GROUP-8-FINAL-PRESENTATION Thesis Ideas and Prrsentation

English Learning Skills

1. THE RESEARCHERS 1 DIANA ROSE GARCIA JOHN MARK PENTINIO KYLA NICOLE MALVAR

2. TEACHING STRATEGIES AND WRITING COMPETENCE OF THIRD-YEAR BSED ENGLISH STUDENTS Presented by: Diana Rose F. Garcia Kyla Nicole E. Malvar John Mark Pentinio

3. BACKGROUND OF THE STUDY 3 TEACHING STRATEGIES assist educational institutions to achieve and maintain excellence assist students in achieving academic success WRITING COMPETENCE foundation for students learning to communicate effectively in writing

4. BACKGROUND OF THE STUDY 4 WRITING COMPETENCE foundation for students learning to communicate effectively in writing

5. CONCEPTUAL FRAMEWORK 5 Teaching Strategies utilized by Teachers in Mindoro State University Calapan Campus: ( a) task-based learning ( b) technology-based learning (c) project-based learning Writing Competence of Third Year BSEd English Students in Mindoro State University Calapan Campus in terms of: (a) vocabulary (b) content (c) grammar English Learning Module for Writing English Learning Module for Writing IV DV

6. STATEMENT OF HYPHOTHESIS 6 There is no significant relationship between the teaching strategies and the writing competence of third year BSEd English students in Mindoro State University - Calapan Campus.

7. REVIEW OF RELATED LITERATURE AND STUDIES 7 The review of related literature and studies proved the connection and the correlation between teaching strategies and writing competence. There are several strategies mentioned aside from the traditional lecture method, which effectively develop students’ writing competence. Those strategies include giving tasks, projects, and the use of technology while learning. The main goal of conducting this study is to determine the effectiveness of teaching strategies on developing students’ writing competence. The earlier foreign and local studies will serve as relevant support to this study.

8. METHODOLOGY   Research Design Descriptive Correlational 8   Research Instrument Researchers-designed Questionnaire And Test   Respondents of the Study Third Year BSEd English Students   Validation of the Instrument Validated by three English Teachers   Data Gathering Procedure Questionnaires and tests were distributed and collected through Google forms   Statistical Treatment of Data Mean Formula Spearman rho One-Way Analysis of Variance (ANOVA)

9. RESULTS AND DISCUSSION 9 Strategies Mean n Verbal Interpretation Task-based learning 12.98 27 Highly Utilized Technology-based learning 11.84 14 Highly Utilized Project-based learning 11.86 9 Highly Utilized Teaching Strategies that Teachers Use in the Time of Covid-19 Pandemic

10. RESULTS AND DISCUSSION 10 Students who have chosen Task-based Learning TASK-BASED LEARNING n Percentage 1. Writing different types of essay 47 94% 2. Writing reflection paper 50 100% 3. Writing comics 36 72% 4. Composing own stories 43 86% 5. Writing paper analysis 48 96% 6. Composing a poem 48 96% 7. Designing posters and graphic organizers 48 96% 8. Writing literary criticisms 46 92% 9. Developing rubric contents 45 90% 10 Including questions that need one’s own explanations in exams and quizzes 46 92% 11. Proving group writing activities 38 76% 12. Managing group brainstorming 39 78% 13. Writing a letter or an e-mail 41 82% 14. Designing a commercial advertisement 38 76% 15. Answering a K-W-L chart. 36 72%

11. RESULTS AND DISCUSSION 11 Competencies Mean Verbal Interpretation Vocabulary 8 Emerging Content 7.92 Emerging Grammar 9.32 Proficient Level of Students’ Writing Competence

12. RESULTS AND DISCUSSION 12 Competencies Correlation Coefficient p-value Remarks Vocabulary -.020 .445 Not Significant Content .195 .087 Not Significant Grammar -.017 .454 Not Significant Relationship of Teaching Strategies and Writing Competencies of BSEd English Students in terms of Task-based Learning

13. RESULTS AND DISCUSSION 13 Competencies Correlation Coefficient p-value Remarks Vocabulary -.050 .336 Not Significant Content -.013 .463 Not Significant Grammar -.197 .086 Not Significant Relationship of Teaching Strategies and Writing Competencies of BSED English Students in terms of Technology-based Learning

14. RESULTS AND DISCUSSION 14 Competencies Correlation Coefficient p-value Remarks Vocabulary .034 .408 Not Significant Content .057 .348 Not Significant Grammar -.069 .317 Not Significant Relationship of Teaching Strategies and Writing Competencies of BSED English Students in terms of Project-based Learning

15. English Learning Module for Writing 15 RESEARCH OUTPUT T he module has two parts. The first part includes lesson about the writing process and the major purposes of writing to give student a glimpse of how writing is properly done and why we have to write. On the other hand, the second part contains information about the building blocks of writing which are the vocabulary, content, and grammar. We also included several writing activities and exercises after each lesson in the module so the learners can practice what they learn after reading the module.

16. RECOMMENDATIONS 1 Consider which strategy is best for the setting and to the students. 2 Expose students to variety of activities that requires writing. 3 Conduct future researches for teaching strategies and writing competence. 16

17. TEACHING STRATEGIES AND WRITING COMPETENCE OF THIRD-YEAR BSED ENGLISH STUDENTS Presented by: Diana Rose F. Garcia Kyla Nicole E. Malvar John Mark Pentinio