ABSTRACT
The Journal Project or JournPro is a proposed pedagogical project which aimed to improve the writing skills among Grade 7 students at Mamplasan National High School through self-conceptualized reflective journal. Forty Grade 7 students from heterogeneous sections were randomly selected to participate in the study. Under quasi-experimental study, the participating students were assessed based on their pre-writing and post-writing activities focusing on six-subgroup indicators such as diction, technical qualities, content, purpose and audience, organization and development, and style. Using Wilcoxon Rank Sum Test, the results showed that there were significant improvements on the post-writing test median scores of the students after JournPro intervention, This indicates the effectiveness of the facilitating tool in enhancing students’ writing skills.
Keywords: reflective journal, writing skills, pedagogical intervention
INTRODUCTION
Writing is considered as an essential process in nurturing and strengthening students’ language acquisition, as well as communication skills (Cole & Feng, 2015). This incorporates creative inspiration, critical thinking, and reflective expression that completes one’s cohesive manuscript. Thus, it underlines the grammatical and lexical attributes in which teachers strive to impart towards their students. On the strength of these materials, the Department of Education (DepEd) has vowed to improve the students’ macro skills, like writing, through the implementation of K to 12 curriculum as mandated by the Republic Act 10533 also known as the Enhanced Basic Education Act (Christzer, 2018). However, equalizing its importance is the difficulty to teach the skill.
In spite of the pedagogical efforts, teachers have to consider several principles and theories to address the writing concerns of their students (Gepila, 2015). They should also synthesize the context of learning such as one’s culture, experience, and identity. Moreover, the success of a student in learning how to write depends on how exposed he or she is in various writing activities. This trepidation became more prominent as the teachers and learners encounter the pandemic situation due to COVID-19.
In the midst of the severe disruption, teachers as primary facilitators experience academic struggles unto how they can still commit with the quality of education through distant learning. DepEd Secretary Briones (2020) as cited by Hernando-Malipot (2020), adhered her pronouncement that “education must continue” despite the current condition. In actual fact, the issuance of DepEd Order No. 007, s. 2020 School Calendar and Activities for School Year 2020-2021 and Basic Education Learning Continuity Plan, displays the effort of the department in ensuring the health and safety of the students and the whole school communities in the course of educational continuity. (Llego, 2020)
Mamplasan National High school (MNHS), on the other hand, commits to support the DepEd’s “newfound purpose” of the Sulong EduKalidad campaign in providing quality standards of education in the continuity of learning amid this crisis.
In accordance with the Learner Enrollment Survey Form (LESF) result and such considerations, the best-fit school learning delivery of MNHS is Modular Distance Learning (MDL). Modular Distance Learning involves individualized instruction that allows learners to use self-learning modules (SLMs) in print format. The modules are either delivered at home or picked up from the school. Students are not required to have internet connections but are encouraged to contact their teachers online or through text messages when needed.
From the first quarter’s denouement of this school year, the researcher, who handles Grade 7 students in English subject, conducted post-quarter survey assessment to his students regarding their MDL experience, specifically the self-learning module. The students answered the survey through Google Forms. The focal point of the questionnaire seeks to find where the students struggled the most in answering their modules. The survey reveals that 82% of the respondents had difficulty in answering subjective-type of assessment (e.g. essay, explanation, etc.), 12% expressed difficulty in answering objective assessments (e.g. multiple choice, alternate response, etc.), and 6% showed no difficulty in answering their self-learning modules.
In lieu with the post-quarter assessment, the researcher found out the struggles of the students in answering questions that need expound explanation and composition. This implies that there is a need in improving students’ writing skills, specifically explanation and critical thinking, in order for them to surpass their struggles in modular distance learning.
To address this pedagogical setback, teachers should engross in interventions and learning activities through the use of multimedia instruments (Conole, 2013). Practical and customary techniques in multimedia integration and styles should be put into manner. Through this, there could be technological solutions to the writing problems. One of this multimedia style is the use of reflective journal.
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