………………………………………….

Significant Mean Gain ……………………………………………….

CHAPTER 3

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

Summary of Findings ……………………………………………….

Conclusion ……………………………………………….

Recommendations ……………………………………………….

CHAPTER 4

OUTPUT OF THE STUDY

Enhance Writing Activities ……………………………………………….

WORKS CITED

Journals ……………………………….………………26

APPENDICES
 A. Letter to the Principal ……………………………………………... 31

B. Consent Form ………………………………………………33

C. Test Materials ………………………………………………35

D. Curriculum Vitae ………………………………………………85

CURRICULUM VITAE ………………………………………………

LISTS OF TABLES
LISTS OF FIGURES
Figure 1: Theoretical Framework ……...……………………………………… 3

Figure 2: Flow of the Study ………………………………………………19

Figure 3: Map ………………………………………………21

ACKNOWLEDGEMENTS
 In my journey as a Master of Arts in Education student, my dream to

pursue my professional goal, will be one of my greatest achievement that I could

have. As I am now able to see the light of success, may I have the honor to

acknowledge the peoples’ who helped me in achieving my rightful success;

To Cebu Technological University, my alma mater, you have been an

avenue, and already a part of my existence. Without you, I will not be able to see

my new found friends. I will not be able to develop and enhance my skills in

aspects which I am the best. And lastly, without you, I will not be able to achieve

what will I be achieving today, and into my future.

To Dr. Allan Mariñas, my mentor, and adviser, meeting, and knowing you

personally had been one of the greatest factors. You continuously provided me

with help, with skills and lots of information. You are one such of a kind.

To Atty. Jelito A. Letrondo, Panel of Oral Examiner (Chairman), Dr.

Rebecca DC. Manalastas, Dr. Perla Tenerife, Dr. Regina Galigao, Dr. Nolasco

Malabago, Panel of Oral Examiners (Members), my respect, and gratitude

belongs to all of you. Thank you for sharing your expertise, and also, thanks for

your guidance.

To the late Dr. Edwin Pilapil, my mentor, you have been pushing me to the

top, and I am so glad that now, I can see the light of success. You have found

something on me and I am grateful with that. With your words full of wisdom and
life, I am delighted. I never thought in my existence that I will be able to meet

someone like you – a pillar of education toward success.

To my beloved Mama Leonora, and Papa Henry, who are now in heaven,

all throughout my existence, you are all in my downfalls, and successes. Both of

you have given me full strength to face all the challenges in life, and most of all,

the unconditional love which I will cherish forever. Both of you are my knight and

shining armor, ready to be with me, in the times of difficulties and happiness. My

ultimate heroes. As what you all telling me that I am the best among the rest, is a

way of assurance that I am really the best. And now, I am standing proud in this

pedestal, full of wonderful colors and shiny things– it is all because of you, Mama

Leonora, and Papa Henry. Be with God now.

To my brother, Kevin Bacalso Waminal, I know that we only have each

other since both our parents died. We have faced challenges this year 2022-

2023. You said, giving up is not a solution. You are there for me, emotionally,

physically, and financially. Thank you, from the bottom of my heart.

And above all this, to our savior Jesus Christ, you have given me bountiful

blessings (good ones) – the gift of wisdom and intelligences, the gift of being a

speaker and writer, the gift of good health and with wealth, the gift of

perseverance and with faith, regardless of all the mistakes I have done – Thank

you for guiding me in making this research paper.

DEDICATION
To my family, your unconditional encouragement, your unconditional love, and

unconditional prayers empowers me to pursue my professional development. I

genuinely dedicate these precious gems of my work, for its you, who inspired me

to continue despite the trials along the way.

Chapter 1
 THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

ICT (Information and Communication Technology) has been an integral

part in the teaching and learning process inside and outside the classroom.

Some people were born with technologies surrounding them and become native

users of technology language (Kanokpermpoon,2012). ICT specifically refers to

computer-based technologies such as desktop, laptops, and soft internet-based

technologies including email, websites, and social networking sites for the

purpose of English teaching and learning (Davies & Hewer,2012). The language

education is a block where we can easily and openly access the resources, the

courses online, and virtual classrooms: Activities in the lesson can now be

associated with the use of ICT. In Philippines, it is likely fair to say that ICT

integration for teaching English Language is somewhat favorable to the teachers,

and learners in this post-pandemic.

With the use of ICT- oriented activities, students learn by doing the

different given activities and do social interaction with peers. Learning by doing

refers to a student’s focus on hands-on activities. Social interaction refers to

students interact to his or her group, the teachers, and the parents. The parents,

the teachers, and the peers helps the learners master their skills. The use of ICT

in education lends itself to more student-centered learning settings (Amin, 2013)

 There is an improvement in the quality of language teaching through the

diversification of contents, methods, and as well as promoting experimentation,

innovation, and obtaining sharing information (Njamanze, 2010).

However, according to Trilling & Fadel (2009), they explain that “the

routine of work in the 20th century was at first carry out by people, but it was

moderately replaced by instruments”. Moreover, with the growth of computers

and telecommunications, people need to alter their given skills and to change to

trickier, artistic tasks. Since the students use computers more, the time usage of

the learners is being monitored and controlled (if it is inside the school’s

computer lab). As soon as they went home, the teacher cannot monitor and

control the learner’s time usage of computers especially if the teacher gives a

research to the learners.

The researcher aims to know the effectiveness of utilizing of ICT in

teaching English 10, and what other activities can be developed that will help the

learners improve their English language literacy skill, especially in writing.

Theoretical Background of the Study

This research assumes the utilizing of Microsoft Word application in

teaching English 10 – Descriptive & Argumentative writing, that enhances the

Utilizing Microsoft Word Application in Teaching English 10 – Descriptive and
Argumentative Writing

Zone of Proximal
Development Learning By Doing
 Sociocultural
Theory

Level of student’s Writing Level of student’s Writing

Competence in English 10 Competence on the afore-
before using Microsoft mentioned skills after using
Word Application as to the Microsoft Word application
following skills; through;

 Focus/ Main Point  Creating brochures/

Significant advertisement
 Support
Differences
 Organization &  Comparing &
Format contrasting traditional
 Language use, & modern letter
Style, Conventions writing
 Originality

Enhanced Writing
Activities

Figure 1. Schematic
Presentation
literary skills of the and also promotes positive social interaction and
of the students
Theoritical Framework of
group languagethelearning.
Study This study is anchored on Lev Vygotsky’s the Zone of
Proximal Development, Sociocultural Theory and John Dewey’s Learning By

Doing.

Theory of the Zone of Proximal Development. This theory can be simplified as

the zone to the closest that states to how the learners can master a skill or skills

with a kind of a help from those close by. For educational research, this theory

often interpreted as a distance between what the learner can do with the help of

the experts, more knowledgeable than the learner or without the help. Lev

Vygotsky introduces the concept but not fully develop. This theory is connected

in this study because the learners already have a depth knowledge and

understanding about the areas of learning but just still needs a kind of help for

the purpose of correcting errors and also to enhance more the skills being used

during the ICT-oriented activities in every class.

Vygotsky spoke about ZPD by arguing that rather than having education

dragging behind in sociological development it must anticipate – it must “run

ahead”, (Verenikina, 2010). With this, it has to distinguish between the two –

Actual and Potential Development. But before we talked about those two

developments, in this Vygotskian theory, ZPD was initially elaborated for

psychological testing (Verenikina, 2010) stating that testing should not also be

based on the current level of the child’s achievement but also to his/her own very

potential. In case of English language learners (ELL), Multilingual learners

(MLLs), the enormous possibilities they do bring in a classroom is settle within

their creativity, in their linguistic competence, and also to their intellectual as an

individual.

The ICT, on the other hand, focuses more on the students development in

using the online and offline platforms (computer generated applications and

tools). With the connection of the ZPD and ICT, it will be eventually a good

tandem since the two concepts focuses more on the development of the learner.

Vygotsky talked about the cultural experience by which the learners were

greatly helped by knowledge and tools which were handed down from the

previous generations to the new and existing generations. The learning

experiences a person get from the previous learning event can also be a way to

pass on to the next person who needs it. Such an example are the teachers and

students. Passing information’s from generations to generations. Vygotsky’s

original concept, the definition for ZPD has been modified. When they have the

guidance and support from the parents, teachers and peers, learners can

accomplish task that cannot be done by themselves. However, learners can fail

even if support is given when the tasks is totally cognitively impossible (difficult

level):

 Tasks that learners can do without assistance to;

 Tasks that learners can do only with assistance to;

 Tasks that learners cannot do even with assistance.

 Take note that the person learning the skill set cannot complete it without

the assistance of the teacher or peer. “During certain periods of a child's life, they

may even look to peers more than they look to adults. The teen years, when

forming an identity and fitting in is so critical, is just one example. Kids at this age

often look to their peers for information about how to act and how to dress.” The

teacher, then helps the student attain the skill the student is trying to master, until

the teacher is no longer needed for that task.

In case of mixing it up, there will be a talk about how to group the students

according to their gender differences. But this will not a problem since in this 21 st

century, learners tend to learn from each other – excluded the gender

differences. It is also not uncommon for groups to be defined by ability – Sets for

both competent and incompetent). In line with this, Vygotsky’s theory insisted

that the greatest fulfilment and the most beneficial that can enhance

development, is by mixing those groups – especially when we always consider

the ZPD. Learners who can get the tasks thoroughly will soon be able to

influence those learners who have some long gaps in their own ability.

With the mixed group in place, learners are now comfortable and be able

to see the development through ZPD – and it will be the time that the scaffolding

and modelling of information comes in where a little bit of information will be

given and just to let the learners figure out the right answers for themselves or it

is modelled by the actions of others. Scaffolding and modelling are considered

helpful for the development of the learners intellectual ability because of the less

supervision from the parents, teachers, peers. And also, they will be able to think

critically and read comprehensively the tasks which are given to them . Less

supervision comes with a great success in developing the literacy skills of the

learners.

ZPD have a lot of considerations to do – about the usefulness, the

appropriate activities with the use of ICT, the performances of the learners, the

level of performance of the learners in their literacy skills like reading

comprehension, grammar, and vocabulary. But one thing is for sure, it will have a

positive and huge impact for the ICT-Oriented Activities, as to the development of

the literacy skill, as to helpfulness from the people closest to the learners, and

also for intellectual development. Hence, ZPD it is also connected with John

Dewey’s Learning By Doing.

Learning By Doing. The pragmatist and progressivist always bound themselves

for the phrase “Learning by doing”, which was originated and conceptualize by

American philosopher John Dewey. Learning by doing means “it is a hands-on

approach to learning”. This will eventually build the students social practices like

interaction with his/her classmates, to the environment and to other aspects

which they can be benefited. The goal of this teaching approach is for learners to

construct mental models that allow for 'higher-order' performance such as

applied problem solving and transfer of information and skills (Churchill, 2003).
 Many researcher uses John Dewey’s learning by doing specifically in the

educational research.

In the study of Jo Shan Fu entitled “ICT in Education: A critical literature

review and its implication”, it states that the learners are given importance –

which they are the priority in the teaching and learning process with the use of

ICT in teaching the language education. The study was supported with the

student-centeredness and self-directed learning which is basically and commonly

known as the “Learning by doing of John Dewey”.

Another study from Abbas Pourhosein Gilakjani entitled “A Review of the

Literature on the Integration of Technology into Learning and Teaching English

Language Skills”, reviews the issues related to technology integration; the

learning and teaching of language skills; the benefits of technology in the

teaching and learning of the language skills and recommends for the successful

integration of technology. It revealed that the integration of technology into

classrooms considerably improves the learning and teaching of English language

skills. Since the skills need constant practice, the concept of learning by doing

applies on it. This was published online last July 26, 2017, for the sole purpose of

technology in the teaching and learning process, how it is effective to teachers in

teaching the learners. The teachers, on the other hand needs to deliberate if the

activities in ICT concerning to the skills are suitable for the learners, time-bound

activities, uses HOTS. Considering technology as a tool in helping reaching out

the differences of the learners perspective – these technologies will eventually

enhance the learners’ skill in terms of language education. These will satisfy the

visual, auditory, and the kinesthetic learners – all are learning by doing.

Njamanze on his study entitled “ICT in Participatory Development of

Teaching and Learning English as a Global Language”, emphasizes that the

results indicated is an improvement in the quality of language teaching through

the diversification of contents, methods, and as well as promoting

experimentation, innovation, and obtaining – sharing information. It also implies

that the emergence of technological applications in language teaching has been

a good contribution to the realization of the goal fo the digital age – the 21 st

century. Thus, this era of digital age, the 21 st century – Teachers and learners

must cope up with the new learning experiences, where the use of technology is

a must or shall we say it is a compulsory tasks that needs to master and attain.

This is the reason why, this study is similar and connected to my study since both

studies are using task-based approach to language learning (the use of the

theory of John Dewey which is learning by doing).

With this, the modules should cater to the needs of the students; creating

tasks/ activities where learners learn by doing it. And with the use of ICT, there

is a course of action which will give a upper hand to the teachers since teachers

are training to master the technologies and its applications.

 For Margaret Cox and Chris Abbott for their study entitled “A Review of

the Research Literature Relating to ICT and Attainment”, they want to investigate

the effects of ICT attainment which focuses on the available literature relating to

the effects of ICT. They want to identify and use reliable sources and evidence.

They also see that this will also help develops a framework of criteria based on

the existing evidence for deciding which literature should be used. As they

suggested that with the use of ICT in teaching English and know its attainment,

why not include all subjects so that there will be a correlation and regression of

the subjects and its attainment. Mainly, the focus there are to look for new

methodologies, approaches, and techniques in using ICT in teaching English

language skills and also to the other concern subjects as well.

This is, moreover, similar to this study since both study looks for the best

possible ways to make the use of ICT in a most creative way where learners will

eventually grasp the lessons right after the one (1) or two (2) hours class. There

are theories being developed and were used to inform in the focus of analyzing

everything; theories in innovation and change, theories of the application of ICT

to education. However, in this study, the only applicable theory that can be used

is the theory of the application of ICT to education (since this study uses learning

by doing by John Dewey).

Anthony Fitzpatrick on his study entitled “Analytical Survey: Information

and Communication Technologies in the Teaching and Learning of Foreign

Languages”, he focus more on the availability if technology for foreign language

(FL) in teaching and learning process. This is to provide a few, selected studies

of some of the best practices, and to point towards future developments and

possibilities. They also made some suggestions about methodological use and

for the use of internet as a forum for exchange in the use of language learning

and language teaching. They also emphasize that the training for teachers

should focus more on the three main areas: on technical aspects of ICTs, on

development of content, and on the potential possibilities and challenges of ICTs.

Learning by doing is one of the most important approach which any

individuals can use. This will eventually makes a learner or any individuals do

progress on his/ her own will and skills. By all means from the ZPD and to this

learning by doing are all interconnected and also useful in terms in ICT-oriented

activities. This will make the learners master a skill or skills on his/her own.

Towards to the basic goal of every learners: To learn the literacy skills on

hand and to master it with the use of ICT-Oriented Activities is a huge

accomplishment since it is hitting two birds using one stone. The birds are the

literacy skills focusing more on reading comprehension, grammar, and

vocabulary and the ICT integration, while the stone is the learners, learning

everything by doing – the progress. But still it need another theory which will be

associated with the two: the Sociocultural theory.

Sociocultural Theory. As it grew from the work of seminal psychologist Lev

Vygotsky, who greatly believes that with the parents, teachers, guardians,

caregivers, peers, and at any large culture, were all responsible for the

developing the higher-order functions of every learners.

As what Vygotsky says, “Learning has its basis in interacting with other

people. Once this has occurred, the information is then integrated on the

individual level”.

This concept of Vygotsky is applicable to all sector since we all learn from

our surroundings (as part of the society and its culture). On the other hand,

researchers from the different sectors also uses sociocultural theory as this

theory has a great role in every study that talks about society plus cultural equals

how learning takes place from time to time.

“Sociocultural theory focuses not only how adults and peers influence

individual learning, but also on how cultural beliefs and attitudes affect how

learning takes place. According to Vygotsky, children are born with basic

biological constraints on their minds. Each culture, however, provides "tools of

intellectual adaptation." These tools allow children to use their abilities in a way

that is adaptive to the culture in which they live. For example, while one culture

might emphasize memory strategies such as notetaking, another might use tools

like reminders or rote memorization”.

 Monthon Kanokpermpoo on his study entitled “21 st Century Language

Learning and Teaching: Implementation of ICT- Oriented Language Education”,

he investigates and implements various uses of technologies in language

education in the 21st century. It shows that there are wide variety of technology to

choose from; either offline or online media. The teachers and learners who are

digital immigrants can benefits from integrating technology in the teaching and

learning process. The use of offline tools/ media such as word processing tools

(PowerPoint and word processor), electronic dictionaries, interactive whiteboards

and the online tools/ media, it is consist of computer-mediated communication

(email, chats, text messaging), World Wide Web (web browsing, search

engines), blogs, wikis, podcasts, digital portfolios, and social networking). This

study used one theory which strengthens its connection to the other researchers

as well as to the readers: The Sociocultural theory of learning by Lev Vygotsky in

the year of 1978. This is clearly connected to my study by which a child (learner)

must be expose to the his/her own society in making right directions for him/her

to make progress in his/her own intelligences and by making the best

appreciation of this world. This will help the study in making good ICT-Oriented

activities suitable for teaching language education.

Dang Hoang Tri on his study entitled “An Exploratory Study of ICT use in

English Language Learning among EFL University Students”, he conducted this

research because there has a limited research that has been conducted to

examine the use of ICL in terms of frequency of use, purposes, perceptions, and
expectations among students. They invited 149 English major students who

responded to the questionnaire survey in collecting the data and uses descriptive

statistics in computing the respondent’s answers.

Findings indicated that the participants spent more time using ICT for private

purposes than for English learning purposes. Also, they have showed strong

positive attitudes towards the benefits of technology to English language learning

and expected that ICT should be used more frequently in English teaching and

learning. This is similar to my study since I will be conducting interviews to the

respondents on how they are going to maximize their time in using ICT.

A learner, once being placed in a society where the language is not

his/her language, there will be a problem and language barrier occurs. That is the

reason why that the learner will have to associate with his/ her peers for his/her

developments. A learner can get any learning experiences from his parents,

teachers, peers but the greatest learning experience a learner can get is by the

environment. If a learner already allows himself/ herself to be associated with the

environment, he/ she needs to do socializing and also to accept the culture of

that certain environment. If he/she does not allow himself/ herself to do social

interactions, then the learners are called anti-social and cannot accept the fact

that the environment has a huge impact in their lives.

Simin Ghavifekr, Wan Athirah Wan Rosdy, “Teaching and learning with

technology: Effectiveness of ICT Integration in Schools,” they aim to analyze

teacher’s perception of effectiveness of ICT integration to support teaching and

learning process in the classroom. They distributed survey questionnaires and

they used quantitative research both for descriptive and inferential statistics using

SPSS (version 21) software. There are two theories being used in helping to

determine whether the study needs a lift or already good to go: Diffusion of

Innovation by Rogers (2003) and Technology Acceptance Model (TAM) by Davis

(2003). The results indicated that ICT integration has a great effectiveness for

both teachers and students. Findings indicate that teacher’s well-equipped

preparation with ICT tools and facilities is one of the main factors in success of

technology-based teaching and learning. 9

In connection with my study, this is to determine if the ICT-Oriented

Activities for Language Education is only applicable to schools and not to the

open society/ community where learners spends more time doing general use of

ICT instead of English Language Education. Teachers, on the other hand has its

role in the application, monitoring students’ progress, and to act as a socialize

personality.

Zhang, on his study entitled Using ICT to Prepare Learners for the 21 st

Century, he carried out this study and revealed that the technologies had

supported innovations and had a limited impact on the curriculum. ICT

application entails the profound changes in student-teacher relationship, they are

often perceived by teachers as the threats to the order and disciplines in

classrooms, and as challenges to an individual’s world view. It uses the

expository approach, where instruction involves in an organized teaching method

where information is presented in a specific order. This helps to keep your focus

and attention, and lays out all of the information you need to know in a way that

helps you to remember it.

Social factors greatly influence the learner’s development. In addition, the

essential role of the social interaction makes a learner adept with the people and

learn their culture also. In education, the learners do socialization and interacts

with each other in terms of classes, tasks/ activities, or even in a conversation.

“Sociocultural theory focuses not only how adults and peers influence

individual learning, but also on how cultural beliefs and attitudes affect how

learning takes place”.

Now, during a lesson, the teachers group the learners according to the

concept of ZPD. The activities, on the other hand, is ICT oriented, thus a

collaboration of the group is needed. The learners do social interaction (which is

the key to promote the use of English language and doing group language

learning, which is also a tool for allowing the rest of the members of the group to

use English language as well, in part for the development of the learners literacy

skills) to do the task given to them by the teacher (an activity which uses the

concept of learning by doing – either by group or individual).

Aside from the difference, the learner may or may not be in the same

place with one another. One learner might have been influenced by the use of

ICT and the other do not have that kind of influenced. Vygotsky believed that

each of the culture presents a unique differences. And with this unique
differences, cultures can vary so dramatically. That is the reason why

sociocultural theory promotes both content of intellectual use and learning how to

adopt culture universally with ZPD and learning by doing.

And with all of these, what really matters now is to why, and how to utilize

ICT effectively, in teaching English language (Dang et al., 2012).

THE PROBLEM

Statement of the Problem

This research determines the effectiveness of utilizing Microsoft Word

application as strategy in teaching English 10 – Descriptive, and Argumentative

Writing, to the Grade 10 students of Inayawan National High School (Night),

Barangay Inayawan, Cebu City, during the school year 2022-2023, as basis for

developing enhance writing activities.

Specifically, this answers the following questions:

1. What is the level of the students’ writing competence in English 10 before

using Microsoft Word application as to the following skills;

1.1. Focus

1.2. Support

1.3. Organization and Format

1.4. Language Use, Style, Conventions

1.5. Originality

2. What is the level of the students’ writing competence on the aforementioned

skills after using Microsoft word application through;

2.1. Creating Brochures or Advertisements,

2.2. comparing and contrasting traditional, and modern letter writing.

3. Is there a significant difference in the level of students’ writing competence

across variables before, and after using Microsoft word application in teaching

English 10?
4. What are the learners’ experiences when exposed to Microsoft Word

application in teaching writing competence?

5. Based on the findings, what enhance writing activities can be developed?

Significance of the study

This study is valuable in terms of its finding and implication of the

following:

English Teachers. The result of this study will be an eye-opener to all English

teachers that in crafting lesson plan, ICT integration is a must. This will be suited

not only to the 21st century teachers, but also to the traditional type of teachers.

Students. They are the primary beneficiary of this huge benefits in this research.

This would help the students enhance their literacy skills and with the integration

of the ICT-oriented activities.

Future Researchers. This would guide the future researchers as they are going

to do further studies that need support, ideas, information, and to expand their

knowledge for their chosen topic.

Department of Education. The result of this study will greatly have a huge

impact in curriculum, and development making by including this research as a

topic in the different seminars, workshops, intended to the teachers.

 RESEARCH METHODOLOGY

The chapter contains a discussion of the methodology that will be used in

conducting this study. It describes and expands the research design, research

flow, research environment, research respondents, research instruments, data-

gathering procedure, and the statistical treatment.

Research Design
 This study is using Mixed-Method (Explanatory-Sequential Design). The

researcher will have to use first the quantitative data collection, and analysis is

followed by the qualitative data collection, that will substantiate the result of the

initial quantitative data.

Research Flow

The input includes the theories used in the study – Zone of Proximal

Development and Sociocultural Theory of Lev Vygotsky and also Learning By

Doing by John Dewey. It includes data gathering using the test questions, survey

questionnaire, inferential statistics, and thematic analysis framework of Braun,

and Clarke. The process use in the study includes presentation and data

analysis, transcribing, analyzing, and interpreting responses of the respondents

in the focus group discussion and the analysis; and interpretation of data. The

output of this study is developing learning activities.

INPUT PROCESS OUTPUT

♥Zone of Proximal ♥Presentation and data ♥Enhanced Writing

Development, Learning analysis Activities
by Doing, Sociocultural
 Figure 2. Research Flow

Research Environment

The locale of this study is Inayawan National High School at F. Jaca

Street, Barangay Inayawan, Cebu City, Cebu, Philippines. The school only has

four buildings for the grade 7, 8, 9, 10, 11, and 12. There are two computer

laboratories – one for the junior high school department which has 50 new

computers with internet connectivity, one projector with projector screen, a 100

inches LED/LCD television and one for the senior high school department which
has 50 new computers with internet connectivity and a 100 inches LED/LCD

television. Each level has one 32 inches LED/ LCD Television with HDMI.

Research Respondents

The respondents are the selected grade 10 students. There are five

sections in the grade 10 level. The population of the study was determined based

on random sampling technique. The students do draw by lot – there will be 10

respondents every section.

Research Instruments

The researcher will be using test question, survey questionnaire, and

focus group discussion, using the Thematic Analysis Framework of Braun, and

Clarke.
Data-gathering Procedure
Figure 3. Inayawan
Pre - Gathering Phase National High School

The researcher will have to identify the main problem, the specific

problems of the study and the methods use in conducting this study. It also

includes identifying locale of the study and the respondents. Prepare ahead the

materials that will be used in the

conducting of this study and also the writing of test questions, survey

questionnaires and for FGD questions. Letter request will be sent address to the

school principal of Inayawan National High School – asking permission to

conduct the study.

Gathering Phase

The researcher will personally distribute the questionnaire to the identified

respondents (so that any questions on how to answer the instrument could be

explained to obtain reliable results). Respondents will answer the test question,

survey questionnaire, and do Focus Group Discussion.

Post - Gathering Phase

The researcher will tally, analyze, and interpret the data according to the

specific problems set forth.

Data Analysis

In the analysis and interpretation of data, the following formula was used:

Percentage frequency is use for the performance level of the students in

the terms of the following;

 Compose a text which includes multimodal elements.

Percentage or P = F x 100
N

Where: P= Percentage

F= Frequency

N= Number of Cases

For statistical purposes (inferential), the answers on the level of the

students writing competence to the utilizing ICT in Teaching English 10 will be

rated as to with the numerical value assigned:

1 - Strongly Disagree

2 - Disagree

3 - Agree

4 - Strongly Agree

DEFINITION OF TERMS

For the purpose of a precise understanding of the study, the following

terminologies are defined operationally:

Argumentative Writing
– a writing style that specifically collecting, and presenting evidences, support the

position with reliable, and valid evidences.

Descriptive Writing

– a writing style which the author uniquely creates detailed description by

imagining the images.

English 10

– A subject that is taught for the Grade 10 students.

Microsoft Word Application

–is very useful online tool not just for the students but also for the workers.

Strategy

– an action that is achievable for one goal under conditions, and uncertainty.

Utilizing

– an act of practical usage, and sustainability.

Chapter 2

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter includes the presentation, analysis, and interpretation of data

gathered from writing essays, and after using the Microsoft Word application in
creating brochures, and compare-contrast the traditional, and modern way of

letter writing, of the Grade 10 students in teaching English 10 at Inayawan

National High School during the school year 2022 – 2023.

Chapter 3

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of findings, conclusions, and

recommendations drawn out for consideration of the enhances writing activities.

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APPENDIX A: LETTER TO THE PRINCIPAL
May 19, 2023

MR. JUAN DAMASCENO D. VILLAVER

School Principal, Inayawan NHS
F. Jaca St., Inayawan, Cebu City

Sir,

Good day to you in God’s name.

I am Sean Bacalso Waminal, a Grade 10 Grade Leader at Inayawan National

High School, and I would like to ask from your good office to allow me to conduct
a survey on the selected grade 10 students.

The purpose of this survey is to collect data for my study entitled, “Utilizing
Microsoft Word application in teaching English 10 – Descrptive and
Argumentative Writing.
Parent’s permit/ consent form to parents will also be given to the students prior to
conduct the survey.

For more questions, please do call or message me through this cellular number;
09606708596.

Hoping for a positive response in this matter. Thank you.

Respectfully yours,

SEAN BACALSO WAMINAL

Grade 10 Grade Leader
SST – III
Researcher

APPENDIX B: CONSENT FORM

 PARENT’S/ GUARDIAN’S CONSENT FORM

Name of Learners: ________________________________________________

Date of Birth: _____________________ Sex: ___________Age: ____________
Parents/ Guardians Name: __________________________________________
Home Address: ___________________________________________________
Relationship to Learner:
_____________________________________________
Contact Number/s: _________________________________________________
Title of the Activity:
_________________________________________________
Venue: __________________________________________________________
Date of Activity: ___________________________________________________

As a parent/ guardian of the abovementioned learner, I hereby

acknowledge that I have been informed of the details of the
________________________ and voluntarily and freely elect to participate in
this _______________________. Furthermore, I understand the risks associated
with an ________________________ and agree that the rules and regulations
established for the said activity are for the safety and security of the participants,
and thus agree to instruct my child of children to obey them.
 Having understood all the aforementioned, I hereby consent to allow my
child or children to participate, acknowledging all of the foregoing. I am also
solely responsible for providing travel insurance and any expenses for my child
or children’s participation in the activity.

_________________________________ _____________________
Parent/ Guardians Name and Signature Date

APPENDIX C. TEST MATERIALS

 Interview Guide for Focus Group Discussion

Research Interview Guide Questions

Question (fixed) Opening Content Closing
What are the How do you feel Are you satisfied on
learners’ about writing what you have
experiences when essays? written?
not exposed to What can you get if Did you used any
ICT in teaching you are writing references while
writing essay? writing?
competence?
What are the What is your idea What other things
learners’ about ICT? you wish to share
experiences when that are related with
exposed to ICT in the topic?
teaching writing How would you Are you interested
competence? describe your in writing essay
experience while while using ICT?
using ICT?

APPENDIX D: CURRICULUM VITAE

 SEAN BACALSO WAMINAL
Licensed Professional Teacher

Email Address: sean.waminal@r7-2.deped.gov.ph

sean.waminal@deped.gov.ph
nmikaelson626@gmail.com
Contact Number : 09606708596
Address : F. Jaca Street, Sitio Plus, Inayawan, Cebu City, Cebu

PERSONAL INFORMATION
DATE OF BIRTH : October 02, 1991
PLACE OF BIRTH : Pagadian City, Zamboanga Del Sur
CITIZENSHIP : Filipino
GENDER : Male
CIVIL STATUS : Single
FATHER’S NAME : (+) Henry Waminal
MOTHER’S NAME : (+) Nora Waminal

EDUCATIONAL ATTAINMENT

POST GRADUATE : CEBU TECHNOLOGICAL UNIVERSITY

Master of Arts in Education
Major in English Teaching
M.J. Cuenco Avenue, Cebu City
August 2023

TERTIARY : TALISAY CITY COLLEGE

Bachelor of Secondary Education
Major in English
Barangay Poblacion, Talisay City, Cebu
January 2013 – Graduated
VOCATIONAL : TALISAY CITY COLLEGE
National Certificate II
Computer Hardware & Software Servicing
Barangay Poblacion, Talisay City, Cebu
April 2012 - Certified
SECONDARY : HOLY CHILD ACADEMY
Barangay San Jose, Pagadian City, ZDS
March 2008 – Graduated

PRIMARY : BALANGASAN CENTRAL ELEMENTARY SCHOOL

Barangay Balangasan, Pagadian City, ZDS
March 2004 - Graduated

EMPLOYMENT HISTORY

SECONDARY SCHOOL TEACHER III - INAYAWAN NATIONAL HIGH

SCHOOL
F. Jaca Street, Inayawan, Cebu City
October 04, 2021 – Present

SECONDARY SCHOOL TEACHER I - INAYAWAN NATIONAL HIGH

SCHOOL
F. Jaca Street, Inayawan, Cebu City
June 04, 2014 – October 03, 2021

SENIOR TEACHER A - 51 TALK

Queen’s Road, Cebu City
August 2018 – January 2019

PART – TIME TEACHER - RIZWOODS COLLEGES

N. Bacalso Ave., Sambag, Cebu City
June 2017 – October 2017

PART – TIME TEACHER - INAYAWAN NATIONAL HIGH

SCHOOL
F. Jaca Street, Inayawan, Cebu City
August 19, 2013 – April 04, 2014

CALL CENTER REPRESENTATIVE - AEGIS PEOPLE SUPPORT

IT Park, Lahug, Cebu City
April 2013 – July 2013

PRODUCTION WORKER - INTERNATIONAL PHARMACEUTICALS

INC.
MABOLO, CEBU CITY
 November 2008 – February 2009

TRAININGS, AND SEMINAR ATTENDED