Abstract
Junior Bachelor of Secondary Education (BSED) and Bachelor of Elementary
Education (BEED) students inCatanduanes ...
Introduction
Communication is essential in life. Through it, people learn a lot of things. They
are able to express their ...
Catanduanes Agricultural and Industrial College, Panganiban, Catanduanes. The findings
of the study tell that the level of...
Greenberg (2005) conducted a 3-year study of teacher judgment of student
writing. It analyzed teachers' talk to discover t...
in English best meet the threshold and transfer theory assumptions because these students
have already attained a minimum ...
The parents. For them to recognize the writing proficiency of their children and be
able to realize their needs.
The stude...
Method
Research Design
Since the study aims to determine the writing proficiency of junior Bachelor of
Secondary Education...
Data Gathering Procedure
Once the researches have prepared the research instrument, the researchers have
chosen the respon...
Table 1 mechanics
RESPONDENT RATER A RATER B RATER C AVERAGE
1 10 9 15 24.00
2 12 11 18 29.00
3 18 17 18 41.00
4 12 13 19 ...
16 6 6 20 10.67
17 20 20 25 21.67
18 20 19 20 19.67
19 20 19 17 18.67
20 18 17 20 18.33
ORGANIZATION
respondent rater A ra...
12 10 11 14 11.67
13 10 11 11 10.67
14 10 10 12 10.67
15 10 9 11 10.00
16 8 7 9 8.00
17 10 9 11 10.00
18 7 6 11 8.00
19 8 ...
14 69 66 71 68.67
15 70 65 60 65.00
16 46 42 65 51.00
17 71 71 74 72.00
18 57 56 69 60.67
19 64 63 64 63.67
20 60 62 69 63...
Organization 20 points
Vocabulary 15 points
Grammar 15 points
Total 100 points
Discussion is divided into seven parts: the...
TABLE 3 ORGANIZATION
Table 3 summarizes the scores of Respondents in organization. The highest score
for organization is 2...
can produce informal and formal writing on topics treated both abstractly and concretely.
They can present well-developed ...
Students: encouraged to read more books to widen their knowledge on different
topics, wit on presenting and structuring id...
indentation, capitalization, spelling and syllabication. In this case, we can say that
students are not thought well with ...
BIBLIOGRAPHY
Alsamadani, Hashem Ahmed. (2010). ―The Relationship between Saudi EFL Students‘
Writing Competence, L1 Writin...
Lim, Ho-Peng. (2001). ―Measuring Writing Proficiency of College ESL Students‖. Jalt
Journal. Vol. 6. pp. 83-95.
Vega, Nati...
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Writing Proficiency of Junior Bachelor of Secondary Education (BSED) and Bachelor of Elementary Education (BEED) students in Catanduanes State University S.Y.2012-2013

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Writing Proficiency of Junior Bachelor of Secondary Education (BSED) and Bachelor of Elementary Education (BEED) students in Catanduanes State University S.Y.2012-2013

  1. 1. Abstract Junior Bachelor of Secondary Education (BSED) and Bachelor of Elementary Education (BEED) students inCatanduanes State University S.Y.2012-2013have an advanced writing proficiency. With an attempt to prove this claim, this study aims to determine the writing proficiency of the students with the use of a writing proficiency test made by the researchers. Based on the results, it was found out that eleven of the twenty respondents have an advanced writing proficiency. The help of three English professors was sought in rating the essays of the respondents. They rated them by the following criteria: mechanics, content, grammar, vocabulary, and organization. After checking, the results showed that fifteen of the respondents from the Junior Bachelor of Secondary Education (BSED) and Bachelor of Elementary Education (BEED) students in Catanduanes State University S.Y. 2012-2013 have an advanced writing proficiency. This means that they can write routine, informal and some formal correspondence, narrative, descriptions and summaries of a factual nature in all major time frames in connected discourse of a paragraph in length. They also have good vocabulary and good control of the most frequently used structures. The results also showed that only five of the twenty respondents are leveled superior. This means that the 5 respondents can produce informal and formal writing on topics treated both abstractly and concretely. They can present well-developed ideas, opinions, arguments and hypotheses through extended discourse; can control structures, both general and specialized vocabulary,spelling, punctuation, cohesive devices and all other aspects of written form and organization with no pattern of error to distract the reader.
  2. 2. Introduction Communication is essential in life. Through it, people learn a lot of things. They are able to express their reactions and share information with others. Writing is one form of communication. Go and Posecion (2011) state that writing communication is an application of knowledge obtained from learning a language. In school, students writing ability is crucial to their academic performance since a greater part of school activities from examinations, to assignments, reports, and researches are written. ―Learning to write well is important, one of the most important things you will do in your education‖, say Glaizier and Paige (2003). Nevertheless writing is generally regarded as a difficult skill and a complex task (Jahin and Wafa, 2012). This is often attributed to its inherently complex characteristics which according to Graham and Rogers (2008) "range from mechanical control to creativity, with good grammar, knowledge of subject matter, awareness of stylistic conventions and various mysterious factors in between." Writing is a process through which writers explore thoughts and ideas, and make them visible and concrete. It is a difficult skill for native and non-native speakers alike, for writers should balance multiple issues such as content, organization, purpose, audience, vocabulary, punctuation, spelling, and mechanics. Moreover, it encourages thinking and learning, motivates communication and makes thought available for reflection. When thought is written down, ideas can be examined, reconsidered, added to, rearranged, and changed. Writing is especially difficult for nonnative speakers because they are expected to create written products that demonstrate mastery of all the aforementioned issues in a new language (Wells, 2008). Vega (2000) investigated the student related factors and the composition writing performance of college freshmen in
  3. 3. Catanduanes Agricultural and Industrial College, Panganiban, Catanduanes. The findings of the study tell that the level of composition writing performance of the college freshmen as to all the writing components is ‗good‘ and that there exist a high correlation between the final grade of the students and their level of performance in composition writing. Lim (2001) investigated the effect of training Saudi English major student teachers in discourse parameters and text types on developing prospective English teachers' knowledge of and ability to apply the principles of discourse parameters and text types in their communicative writing production. Procedures of the study came through an essay-writing test directed to a sample of 30 EFL prospective teachers studying in the Department of English, Teachers' College, Taibah University, Saudi Arabia, and belonging to an intermediate language proficiency level. Results of the pilot study indicated that participants faced a set of problems including lack of knowledge of and inability to apply the principles of discourse parameters and text types in communicative writing production. Likewise, Braddrock and Jones (2003) looked into English writing problems at the university level, trying to point out the major difficulties Iranian students face when writing their reports and determine the defects in writing skill of medical students. They further explored whether language skills or writing skills are the major problematic areas to which fifth year medical students and interns are confronted. Data analysis indicated that Iranian EFL medical students had problems both in language and writing skills, but with a higher percentage of problems in writing skills.
  4. 4. Greenberg (2005) conducted a 3-year study of teacher judgment of student writing. It analyzed teachers' talk to discover the processes teachers used as they read and appraised student writing, as distinct from judgments recorded as numerical or letter grades. It identified and discussed a set of data-based indexes the teachers relied on to form their judgments. In so doing, the 'global' standard-setting of external assessment (judging the quality of student work against stated standards), and the 'local' of teacher judgment (based on the richness of what teachers bring to the task) were reconsidered. This study noted how teacher judgment of student coursework may be intertwined with and shaped both by officially authorized curriculum materials, syllabus documents, and assessment practices, and by other essentially private, local ways of knowing. Alsmandi (2010) evaluated English language proficiency of college students in 18 colleges in Saudi Arabia with focus on the main language skills. He found out that college students were low proficient in all four-language skills, especially in writing. His study concluded with desperate and immediate need for remedial programs sided by an overall review of all teaching and learning processes at the teachers' colleges. Zara-ee (2011) examined the strengths and weaknesses of holistic and analytic scoring methods used in assessing writing. He explored how holistic or analytic scales could be used to better assess students' compositions. He found that there were no misfitting raters when analytic scales were used. The study explored the raters' consistency in rating and that analytic ratings were more reliable and thus was preferred to holistic scales. The present study is unique because the respondents consist of college-level students majoring in English. The researcher believes that college-level students majoring
  5. 5. in English best meet the threshold and transfer theory assumptions because these students have already attained a minimum level of L2 linguistic competence, which is more likely to be met at this level of education than at the secondary school level. The investigation of the role of writing proficiency continues to be revealing for the better understanding of the present and future performance of students. The present study addressed the writing proficiency of junior Bachelor of Secondary Education (BSEd) and Bachelor of Elementary Education (BEED) students in Catanduanes State University. This kind of study is needed in EFL (English as a Foreign Language) settings like Philippines for the better specification of the actual role of EFL writing instructions. This study can be an attempt to test one of the taken-for-granted predispositions related to college students, which implies that just because these students are already in college, they have positively high proficiency in writing using the language. The researcher hopes that this study will be of significance to the following: The teachers. The study will help educators to adopt appropriate teaching strategies and set up more relevant remedial measures to enhance students' knowledge of the subject matter (i.e. English language) in general and their writing proficiency in particular. It will also enable them know the results of their instructions and be able to assess themselves on how they contributed to the writing proficiency of their students. The school administration. For them to be aware of the level of writing proficiency of the students enrolled in their school and for them to find appropriate measures to help the students to improve their writing performance.
  6. 6. The parents. For them to recognize the writing proficiency of their children and be able to realize their needs. The students. For them to be able to assess themselves in their writing competence and to be able for them to improve their own performance. The researcher. By which full effort and interest is dedicated to conduct a richer study on the writing proficiency of students taking up the same course which she is enrolled in and use this knowledge to be one of her basis on evaluating her own performance towards the subject. Finally, this study will serve as a start for further research activities by those whose interests are similar to those of the researcher, since this is first of its kind to be conducted to the said college. In one way or the other this may motivate them to conduct researches that will deals into the other aspect of writing proficiency. This study focused mainly on the writing proficiency of junior Bachelor of Secondary Education (BSEd) and Bachelor of Elementary Education (BEED) students in Catanduanes State University 2012-2013. It involvedtwenty BSED and BEED students in Catanduanes State University school year 2012-2013. Data gathering employed test which the researcher believed to give highlight on the level of writing proficiency of the respondents. This study was limited to the writing proficiency of junior Bachelor of Secondary Education (BSEd) and Bachelor of Elementary Education (BEED) students in Catanduanes State Universityschool year 2012-2013.
  7. 7. Method Research Design Since the study aims to determine the writing proficiency of junior Bachelor of Secondary Education (BSED) and Bachelor of Elementary Education (BEED) students in Catanduanes State University S.Y.2012-2013, the researchers used the descriptive method of research with writing proficiency test as research instruments. Descriptive method of research is a fact-finding study with adequate and accurate interpretation of the findings. Participants The respondents of the current study comprisedTwenty (20) junior students—ten (10) BSED students and ten (10) BEEDstudents from the College of Education Catanduanes State University school year 2012-2013. Instruments The writing proficiency test was the most appropriate tool to use in gathering data regarding respondents‘ writing proficiency. The purpose of the research was not directly explained to the participants since it would affect their responses if otherwise. The writing proficiency test was used to assess their writing ability. The data which was used in this study came from the results of the writing proficiency test that was administered to the respondents.
  8. 8. Data Gathering Procedure Once the researches have prepared the research instrument, the researchers have chosen the respondents of the study. The respondents were given thirty minutes to write an essay out of the given topic. Detailed instructions on how to answer the writing proficiency test was provided to participants during their actual administration. Careful attention was given to the presentation of enough and clear writing prompts on the test. The test was administered in English. Data analysis The measure of central tendency—the mean—was used to process the quantitative data that was gathered from the result of the writing proficiency test that administered. Three raters will check the essays written by the respondents based on the criteria that were made to rate the essays in the written test to determine their writing proficiency level namely content, mechanics, organization, vocabulary and grammar. The score given by the three raters will be averaged to determine the writing proficiency of the respondents. Results The results of the writing proficiency test of junior Bachelor of Secondary Education (BSED) and Bachelor of Elementary Education (BEED) students in Catanduanes State University S.Y.2012-2013 were reported. The mean of these results is then obtained to determine the writing proficiency level of the students. The data were obtained by letting the respondents write an essay with the topic, ―LOVING: The Greatest Risk Yet the Bravest Act‖.
  9. 9. Table 1 mechanics RESPONDENT RATER A RATER B RATER C AVERAGE 1 10 9 15 24.00 2 12 11 18 29.00 3 18 17 18 41.00 4 12 13 19 31.33 5 10 10 15 25.00 6 10 11 18 27.00 7 12 13 17 30.67 8 16 17 10 36.33 9 12 11 15 28.00 10 19 14 15 38.00 11 20 20 19 46.33 12 20 20 19 46.33 13 16 15 18 37.00 14 14 13 15 32.00 15 16 15 10 34.33 16 14 13 12 31.00 17 18 18 18 42.00 18 11 11 15 27.00 19 12 12 13 28.33 20 14 14 12 32.00 CONTENT respondent rater A rater B rater C average 1 15 14 20 16.33 2 20 19 15 18.00 3 25 24 25 24.50 4 15 14 25 18.00 5 10 9 15 11.33 6 14 13 17 14.67 7 20 19 21 20.00 8 22 23 15 20.00 9 19 19 15 17.67 10 22 20 21 21.00 11 24 22 27 24.33 12 28 27 23 26.00 13 20 19 26 21.67 14 20 19 22 20.33 15 20 19 21 20.00
  10. 10. 16 6 6 20 10.67 17 20 20 25 21.67 18 20 19 20 19.67 19 20 19 17 18.67 20 18 17 20 18.33 ORGANIZATION respondent rater A rater B rater C average 1 10 11 15 12.00 2 12 11 10 11.00 3 16 17 17 16.67 4 10 10 18 12.67 5 10 10 10 10.00 6 9 9 12 10.00 7 11 12 14 12.33 8 16 15 18 16.33 9 12 10 10 10.67 10 12 13 14 13.00 11 20 20 16 18.67 12 16 17 17 16.67 13 20 20 17 19.00 14 15 15 13 14.33 15 12 10 10 10.67 16 8 7 15 10.00 17 16 15 10 13.67 18 11 11 13 11.67 19 16 16 12 14.67 20 13 13 18 14.67 VOCABULARY RESPONDENT RATER A RATER B RATER C AVERAGE 1 7 8 10 8.33 2 10 9 10 9.67 3 13 14 13 13.33 4 10 10 13 11.00 5 11 12 10 11.00 6 9 9 10 9.33 7 9 9 13 10.33 8 8 8 10 8.67 9 9 10 10 9.67 10 11 11 10 10.67 11 12 10 13 11.67
  11. 11. 12 10 11 14 11.67 13 10 11 11 10.67 14 10 10 12 10.67 15 10 9 11 10.00 16 8 7 9 8.00 17 10 9 11 10.00 18 7 6 11 8.00 19 8 8 10 8.67 20 8 9 11 9.33 7 6 6 10 7.33 8 8 9 5 7.33 9 6 5 10 7.00 10 9 8 10 9.00 11 15 15 12 14.00 12 10 10 13 11.00 13 10 11 10 10.33 14 10 9 9 9.33 15 12 12 8 10.67 16 10 9 9 9.33 17 8 9 10 9.00 18 9 9 10 9.33 19 8 8 12 9.33 20 8 9 8 8.33 respondent rater A rater B rater C average 1 49 50 73 57.33 2 63 59 63 61.67 3 82 82 83 82.33 4 53 52 85 63.33 5 50 50 63 54.33 6 48 47 66 53.67 7 48 59 75 60.67 8 70 67 58 65.00 9 58 54 60 57.33 10 73 66 71 70.00 11 91 87 87 88.33 12 84 85 86 85.00 13 76 76 82 78.00
  12. 12. 14 69 66 71 68.67 15 70 65 60 65.00 16 46 42 65 51.00 17 71 71 74 72.00 18 57 56 69 60.67 19 64 63 64 63.67 20 60 62 69 63.67 13 78 superior 14 69 advanced 15 65 advanced 16 51 advanced 17 72 advanced 18 61 advanced 19 64 advanced 20 64 advanced Discussions The writing proficiency of junior Bachelor of Secondary Education (BSED) and Bachelor of Elementary Education (BEED) students in Catanduanes State University S.Y.2012-2013 was assessed by letting the respondents write an essay with the topic, ―LOVING: The Greatest Risk Yet the Bravest Act‖ to prove the researchers‘ claim. They assert that the junior Bachelor of Secondary Education (BSED) and Bachelor of Elementary Education (BEED) students have an advanced writing proficiency. The mean of writing proficiency test results was obtained to determine the writing proficiency level of the students. The researchers checked the essay test. In checking, the researchers used the following criteria: Content 30 points Mechanics 20 points
  13. 13. Organization 20 points Vocabulary 15 points Grammar 15 points Total 100 points Discussion is divided into seven parts: the test results according to the five criteria, the average score obtained by the respondents and their level of proficiency. TABLE 1 MECHANICS Table 1 show the score of the respondents when it comes to mechanics. Mechanics refers to the indention, capitalization, margining, spacing, punctuation, spelling and syllabication errors or run-on sentences. The perfect score for mechanics is 20. Of the 20 respondents, only 2 respondents, 11 and 12 obtained a perfect score from Rater A and Rater B while Rater C gave them a score of 19. The lowest score was 9 which was obtained by Respondent 1 given by Rater B. the other score range from 10-19. This means that most of them still made mistakes when it comes to the mechanics. TABLE 2 CONTENT Table 2 presents the rating the Respondents received when it comes to the content of their essays. The highest score for contents is 30. The highest score was 28 given by Rater A while the lowest score was 6 given by Rater A and B to Respondent 16. This means that Respondent 12 can present can present his thought in an organized way while Respondent 16 has a very weak presentation. The highest average was obtained by Respondent 12.
  14. 14. TABLE 3 ORGANIZATION Table 3 summarizes the scores of Respondents in organization. The highest score for organization is 20 points. Gaining 20 from Rater A, 20 from Rater B and 16 from Rater C, Respondent 11 received the highest average of 18.67. This means that each part of the essay was well developed and organized. The lowest average was 10 received by Respondents 5, 6 and 16. The averages range from 10-18.67. TABLE 4 VOCABULARY Table 4 which are for vocabulary presents the scores that the Respondents received for the choices and uses of words in their essay. The perfect score for vocabulary was 15. The highest average, which was 13.33, was achieved by Respondent 3. The averages range from 8-13.33. TABLE 5 GRAMMAR Table 5 offers the score that the Respondents garnered for grammar. Getting the perfect score from rater A and Rater B, Respondents 11 got the highest average of 14. Obtaining half of the highest average was the Respondent 9 having 7 percent average. This may implied that Respondent 9 needs some improvisation. TABLE 6 LEVEL OF PROFICIENCY Table 6 reveals the level of Proficiency of the Respondents in writing essay. There were 5 Respondents who were leveled superior. This means that the 5 Respondents
  15. 15. can produce informal and formal writing on topics treated both abstractly and concretely. They can present well-developed ideas, opinions, arguments and hypotheses through extended discourse; can control structures, both general and specialized vocabulary, spelling, punctuation, cohesive devices and all other aspects of written form and organization with no pattern of error to distract the reader. Among those 5 Respondents, it was Respondent 11 who got the highest level of Proficiency which was 88.33 percent. The other 15 Respondents left fall on Advanced level. This only shows that they can write routine, informal and some formal correspondence, narrative, descriptions and summaries of a factual naturein all major time frames in connected discourse of a paragraph in length. They also have good vocabulary and good control of the most frequently used structures. Respondent 16, getting the average of 51 was the lowest among the 15 Respondents. RECOMMENDATION Teachers: provide more reasons for the student to read. Based on the four macro skills, students will have difficulty on writing – what to write and how to write them, if they have little background, knowledge or influence from reading stories, novels, essays, poetry, etc. Let the students have more writing activities and encourage proper correction on students‘ written output and on formal theme writing for them to be aware of the common mistakes in punctuation marks, grammar, coherence on structuring their piece, etc.
  16. 16. Students: encouraged to read more books to widen their knowledge on different topics, wit on presenting and structuring ideas, and to increase vocabulary power. Aside from reading, they should also watch videos or English movies. They can learn by imitating the things they have listened to, and have insights on new wisdom. Try also interactive games and drills online, it can enhance their skills on grammar, proficiency, vocabulary, etc. And of course, practice writing to further develop skills. PEDAGOGICAL IMPLICATION Writing is one of the forms of communication. It is an essential skill one must acquire. A person equipped with proficient writing skill is evidence that he/she had gained knowledge or had been educated about the essence of writing. Every person must be equipped with this proficiency in writing so that he/she can have effective communication which is a great help when we step out in the world of works. Junior College of Education students show a remarkable result in the study conducted. The study has shown that CED students have an advance writing proficiency. With this result it can be asserted that CSU gives full instruction to the student in order for them to have mastery in the macro skills specifically the writing skill. It is shown that these future teachers will truly be an asset to teach young children to teach them the basic skill they must acquire. The result shows that the respondents acquire low scores in the mechanics while they have shown high scores in the other four criteria. This means that CED students are poor in terms of mechanics. Mechanics include the proper spacing and margining,
  17. 17. indentation, capitalization, spelling and syllabication. In this case, we can say that students are not thought well with the basics of mechanics. Therefore, students at the basic education must be thought well with the basics of mechanics because it is one of the essential skills that one must master in terms of writing. However, the respondents show relatively high scores in the other criteria, which makes their level advanced. This means that they are equipped with knowledge in terms of grammar, vocabulary, organization and content. Students can write their thoughts in an organize way with proper terminologies. However, they must be given more enhancements in term of exercises in the modules or in the subject that they are taking or will be taking. Even though the overall percentage is high, other respondents show poor result in these criteria. At the basic education or in the elementary level, children must be taught properly about the basics or essential part of writing. At this level, basics are taught and they must master it because these skills will be brought on to college or even someday at their work. Writing is an essential skill that is why it must be given importance in teaching in the basic level.
  18. 18. BIBLIOGRAPHY Alsamadani, Hashem Ahmed. (2010). ―The Relationship between Saudi EFL Students‘ Writing Competence, L1 Writing Proficiency, and Self-regulation‖.European Journal of Social Sciences.Vol. 16.No. 1. pp. 53-63. Braddock, Richard and Richard Lloyd-Jones.(2003). Research in Written Composition. Champaign, Illinois: National Council of Teachers of English. ―College Writing Proficiency (CWP) Criteria‖.Retrieved from http://www.ling.upenn.edu/~garrett/104cwp.html on September 11, 2012. Graham, Steve and Leslie Ann Rogers.(2008). ―A Meta-Analysis of Single Subject Design Writing Intervention Research‖.Journal of Educational Psychology.Vol. 100.No. 4. pp. 879-906. Greenberg, Karen L. (2005). ―Writing Assessment Test Design: Response to Two WPA Essays‖.WPA: Writing Program Administration. Vol. 9. No. 1-2. pp. 31-40. Go, Mildred B. and Ofelia T. Posecion. (2011). Language and Literature Assessment: A Comprehensive Guide. Quezon City: Lorimar Publishing Inc. Jahin Jamal Hamed and Mohammad Wafa.(2012). ―EFL Major Student Teachers' Writing Proficiency and Attitudes Towards Learning English‖.Mohram Journal. Vol. 4. No. 1-1433. pp. 9-72.
  19. 19. Lim, Ho-Peng. (2001). ―Measuring Writing Proficiency of College ESL Students‖. Jalt Journal. Vol. 6. pp. 83-95. Vega, Natividad V. ―Student-Related Factors and the Composition Writing Performance of College Freshmen in the Catanduanes Agricultural and Industrial College, PanganibanCatanduanes, First Semester, S.Y. 1999-2000,‖ (Unpublished Master Thesis, Virac, Catanduanes, 2000) Wells, Jennifer. (2008). ―They Can Get There From Here: Teaching For Transfer Through A ‗Writing About Writing‘ Course‖. English Journal.Vol. 101.No. 2. pp. 57-73. Wilson, Paige and Teresa FersterGlaizier. (2003). Writing Essentials. Massachusetts: Thomson Heinle. ―Writing Proficiency Exam‖.Retrieved September 11, 2012 from http://www.sil.org/lingualinks/languagelearning/mangngyrlngglrnngprgrm/Testin gYourWritingProficiency.htm. Zare-ee, Abbas. (2011). ―Does English Proficiency Level Predict Writing Speed, Length, and Quality?‖ Arab World English Journal.Vol.2 No. 3. pp. 128-140.

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