Research Paper

1. TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT ACKNOWLEDGMENT iii
DEDICATION iv
TABLE OF CONTENTS v
LIST OF TABLES vi
LIST OF FIGURES vii
LIST OF APPENDICES viii
Chapter I THE PROBLEM AND ITS BACKGROUND
Introduction/Nature and Importance of the Study 1
Statement of the Problem/Objectives of the Study 2
Statement of Hypothesis/Hypothesis of the Study 3
Scope, Delimitation and Limitation 4
Significance of the Study 5
Theoretical and Conceptual Framework 6
Definition of Terms 7
Chapter II REVIEW OF RELATED LITERATURE AND STUDIES
Foreign Literature 10
Local Literature 11
Foreign Study 12
Local Study 13
Chapter III RESEARCH METHODOLOGY/MATERIALS AND METHODS
Research Design 16
Research Locale 17

2. Respondents of the Study 18
Sampling Technique 19
Research Instrument 20
Scaling and Quantification 21
Validation of the Instrument 22
Reliability of the Instrument 23
Data Gathering Procedure 24
Statistical Treatment of Data 25
Chapter IV RESULTS AND DISCUSSION
Subtopics based on the Statement of the Problem
may be Enumerated here
Presentation should be as it Appears in Chapter I
For more subtitles more than one line, indent the second
and succeeding lines
Capitalize the Beginning of All Significant Words
Chapter V SUMMARY, CONCLUSION AND RECOMMENDATION
Summary of Findings
Conclusions
Recommendations
REFERENCES
APPENDICES
CURRICULUM VITAE

3. LIST OF TABLES
Table 1: Scale for teaching Strategies
Table 2: Scale for Writing Competence
Table 3: Scale for Questionnaire Reliability
Table 4: Correlation Table
Table 1: Teaching Strategies that Teachers Use in the Time of Covid-19 Pandemic
Table 1.1 Number of Students who chosen Task-based Learning
Table 1.2 Number of Students who chosen Technology-based Learning
Table 1.3 Number of Students who chosen Project-based Learning
Table 2: Level of Students’ Writing Competence
Table 3.1 Relationship of Teaching Strategies and Writing Competencies of
Students in terms of Task-based Learning
Table 3.2 Relationship of Teaching Strategies and Writing Competencies of BSED
English Students in terms of Technology-based Learning
Table 3.3 Relationship of Teaching Strategies and Writing Competencies of BSED
English Students in terms of Project-based Learning
Teaching Strategies Checklist

4. LIST OF FIGURES
Figure 1: CONCEPTUAL FRAMEWORK

5. TEACHING STRATEGIES AND WRITING COMPETENCE OF THIRD-YEAR
BSED ENGLISH STUDENTS
A Research Proposal
Presented to the Faculty of College of Teacher Education
Mindoro State University
Calapan Campus
Masipit, Calapan City, Oriental Mindoro
In Partial fulfilment
of the Requirements for the Degree
BACHELOR OF SCIENCE IN SECONDARY EDUCATION
Major in English
By
Malvar, Kyla Nicole E.
Pentinio, John Mark
Garcia, Diana Rose F.
(August 2022)

6. Abstract
The learning of students is greatly impacted by teaching strategies. By using
those strategies, students can begin to comprehend the learning process. More
so, strategies help emphasize the need of teaching students to think flexibly and
how to adjust their approaches to different tasks, particularly when it comes in
improving their writing skills. Learning to write will really give students the
opportunity to improve their communication skills, their capacity for critical thought,
and their understanding of vocabulary, grammar, and content. In connection, this
study attempts to know the Teaching Strategies used by Teachers in this CoViD-
19 Pandemic and its relationship to the Writing Competence of Third Year BSEd
English students in Mindoro State University – Calapan Campus for Academic
Year 2021-2022. Knowing student’s perception on the teaching strategies used by
the teachers in terms of task-based learning, technology-based learning, and in
project-based learning and its effect on the writing competence of the students in
terms of vocabulary, grammar, and content are the general intent of this study. A
researchers-designed questionnaires were distributed via Google Forms and fifty
(50) respondents were selected using simple random sampling technique. The
statistical technique used by the researchers in interpreting and analyzing the data
together with the testing of the hypothesis of this study include the mean and
Spearman rho. In addition, the researchers used One-Way Analysis of Variance
(ANOVA) in determining the differences between the two variables and indicators
of the study. Meanwhile, the result of the study reveals that teaching strategy
obtained the highest mean of 12.98 is the task-based learning, while grammar

7. skills obtained the highest mean of 9.32 of students’ level of writing competence.
The results reveal that teachers’ teaching strategies in terms of task-based,
technology-based, and project-based learning has no significant relationship with
the writing competence of the learners in terms of vocabulary, grammar, and
content. Based from the results, the researchers came up proposing an English
Learner’s Material which concerns on writing; its importance and nature with
different assessments attached on it about grammar, vocabulary, and content.

8. ACKNOWLEDGEMENT
The researchers want to express their appreciation to the following for their
invaluable assistance in the preparation and completion of this research. Sincere
gratitude is hereby extended to:
To Mr. Leonel C. Mendoza, who has been a dedicated and ardent supporter
of conducting research in the field of education; To the research chairwoman,
Ma’am Glenda C. Castillo for her direction, frequent supervision, and knowledge
sharing regarding this research;
To Mrs. Judy Ann Antolin Evora, the statistician, for sharing her technical
expertise, as well as for contributing her insights, which significantly aided the
research;
To the research professor, English critic, Dr. Alice R. Ramos, for her
assistance and support in conducting this study,
Additionally, the researchers would like to thank their families for their
unwavering support and encouragement in getting this paper finished;
They would also like to express their gratitude to all of their research
participants for taking part in the study and providing them with honest and
valuable responses to all of the study's questions;
Last but not least, to Almighty God for working through researchers to
inspire them and help others to find the wonder that lies within research.

9. DEDICATION
It is our sincere sense of gratitude and warm regard that we dedicate this
work to each and every individual who provided assistance to us in the completion
of this research paper. To our All-Powerful God for guiding us at all times, as well
as to our parents, teachers, and fellow students who contributed their time and
knowledge to help us accomplish our research paper.
GARCIA, DIANA ROSE F.
MALVAR, KYLA NICOLE E.
PENTINIO, JOHN MARK

10. Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction
Educational Institutions play an important role in molding students' skills
through their educators. They are individuals who build a meaningful environment
where students can have room for improvement. Educators acknowledge students'
skills and help them enhance their abilities. Indeed, in general, instructors' role is
to assist students in learning by transferring knowledge and creating an
environment in which students can and will learn efficiently.
Teachers have a wide range of responsibilities that vary by community and
educational degree. Their consistency and effective teaching and the use of
various strategies with students in the classroom can assist educational institutions
to achieve and maintain excellence. Imparting knowledge towards the students
requires a creative way of teaching through applying different teachings strategies
that suit students' needs and learning preferences, especially in this time of CoViD-
19 Pandemic wherein the new normal education was introduced.
The COVID-19 epidemic has forced a massive transformation in the way
we work, acquire, and connect with others, according to Chloe Baird, 2021. Most
instructors are still working out how to teach during a pandemic, and people are
still trying to find a routine that works under this environment of uncertainty. It was
not just the teachers who adapted to the circumstances but also the students.
Teaching strategies are especially crucial for assisting students in avoiding
their areas of weakness and relying on their strengths. The amount to which

11. students realize the usefulness of different strategies influences their desire to
apply them to their classwork and assignments. Without a doubt, students must be
aware of their unique learning profiles and needs as learners and how and why
strategies might assist them in achieving academic success.
Furthermore, teachers might employ informal evaluation tools to figure out
why and how a particular student struggles. As Assessment for Teaching
Strategies is created, the idea of instructors as assessors is becoming more
common (Meltzer, 1993a, 1993b; Roditi, 1993). In this new normal education, both
observations and a range of classroom-based assessment tools can be utilized to
analyze how pupils learn the essential material and how successfully they retain
and retrieve knowledge.
The study "An Optimization of Language Learning in Writing Through E-
Learning: Encountering the Covid-19 Pandemic," conducted by Sariani, El Khairat,
& Yaningsih, 2021, indicated that it might be anticipated that the transition in
learning from traditional to e-learning can develop the language learning process.
Their research looks into the use of online learning to improve writing abilities and
to measure the growth of writing as a response to the current pandemic outbreak
that has afflicted people worldwide.
All healthy interactions have always relied on effective communication.
Many people work from home during the enforced quarantine, with almost no face-
to-face interaction except with their families. Tim Levine, Ph.D. head and
distinguished professor at the University of Alabama at Birmingham's College of
Arts and Sciences Department of Communication Studies, explains how the new

12. coronavirus epidemic has changed how we communicate and how it has affected
our daily communication abilities.
As one of the macro abilities in communication, writing is a complex
cognitive capacity that is basic to the development of communication and thinking
skills (Badayos, 2008). Writing instruction teaches students how to write for various
audiences and objectives, such as persuasion, explanation, and conveying real or
imagined experiences. To produce a good product, an individual must possess the
necessary skills for good writing. The 'writing mechanics,' which include writing
form, spelling, punctuation, and writing standards, are writing foundations. The
aforementioned writing fundamentals will serve as a vital foundation for students
learning to communicate effectively in writing.
Two-thirds of K-12 children are not writing at grade level, according to the most
recent data from the National Assessment of Educational Performance (NAEP).
Writing had never gotten the same priority as Math or reading before the COVID-
19 pandemic. It is difficult to foresee how students will be motivated to write while
teachers struggle to manage a blend of remote and face-to-face instruction
regularly.
The Southeast Asian Ministers of Education Organization and the United
Nations Children's Fund (UNICEF) published an article titled "Filipino students
falling behind in reading, writing levels in Southeast Asia," which stated that the
Philippines was one of six Southeast Asian countries that failed in reading, writing,
and understanding Mathematics, with technical assistance from the Australian
Council for Educational Research. Despite these issues, the Philippines' education

13. system is still regarded as one of the most developed in Asia, according to an
article published on the Future Learn Local website on August 6, 2021: rates of
essential education completion, higher education participation, and adult literacy
are comparable to much more developed economies such as Hong Kong,
Singapore, and South Korea.
In this light, the researchers would like to conduct the study to determine
the know students' perception of the teaching strategies used by teachers in terms
of; a) task-based learning, b) technology-based learning, and c) project-based
learning and its effect on the writing competence of the third year BSEd English
students in Mindoro State University Calapan Campus in terms of; a) vocabulary,
b) content, and c) grammar. Students learn the necessity of altering their
approaches to different assignments through strategies used by the teachers that
foster flexible thinking. Furthermore, the teachers of Mindoro State University will
benefit from this research because they will have the opportunity to learn about the
teaching strategies from the students' perceptions.
Statement of the Problem
This study aims to know the teaching strategies used by teachers and its
relationship to the writing competence of third year BSEd English students in
Mindoro State University – Calapan Campus for Academic Year 2021-2022.
Moreover, it will seek answers to the following questions:
1. What strategies do teachers use in the time of Covid-19 pandemic in terms of:
1.1. task-based learning

14. 1.2. technology-based learning
1.3. project-based learning?
2. What is the level of students’ writing competence in terms of:
2.1. vocabulary
2.2. content
2.3. grammar?
3. Is there a significant relationship between the teaching strategies and
student’s writing competence?
4. Based on the findings, what output may be proposed?
Statement of Hypothesis
1. There is no significant difference between the teaching strategies and the
writing competence of third year BSEd English students in Mindoro State
University - Calapan Campus.
Scope, Limitation and Delimitation of the Study
The general intent of this study is to know students’ perception on the
teaching strategies used by teachers in terms of; a) task-based learning, b)
technology-based learning, and c) project-based learning and its effect on the
writing competence of third year BSEd English students in Mindoro State
University Calapan Campus in terms of; a) vocabulary, b) content, and c) grammar.
The survey was conducted in Mindoro State University Calapan Campus
with 82 students from the third year, Bachelor of Science in Secondary Education

15. Department. The researchers included how the teaching strategies are utilized and
determined students’ writing competence through questionnaire and test as an
instrument to analyze the relationship between the two variables.
This research is limited to Mindoro State University Calapan Campus and
the currently enrolled third year students in the BSEd English program in Academic
Year 2021-2021. Also, it is limited to the researchers-designed questionnaire
format and the answers provided by the respondents and the findings may or may
not apply to other students and schools.
The researchers only include the teaching strategies which are used in
online and blended learning so there are some teaching writing strategies that are
not included which could have improve students’ writing competence as well. The
test of students' writing competence only include the test for grammar, content,
and vocabulary and there are no chances of letting the participants show their
writing skills because of the limited time framework in the procedure and conduct
of this study.
Significance of the Study
This study determined the relationship between teaching strategies and
students' writing competence. The study is deemed significant to the following:
Students. This study will enlighten the students about the different strategies in
teaching that help improve their writing competence. They will know the
importance of writing skills in people's lives and, therefore, will make ways to attain
writing competence. They will also appreciate the teachers' efforts in using

16. different teaching strategies to give them the proper amount of knowledge that they
need.
Teachers. This study will let teachers know which teaching strategies are effective
for students' learning and improve their writing competence. They will also learn
the different activities that students prefer most, and they will be encouraged to
give their best in teaching them the importance of writing skills. They will be
inspired to use different strategies that will best apply to diverse students.
Institutions and Universities. This research will be helpful for colleges and
universities since they will be guided by the results of this study if what teaching
strategies are suggested for their teachers to enhance student's writing
competence. They will also be inspired to develop new teaching strategies to
improve teaching and learning. Most importantly, they will know the importance of
having good writing skills for both teachers and students.
Aspiring Teachers. This research will benefit aspiring teachers to be more
inspired to take the path to this profession. They will appreciate more how good it
is to be a teacher. This study will help improve their performance in teaching the
students. Also, it will be helpful for them in choosing what strategies can be best
applied to teach diverse students since the result of this study influences the
overall quality of teachers and teaching.
Future Researchers.
The outcome of this study will serve as a basis for future researchers if they
will be interested in studying the same topic. This study will be a helpful reference

17. and guide in researching teachers' teaching strategies and students' writing
competence.
Theoretical Framework
This research is anchored to the following theories that strengthen the
study's foundation: Implicit Theory of Writing Ability, Repetition Theory, and Genre
Theory.
Writing academic papers was a common learning circumstance in
universities and colleges (Karlen & Compagnoni, 2016). Writing necessitates that
it is not just grammatical, genre, and vocabulary expertise but also the capacity to
self-regulate one's learning. Individuals must organize, begin, monitor, and assess
their writing process and stay focused and motivated while managing their learning
environment. Working in an atmosphere that allows an individual to focus on
writing was one of its examples. Furthermore, metacognition and proper method
usage have been crucial components of self-regulated learning and have been
essential success factors for skilled writing. Additionally, this theory aim to see how
domain-specific implicit conceptions regarding the nature of one's writing abilities
are linked to metacognitive strategy knowledge and strategy application in
academic writing.
According to (Bruner 2000,) the primary principle of all learning is repetition.
Learning via repetition can help the students in enhancing their writing abilities. If
teachers were more knowledgeable of the writing process, it might be better for
them to teach suitable strategies to assist students' development of their writing
skills. Furthermore, these principles indicate that learners might enhance their

18. writing skills through repetition. It is also necessary for teachers to know the writing
process for students to enhance their writing skills. Writing abilities are also a
crucial element of communication. Compared to a face-to-face or telephone
interaction, good writing skills allow us to communicate messages to a far bigger
audience with clarity and ease. People write for a variety of reasons. It might be
for their advantages, such as academic goals, self-expression, and many more.
Additionally, in college, in the workplace, in the community, and at work,
people get to learn, and someone's intellect will be judged primarily based on his
or her writing. Writing allows individuals to move quickly between facts,
interference, and views without being confused or confusing the reader, and it also
allows us to enhance our ideas while providing criticisms to others. However, most
students nowadays fail to follow a good and accurate writing style, both in English
and Filipino. It has been a significant issue for students in terms of their
schoolwork.
Teachers play a vital role in schools and universities, as teaching is
regarded as one of the finest professions in the world. By educating and sharing
all of their expertise, teachers have had a significant impact on the students' lives.
Writing is regarded as one of the most complex skills to teach and perfect by
students in the classroom. However, the researcher suggests that a student must
acquire and perfect these fundamental skills since it will help the students in their
academics, future, and profession.
In line with this, Lirola (2015) states that genre theory is an excellent choice
for us to understand the text and the context and language acquisition and

19. development. The use of genre theory to text analysis at a higher institution is
suitable to assist students in writing better or more readily, which is critical in social
interaction. In this regard, it is vital to note that writing as social contact in a tertiary
setting is particularly relevant in assessment-related interactions, such as essay-
writing. Furthermore, by studying text kinds and specific grammatical structures
present in these texts, students were able to enhance their literacy skills using the
idea of genre as a framework to teach academic writing. Using genre theory as a
framework for analyzing students' writings emphasizes the necessity of organizing
information at the next level and perceiving the text as a social product reflecting
the social environment in which it is created because form and meaning are linked.
Conceptual Framework
IV DV
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

20. Figure 1. Conceptual Framework
Figure 1 shows the framework of this study consisting of two variables,
manifested through boxes connected through an arrow line. The first box presents
the independent variable, which is the teaching strategies utilized by teachers,
namely; a) task-based learning, b) technology-based learning, and c) project-
based learning. The second box presents the dependent variable, the Writing
Competence of the Third Year BSEd English Students in Mindoro State University
Calapan Campus, in terms of; a) vocabulary, b) content, and c) grammar. The
arrow line signifies the relationship of Teaching Strategies and Writing
Competence of the Third Year BSEd English Students in Mindoro State University
Calapan Campus for the Academic Year 2021-2022. The box below is the
expected output based on the results of this study.
Definition of Terms
The following is a list of key terms mentioned in this study. The terms are
defined conceptually and operationally to improve communication between the
reader and the researcher.
Content. This word indicates the topics treated in a particular work. This one also
serves as an indicator of teaching strategies.
Grammar. This word refers to the collection of language principles that people
employ, most of the time unconsciously, to construct meaningful phrases and
sentences (vocabulary.com). In the study, this is an indicator to be measured by
the researchers.

21. Project-based Learning. This word is indicated as one of the teaching strategies
in which students develop knowledge and abilities by investigating and responding
to a complicated subject, problem, or challenge over a lengthy period. In this study,
this is one of the indicators to be considered by the researchers.
Teaching Strategies. Lawton defines this term as a teaching strategy with a
generalized plan for a lesson or series of lessons that include a structure for
expected learner behavior in terms of instructional goals. In this study, this is the
dependent variable.
Task-based Learning. This term refers to and focuses on the performance and
the completion of a central task. In this study, this is one of the indicators to be
measured by the researchers under teaching strategies.
Technology-based Learning. IGI Global defines this term as the instructions
entirely focused on using technology or other electronic or digital products or
systems. In this study, this is one of the indicators under teaching strategies.
Vocabulary. This term is a list or collection of words or words and phrases that
are usually sorted alphabetically and explained or defined. (Merriam-webster.com)
In this study, this is one of the indicators that fall under students' writing
competence.
Writing Competency. This term refers to the level of understanding that students
have achieved in a piece of text. (Nunan, 2003) In the study, writing competency
is the independent variable that will be the basis of the respondents' perceptions
of the other variable.

22. Chapter II
Review of Related Literature and Studies
A review of related literature and studies is presented in this chapter. It
includes definitions of teaching methods and communication skills. Moreover, it
discusses the prior studies to prove the relationship between the two variables.
Review of Related Literature
A. Teaching Strategies
Life gives us different opportunities. We take those opportunities and use
them for our happiness and satisfaction. Some opportunities are not suitable, and
some help people succeed in life, but the most rewarding feeling about taking
opportunities is when a person is in the process of taking the chance and that
person is happy. Teachers can encounter the best opportunity in life in the
classroom, sharing knowledge with children who will be the world's futures.
Teachers can have the most incredible experience in life because they can witness
their students growing and becoming better and improved versions of themselves.
They can discover the talents and skills of the students and be a part of their
wonderful journey. Teachers are rewarded by the joy of sharing knowledge with
others and being able to influence small children and be their good models until
they grow up. Teaching can be tiring, but it gives enthusiastic enjoyment to
teachers who have chosen to put their lives into teaching.
Teaching is different from effective teaching. Ko, Sammons & Bakkum
(2014) reviewed the factors that contribute to effective teaching by using

23. effectiveness criteria that refer to the objectives and goals of education. It is then
identified that the characteristics of effective teachers are those that focus on the
outcomes of learning and possessing behaviors that lead to better outcomes for
students. It includes having clear goals for the instruction or the learning outcomes,
the knowledge about the contents included in the curriculum, and applying different
teaching strategies. Teaching strategies help the teacher choose what ways and
approaches are suitable for the students and if those strategies will increase
learners' participation. Al-Banna & Aziz (2014) defined teaching strategies as a
generalized plan that teachers make before teaching the lesson to the students. It
includes instructional objectives for the lesson and an outline of how it would be
delivered to students. Teachers have an organized way of assessing their
students' learning through teaching strategies. When teachers know how to utilize
the different teaching strategies, they can test and improve the students' skills.
However, enhancing students' skills is not just the main focus of why teachers
apply the different strategies in teaching. It also introduces new learning strategies
to form initiations to learn when they discover which teaching strategies they prefer
most.
Concerning that, Wand and Zhou (2016) suggest that the teaching process
must be focused on the initiatives of the learners and the way they start to have an
interest in learning rather than just testing their skills. They believe that effective
teaching strategies must be applied to achieve teaching objectives. To have
effective classroom teaching, they suggested that teachers give the student’s time
to work independently and explore what they want to learn, such as letting them

24. read and think alone. The interaction between teacher and student is also
emphasized as an essential factor in teaching efficiency in English.
San Jose, et al. (2019) identified the characteristics of effective teaching
strategies through the students' perception of the different teaching strategies that
teachers in classroom teaching use. As described, the teaching strategies must be
well-taught before they can be applied to teaching. To make sure that the
strategies are effective, teachers must first identify the characteristics of the
learners. Knowing the learners' characteristics will help the teacher decide on the
most appropriate strategy. Moreover, the lesson topic must also be considered in
planning what strategy to be used because different topics also need to have
different teaching strategies. There must also be criteria that will guide the
students. It is also important that teachers are fully prepared before coming to the
class, and there must be a set of lesson plan that will guide the standard teaching
procedures. However, consulting the students is still the best way to know what
teaching strategies are to be used.
Cardino & Dela Cruz (2020) analyzed the learning styles and teaching
strategies that will improve the teaching and learning of Mathematics at the
University of the Philippines in Los Baos, Laguna, Philippines. The study they
conducted aims to know how learning styles and instructional tactics affected
academic achievement in mathematics. Surveys were carried out to 277 grade 9
students and five randomly chosen mathematics teachers. According to the
findings, most students have a combination of skills. There are three types of
learning styles: dependent, collaborative, and independent. According to multiple

25. regression analysis, only the independent style positively correlates with learning
styles. Grade 9 students' academic performance is significantly influenced.
Cooperative learning, deductive method, an inductive approach are effective
teaching strategies. Academic performance was discovered to be influenced by
the method and the integrated approach. Teachers will then be guided in devising
alternative techniques to help students improve their mathematics performance by
knowing their learning styles.
Meanwhile, Gordonas (2018) explored the different teaching strategies in
Literature subjects in PUP Taguig Brach towards developing instructional
modalities that focused mainly on instructional modalities through teaching
strategies in literature disciplines. The researcher used the descriptive survey,
participated by 82 Polytechnic University of the Philippines Taguig Branch BSEd,
English major students. The conclusion based on the data said that indirect
instruction and the lecture method were the most popular. Meanwhile, the
reinforcement of tape recordings is the least employed of all the instructional
modalities. The discovery approach is placed first in indirect instruction, and the
case study is ranked last. Recitation received the best score in terms of Interactive
Instruction, while argument had the lowest score, vocally characterized as
occasionally. Individual studies rank first, whereas distance education has the
lowest average. Dramatization received the highest mean in terms of experiential
learning. Different methods can be best applied to the specific subjects, but also,
there are teaching strategies that can be used in numerous subjects. It depends

26. on the teacher utilizing those strategies based on the students' characteristics and
learning styles.
Teachers must also be acquainted with the learners' parents because
learning occurs not only in school but also at home. Establishing a good
relationship and effective two-way communication with the parents of the learners
is an excellent strategy to improve the teaching process since parents know their
children better. RidloSanggusti et al. (2017) described the communication between
parents and teachers as a new solution to make elementary school students
engage and participate in their classes. They believe that effective communication
between teachers and the parents of the students will contribute to the learning
process and help the success of education. Based on their research, parent-
teacher communication motivates children to engage in-class activities and
develops their performance skills. It is measured based on the involvement of
students behaviorally, cognitively, and effectively. They concluded that the
communication of parents and teachers is an effective support system that helps
the learning process in school and their homes.
The teaching strategies must engage students in teaching and enhance the
quality of learning. Ensuring that the students benefit from the learning process is
an essential goal for teaching. Through several strategies that will engage the
students and increase their level of participation, students are allowed to improve
themselves. That is an assurance that the teaching goal is achieved.

27. B. Writing Competence
We are given the ability to communicate, and we use this to express
ourselves, share our thoughts, and respond to what other people say.
Communication gives us the voice to reason out, give a stand, and say what we
feel, and writing is one way of communicating. Through writing, we also have a
voice for reasoning; we can also write a stand to an argument and express our
feelings. Writing gives people many advantages. It brings out one's personality,
develops effective communication, enhances thinking skills, helps people make
logical standpoints, helps evaluate one's ideas, a way of exchanging feedback,
and helps students prepare for school and employment (Chappell, 2011, as cited
in Klimova, 2013). That is why students must be trained to attain this vital skill in
their life, and it starts in the classroom where they can interact and communicate
with different people. It gives them opportunities to develop and improve their
writing competence, whether intentional or not.
Writing competence is a person's level of understanding on writing his piece
of text (Keo, 2016). Being competent in this area means understanding the
fundamentals of writing considering grammar rules, punctuation, and spelling. An
influential writer communicates concisely, knowing how to use appropriate words
to clearly and organize the information. People use writing to express their ideas,
disseminate information, and communicate with other people. We cannot give
others the appropriate message or information if we cannot write effectively. The
purpose of writing might be invalidated if the person who is writing is not a

28. competent writer. Also, the communication between the writer and the reader
might fail.
Writing improves students' communication skills, and that is why it should be
integrated into education. It makes students learn everything about the language
they are studying, its rules, and how to organize ideas using that language.
Graham (2019) described writing as a complex skill that does not naturally
develop. Students need to learn to write if they want to succeed in school, at work,
and in their personal lives. They must have sufficient practice in writing so they can
acquire the writing competence that they need to be successful in today's society.
However, English language writing is a difficult skill to master, and developing
students' writing ability is a major challenge for educators (Moses et al., 2019).It is
not that easy to acquire writing competence because there are many things to
consider behind a perfect piece, such as the elements, the process, and writing
styles. All of these details matter when writing. It is not a simple process because
there are mechanics to be followed and serve as a competent writer's standard.
Domantay & Ramos (2018) evaluated the English writing performance of
Grade 11 Students of Malasiqui National High School in Pangasinan to develop
Intervention Materials that will help enhance students' writing performance. A
descriptive-correlational research design was employed in the study. The
questionnaire was utilized as an instrument in the data collection, and it was
composed of four sets; the profile, English writing compositions, written essays of
the students, and scoring guide for student's rating. Based on the results, most of
the respondents were young adults whose parents graduated high school; the

29. English writing performance is good in terms of mechanics, vocabulary, and
content but fair in grammar. It was concluded that the age of the respondents and
the reading material they preferred had no significant difference to their
performance in English writing.
Meanwhile, Ramos & Gatcho (2020) explored first-year college students'
writing problems and writing attitudes from three universities in Manila. The study's
purpose was to describe the different writing problems that first-year students
experience in terms of surface writing and global writing and its relationship to
students' attitudes towards writing. An exploratory study was done online since
face-to-face classes were not allowed. Instruments used are a scale questionnaire
about students' writing attitudes and a writing output in which students were
assigned to write an essay composed of five paragraphs. The study results
revealed that students' surface problems are major writing problems, especially in
using verbs, nouns, and prepositions, although the participants' writing attitudes
are generally positive.
Effective writing skills, aside from self-expression, help a person organize his
thoughts and ideas. It is a skill to be acquired and a way of learning. A person can
learn to write and write to learn, which according to (Sedita, 2012), are two different
things. Teaching students how to write content includes teaching skills in
composition and transcription, which require applying different knowledge about
sentence structure to compose one. On the other hand, writing to learn means
students can use their skills in their subject matter. It means they can already clarify
and organize their thoughts to learn more comprehensive content. Learning to

30. write means students are given different writing tasks to help them complete a
writing process. These tasks include familiarizing the different elements of writing
as well as using tasks, content, and vocabulary. On the other hand, learning
through writing provides students with opportunities to use their skills to be a more
active learners.
However, learning to write is still a complex process for most students,
especially if they are not encouraged to do their tasks in their classes. Some also
struggle in constructing a sentence or starting a paragraph, which makes them
unmotivated to write. Saavedra et al. (2020) studied the different factors that result
in elementary pupils' poor writing skills. The study aimed to discover why
elementary pupils have difficulties writing Filipino and English. A survey was
conducted on 43 English and Filipino teachers in one division in the Zamboanga
Peninsula. A standard survey questionnaire was used as an instrument to collect
data from the respondents. The data collected indicated five factors that contribute
to the poor writing skills of the learners, which were as follows:
1. not sustaining enough vocabulary in learning the target language,
2. difficulty in expressing ideas using the language,
3. learners' belief about writing is a difficult task to do,
4. having no interest and motivation in writing, and
5. having difficulties in composing correct sentences.
The researchers concluded that the writing skills of the elementary pupils did not
reach the writing standard.

31. Writing skills is essential skills that students must have. To ensure that
students acquire writing competence, they must be sustained with enough
vocabulary, learn more about the target language, open their eyes to the beauty
of writing, encourage them to participate in writing tasks and activities, and take
into account the fundamentals of grammar.
Review of Related Studies
Effective teaching is how the teachers transfer the right amount of
knowledge that students must acquire and help them enhance their skills. Writing,
an essential skill for students must be a fundamental goal of teaching. Still, it is not
easy to teach writing skills, especially if students do not have the courage and
motivation to participate in class. To avoid such circumstances where students
avoid class engagements, teachers must use several approaches to encourage
them to speak and share their insights. Knowing the importance of writing skills to
students, teachers must include them as facilitators of knowledge in their learning
objectives. Through the use of teaching strategies, they will help the students
improve and develop their writing competence.
Gepila (2018) assessed the composition writing competency of the Grade
7 students in the Polytechnic University of the Philippines Laboratory High School
engaged in composition writing. The study focused on the teaching methods used
in the classroom and the students' writing competency. Descriptive method and
qualitative-quantitative approach were utilized. A writing test was used as an

32. instrument and was written in Free Writing Style and Guided Writing Style to
assess the writing competence of the respondents. The findings revealed that
teachers' only method of teaching writing is the process-genre method, and the
writing competency of the students is rated Very Good to Good. The researchers
concluded that the compositions must be substantial, the introduction and
conclusion must be clearly stated and defined, and there must be no grammar and
mechanics errors.
Writing skills are essential skills that a learner must acquire to cope with
school tasks and activities. Good writing skills allow them to communicate with
ease, whether a personal message or a piece of information for a large audience.
It is a skill which they can use in different subjects in school. That is why Kalipa
(2014) explored the different teaching strategies to enhance the writing skills of
grade 8 and grade 9 learners, considering the skill as compulsory for effective
learning for learners of English First Additional Language. A case study was done
in four high schools located in Cradock Education District. An in-depth interview
was utilized to collect data from the eight participants in the locale. Having no
support from teachers, insufficient learning culture, and low competence in English
of learners and parents are the problems that need to be addressed. Findings
revealed three successful strategies that help the students improve their writing
skills. These include putting creative writing as mainstream, giving feedback
regularly, and taking into account the significance of having drafts in the writing
process. It was recommended that parents assist their children in practicing
writing, and teachers must introduce new teaching methods to enhance students'

33. writing skills and build a culture of learning for the students. Continuous support
from the school and Department of Education is also needed so teachers and
learners can have enough learning resources and textbooks, which will help the
teaching and learning process.
Meanwhile, Fatima et al. (2020) examined the teaching strategies used by
SSC teachers and their significant effect on students' performance in English
writing. The researchers utilized a cross-sectional study. An achievement test and
questionnaire were used as an instrument to collect data from SSC students. The
result of the study indicated several teaching strategies that affect the English
writing skills of the students, including self-review, pair work, oral feedback,
grammar teaching, and translation. It is recommended that SSC students be
encouraged to participate actively in writing by utilizing student-centered strategies
that may help them enhance their writing skills. Teaching strategies depend on the
students' needs. It must be focused on their most preferred activities, or if a new
strategy is used, it must be done carefully as the students' reactions might be
different.
Several teaching strategies are proven to affect students' writing
competence significantly. In a study by Molina (2016), the effects of the project-
based learning method on the English primary students' skills in writing reports
were determined. An experimental study was employed in this research where a
non-equivalent pretest and posttest were given to the two sections of first-year
students of Bachelor of Arts in English in the University of Southeastern
Philippines. The two sections chosen to participate in the study shared the same

34. factors. In the experimental group, the teacher applied the project-based learning
method to report-writing, while the control group was taught using the traditional
lecture method. The findings revealed a significant difference in the scores of the
two groups in the pretest and posttest. It was concluded that the project-based
learning method is more effective than the lecture method. The use of creative and
innovative teaching methods to develop students' writing skills was recommended.
Effective teaching strategies are those that engage students in the teaching
process. It means that their questions are answered, and their confusions are
addressed. Wale & Bogale (2021) investigated the effectiveness of inquiry-based
writing instruction on students' academic writing skills. A quasi-experimental
design was employed. Test, group discussion, and reflective journals were utilized
to obtain data from the participants. The experimental group was tested for the
inquiry-based writing instruction, while the conventional learning method was
applied in the control group. The findings showed the difference between the
control and experimental groups regarding their academic performance in writing.
The students who were tested with the inquiry-based instruction improved their
essay-writing skills, especially the organization of texts, the use of words, and
grammar. The research recommends using inquiry-based writing instruction in
teaching, learning, and research.
Aside from teaching strategies that allow students to have enough writing
experiences, the role of technology in teaching is undeniable. To point it out, Little
et al. (2014) examined the effectiveness of technology-based instruction in
improving writing skills. The study's purpose was to investigate if the sample and

35. outcome of this research would affect the application of technology-based writing
instruction. A meta-analytic method was employed in the study, where six studies
were coded. The analysis resulted in a 0.28 weighted average of the effect of
technology-based instruction on the writing outcomes.
Meanwhile, Marashi (2012) investigated the task-based writing approach
and its impact on learners' writing performances and creativity. An experimental
study was conducted on 56 female EFL learners from Tehran's private school.
They were divided into experiment and control groups, and the two groups
received the same amount of learning topics during the 18 sessions of the
treatment process. The only difference was that the experimental group was taught
using the task-based approach. After that, a writing test was administered to both
groups. The results proved the effectiveness of giving tasks to the students while
learning as it improves both their writing skills and creativity.
On the other hand, Deligero-monte (2016) examined the effectiveness of
social media like Facebook on students' writing competence. The study was
conducted on 69 students in grade 8 in Misamis Oriental General Comprehensive
High School using the one group Pretest and Post-test Design. According to the
findings, using Facebook effectively enhances the students' writing competence in
punctuation, organization, grammar rules, usage, and composition. There were
improvements seen in those areas. The results also revealed the effectiveness of
social media when integrated into the class as it helps develop a collaborative
attitude among the students. It also brings a positive environment to the class. The
researchers concluded that Facebook is now considered an alternative learning

36. platform because of its convenience and helpfulness in creating engaging class
discussions and activities.
A teaching strategy that allows students to know their role as a writer, such
as the RAFT strategy, is also discussed in recent studies. It is a strategy that
teaches students about what they should consider when writing, such as knowing
the audience whom their writings are for, following the format which differs
according to what type of writing they plan to do, and having enough knowledge
about the topic they want will be writing about. Kabigting (2020) described the
effects of utilizing the RAFT strategy in developing Filipino ESL learners' writing
performance. Experimental research was done where the grade 10 learners with
the same performance levels were grouped as experimental and control. A writing
task taken from the module given by the DepEd was assigned to the participants,
and a rubric was used to compute their ratings. RAFT strategy was applied in the
post-experimental test. The results revealed that the participants had nearly the
same knowledge in writing essays, although the two groups had different results
in the pretests and posttests. There was also a significant difference in their
argumentative and persuasive essay writing scores. It was concluded that using
the RAFT strategy effectively develops students' writing skills, especially in writing
argumentative and persuasive essays.
Many teachers also consider metacognitive strategy as it helps students
understand their way of thinking and learning. Hacermida & Aboy (2021)
scrutinized the metacognitive strategies and the writing competence of Grade 11
public high school students. The study aimed to know if applying the different

37. metacognitive strategies enhances students' writing competency. A descriptive-
comparative and correlational study design were utilized in conducting the study.
The data was gathered through a survey questionnaire and test, which revealed
the usage extent of metacognitive strategies and the level of writing competence
of the students. According to the results, there is no significant difference in the
two variables in terms of gender and monthly income, but there is an existing
difference in students' academic performance and parents' educational attainment.
Based on the findings, a proposed syllabus for their subject, "English for Academic
and Professional Purposes," was recommended.
Successful teaching and learning require both participation from the teacher
and the students. By using strategies that shape the learning process, teachers
can practice their teaching skills, and while students participate in the application
of those strategies, they can have significant experiences that would result in the
development of their writing competence.
Synthesis
The goal of education is to help students reach their extent capacity. We go
to school because we want to develop our potential, know our interests, and
understand what we are still not aware of. It is a matter of self-actualization. When
a person has wholly realized his potential and has finally developed into a capable
being, that is the growth that we all want. We study because we want to be capable
in life and achieve many things in the future. We need skills to be competent
individuals, but skills do not naturally develop. It is made through willingness and

38. hard work. That is why we need education. Educators’ goal is to help their students
develop their potential by sustaining enough practice and training to develop their
competencies in different areas.
To achieve learning goals, teachers use various teaching strategies to teach
students effectively. Teaching strategies are strategic plans to support learning
goals. Teachers use strategies to accommodate diverse students and help
everyone learn in a compelling way. Teaching strategies also help students to
quickly adapt to the desired course contents. Hence, students need to be engaged
in developing their skills, especially in writing. Writing is one of the four macro skills,
including reading, listening, and speaking. It is an essential skill that is also
compulsory in learning. Students need to develop and enhance their writing skills
to be competent in many things. Writing skills prepare students for school and
employment; that’s why they need to attain this skill before they dive into the
professional setting.
The review of related studies proved 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.

39. Chapter III
Research Methodology
This chapter presents the methodology of the study conducted by the
researcher which consists of research design, instruments used, and respondents
of the study, sampling technique, research procedure, statistical tool and treatment
of data used by the researcher that will help in the conduct of the study.
Research Design
The study used descriptive correlational research design to know the
significant relationship between the teaching strategies and writing competence of
third year BSEd English students in Mindoro State University - Calapan Campus.
This research strategy is used to identify and characterize the variables in a given
study. In research, the correlation technique is also used to determine the degree
of relationship between two variables. (Calmorin, 2007).
A correlational study design, according to Bandhari (2021), has a goal which
is to evaluate associations between variables without manipulating or altering any
of them. The direction and/or strength of a relationship between two or more
variables is determined by this design.
The researchers employed the use of self-made questionnaire as a
research instrument was used for data collection procedure in determining the
relationship of the Teaching Strategies and the Writing Competence of Third Year
BSEd Students in Mindoro State University.

40. Research Locale
This study was conducted at Mindoro State University - Calapan City
Campus. The Mindoro State University (MinSU) has Mindoro National Agricultural
School (MINAS) as its origin. It became a national agricultural secondary public
school in Mindoro Island due to R.A. 506. On April 21, 2021, the school that was
formerly known as Mindoro State College of Agriculture and Technology
(MinSCAT) was converted to Mindoro State University (MinSU) as the Commission
on Higher Education (CHED) certified its compliance. This place was selected to
determine the teaching strategies that teachers use and its effect on students’
writing competence.
Respondents of the Study
The respondents of this study were fifty (50) third year BSEd English
students who are currently enrolled in Mindoro State University Calapan Campus
for Academic Year 2021-2022, who will be selected through a simple random
sampling technique.
Sampling Technique
The researchers used a simple random sampling technique in selecting the
respondents who answered the researchers-designed questionnaire. In this
sampling method, all the population members, the third year BSEd English
students, are all qualified and have equal chances of being selected. There were

41. total of 105 Third Year BSEd English Students in Mindoro State University-
Calapan Campus from sections II-A1 and II-A2. To get the simple random sample,
the researchers will randomly select 50 respondents from the 105 total population,
who will answer the questionnaire necessary for data collection.
Research Instrument
In this study, the questionnaire was used to collect data from the
respondents. There were two parts that will measure this research study's
indicators. Guided by the research questions, a researchers-designed
questionnaire entitled "Teaching Strategies Checklist," which contained forty-five
(45) items, was used to know the teaching strategies used by teachers in terms of
a) task-based learning, b) technology-based learning, and c) project-based
learning. Another test-type questionnaire was given to the respondents to
determine their writing competence in terms of a) vocabulary, b) content, and c)
grammar. The questionnaire for the second indicator has three parts, namely,
"Vocabulary Test," "Content Test," and "Grammar Test." The test questions will
determine the respondents' writing competence. The instruments used for this
research served as the basis for the researchers in determining the significant
relationship between the teaching strategies teachers use and the writing
competence of the third year BSEd English students in Mindoro State University
Calapan Campus.

42. Validation of the Instrument
For content validation, the study’s sample questionnaire was put through a
validation process. According to Benson and Clark (1982), an instrument is content
valid if the items appropriately reflect the process and content dimensions of the
instrument’s aims. The questions being asked are about the substance of the
questionnaires and whether it is appropriate. In the validation process, the copies
of the research questions as well as the designed questionnaire will be given to
three professionals related to the field of research and teaching. These experts will
go through the questions and questionnaires to validate the appropriateness and
adequacy of the instrument.
Scaling and Quantification
The researchers-made questionnaire contains two parts to measure both
indicators of the two variables presented in this study. The first part involves the
dependent variable which is the teaching strategies and under each strategy are
statements of how it is applied and utilized in classes. It contains forty-five (45)
items with a checklist scale of yes or no. The second part is a test-type
questionnaire that involves the independent variable which is the Writing
Competence of the Third Year BSEd English Students of Mindoro State University
Calapan Campus. It contains 60-item test which determined the writing
competence of the respondents in terms of; vocabulary, content, and grammar.

43. To know the teaching strategies used by teachers in Mindoro State
University Calapan Campus in terms of; task-based learning, technology-based
learning, and project-based learning, the researchers used the following scale:
Table 1. Scale for Teaching Strategies
Scale Percentage Description
11-15 73%-100% Highly Utilized
6-10 40%-66% Moderately Utilized
1-5 6%-33% Slightly Utilized
0 0% Not Utilized
In evaluating the Writing Competence of the Third Year BSEd English
Students in terms of speaking and writing, the researchers used the following
scale:
Table 2. Scale for Writing Competence
Scale Percentage Description
15 100 % Mastery
12-14 86%-93% Advanced
9-11 60% -80 % Proficient
6-8 40% -53 % Emerging

44. 0-5 33 % and below Beginning
Reliability of the Instrument
The researchers employed the test-retest approach to check that the
instrument is consistent. In the test-retest process, the researchers utilized the
same instrument twice at separate times to analyze the correlation between the
scores of the two tests. The researchers will employ test retest reliability
coefficients ranging from 0 to 1.
Table 3. Scale for Questionnaire Reliability
Coefficient Value Interpretation
1 Perfect reliability
≥ 0.9 Excellent reliability
≥ 0.8 < 0.9 Good reliability
≥ 0.7 < 0.8 Acceptable reliability
≥ 0.6 < 0.7 Questionable reliability
≥ 0.5 < 0.6 Poor reliability
< 0.5 Unacceptable reliability
0 No reliability

45. Data Gathering Procedure
The researchers first sought permission to conduct the study through a
consent letter signed by the research adviser. Also, they will asked permission to
the students involved in the study through a consent form which was signed by
them through e-mail. The respondents were selected using simple random
sampling technique and the researchers chose fifty (50) third year BSEd English
students who answered the researchers-designed questionnaires. The
questionnaires were distributed through Google form.
There were total of fifty (50) questionnaires and tests distributed individually
to the respondents. The researchers themselves personally administered the
questionnaires and tests to the respondents to ensure its prompt and outright
retrieval.
Statistical Treatment of Data
The statistical technique used by the researchers in interpreting and
analyzing the data together with the testing of the hypothesis of this study include
the mean and Spearman rho. In addition, the researchers used One-Way Analysis
of Variance (ANOVA) to determine the differences between the two variables and
indicators that used to the study.
Mean Formula:

46. Where, ∑ 𝑋 = summation of Score
N = total number of respondents
The formula is as follows:
𝑟𝑥𝑦=
𝑁 ∑ 𝑥𝑦−(∑ 𝑥) (∑ 𝑦)
√[𝑁 ∑ 𝑥2−(∑ 𝑋)2 [𝑁 ∑ 𝑦2−(∑ 𝑦)2]
where,
N = number of pairs of scores
∑ 𝑥𝑦 = sum of the products of paired scores
∑ 𝑥 = sum of x scores
∑ 𝑦 = sum of y scores
∑ 𝑥2
= sum of squared x scores
∑ 𝑦2
= sum of squared y scores
Weighted Mean. This was used to measure the indicators of the student’s
perceptions on the Teaching Strategies and Writing Competence of Third-year
BSEd English Students in Mindoro State University.
Spearman rho. This was be used to measure the strength of the relationship
between teaching strategies and writing competence.
Spearman Formula:
p = Spearman’s rank correlation coefficient

47. di = difference between the two ranks of each observation
n = number of observations
Table 4. Correlation Table
Range Strength
0.00 to 0.20 Negligible Relationship
0.21 to 0.40 Weak Relationship
0.41 to 0.60 Moderate Relationship
0.61 to 0.80 Strong Relationship
0.81 to 1.00 Very Strong Relationship
One Way Analysis of Variance (ANOVA) Formula:
Alternatively,
F = MST/MSE
MST = SST/ p-1
MSE = SSE/N-p
SSE = ∑ (n−1)(s^{2})
where,
F = Anova Coefficient
MSB = Mean sum of squares between the groups

48. MSW = Mean sum of squares within the groups
MSE = Mean sum of squares due to error
SST = total Sum of squares
p = Total number of populations
n = The total number of samples in a population
SSW = Sum of squares within the groups
SSB = Sum of squares between the groups
SSE = Sum of squares due to error
s = Standard deviation of the samples
N = Total number of observations

49. Chapter IV
RESULTS AND DISCUSSION
This chapter presents the analysis and interpretation of the data collected
from the groups of respondents. Each group of data was analyzed and interpreted
with corresponding tables for clear presentation of the results based on the
problem raised in the study.
1. What teaching strategies do teachers use in the time of Covid-19
pandemic in terms of task-based learning, technology-based learning,
and project -based learning?
Table 1 presents the results of the strategies that teachers use in the time
of Covid-19 pandemic in terms of task-based learning, technology-based learning,
and project-based learning. The results were based on what strategy do students
have most yeses according on how their teachers teach them during the Covid-19
pandemic. The result showed that task-based learning is the teaching strategy that
obtained the highest mean of 12.98 with a verbal interpretation of Highly Utilized.
This indicates that majority of the teachers use Task-based Learning. Parallel to
the study of Ripamonti (2020) where the virtual closeness of the task-based
language learning and online learning interaction during the Covid-19 pandemic
was researched. It showed that task-based learning during the time of pandemic
helped promote opportunities for students to naturally learn language in distance
teaching as it improves students’ communicative fluency.

50. However, project -based learning obtained a mean of 11.86 with a verbal
interpretation of Highly Utilized. This indicates that teachers also use Project-
based Learning in their classes. Identical to the study of Noviyanti, Paristiowati, &
Moersilah (2021) where the online project-based learning model was applied
during the implementation of online learning during the time of Covid-19 pandemic,
which allowed them to learn virtually as well as learn to solve real-world problems
using the teaching method. There were also stages of online project-based
learning which was facilitated and no face-to-face interaction was done while
making the project assigned to the students. The stages involves planning,
designing, reporting the progress, implementing, recording the making and
implementation, and sending it on the Google Classroom. The teacher provides
grade and evaluation and gives feedback to their projects. It showed that students
can actually create their projects using online tools. They can also participate and
project-making activities resulting to a grade which is above the minimum criteria
value. As concluded, project-based learning can be an alternative teaching method
for situations where students need to stay at their own premises such as during
the Covid-19 pandemic.
Meanwhile, technology-based learning obtained a mean of 11.84 with a
verbal interpretation of Highly Utilized. This indicates that some teachers also use
Technology -based Learning. In line with the study of Rahayu (2022) which
reported the teachers’ teaching experiences using technology during the Covid-19
pandemic. It revealed that teachers are bewildered with using technology in
explaining the lessons in details and they are confounded whether students

51. understand the lessons or not. Since online learning is also dependent on strong
internet connection, it was also a challenge when they lose connection while
teaching.
Table 1. Teaching Strategies that Teachers Use in the Time of Covid-19
Pandemic
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
Shown in Table 1.1 are the results of the number and percentage of the
students who have answered ‘yes’ to the different teaching strategies below the
Task-based Learning. Writing reflection paper had 100% positive response which
means that all the third-year students of BSEd English were already told to write
reflection papers by their teachers. It means that all of the teachers use reflective
writing in the class. According to the study of Tsingos-Lucas et al. (2017), reflective
writing was found to be a helpful task that determines students’ academic
performance. It could be used for several assessment formats such as written
examination, performance task, and oral assessment. It encourage students to
think broadly about what they feel in a certain matter or situation.

52. The 96% of the respondents have said ‘yes’ to writing paper analysis,
composing a poem, and designing posters and graphic organizers. It means that
these teaching strategies are highly utilized by the teachers. According to the study
of Correnti et al. (2013), teachers make sure that the importance of writing
analytically in response to text is highly recognized the through the use of
response-to-text assessments. It distinguish students’ ability in analytic writing and
give students an opportunity for varied reasoning and extended classroom writing.
Students’ skills in writing analytically also determines the successfulness of
teaching approach used in teaching the skills in writing analysis. Also, on the study
of Rahman (2016) about using poetry as a way of enhancing students’ writing
ability, the use of poetry writing in teaching allow students to enjoy and be
interested in the learning activities in the classroom. Likewise, in the study of
Yavani (2018) which aim to improve students’ writing ability through graphic
organizer, there was a positive effect in the implementation of the strategy in
classroom writing activities.
Meanwhile, 94% of the students have answered ‘yes’ to writing different
types of essays. It means that the teachers also utilize essay writing in classroom
teaching. It was proven in the study of Ntereke and Ramoroka (2015) that
academic essays and writing instructions in assessing course studies are
beneficial in students’ writing skills. It is utilized by teachers to also pose a
challenge for the students so that they would also value the importance of
academic reading.

53. Writing literary criticisms and including questions that need one’s own
explanations in exams and quizzes were experienced by 92% of the student
respondents. This means that teachers give students opportunity to enhance their
writing skills through the assigning activities that involves writing critiques about a
literary piece. In the study of Zeng (2018) on improving college students’ writing
competence, writing activities such as writing analyses and other language-
practice tasks are interrelated in enhancing students’ writing skills. Students need
to be exposed to different reading materials and sources which they could analyze
and could possible improve their minds. Students are also assigned to exams and
quizzes that involves writing explanations. In the study of Palupi, Subiyantoro, and
Rukayah (2019), writing is considered as the highest skills that should be taught in
language learning. In the study, explanatory writing was implemented but only the
content area was positively affected. The idea of using explanatory texts allow
students to analyze the language and content of a text and shows students ability
in giving explanations about specific subject matter.
The 90% of the respondents said ‘yes’ to developing rubric contents. This
means that teachers also allow students to help in developing rubric contents used
in evaluating class activities and tasks. In the study of Fraile, Panadero, and Pardo
(2017), students should be given opportunities to co-create rubrics for classroom
assessment task evaluation. It indicated the effectiveness of students’ knowledge
in rubric development as it influence their learning strategies.
Composing own stories was approved by 86% of them. According to the
study of Philippakos, Munsell, and Robinson (2018), story writing is a powerful

54. approach for young writers. It support both the teacher and students in writing as
it helps develop their phonics skills. Through students’ written production, students
understand the structure of a story and how to bring characters to life. Meanwhile,
the 82% of the students agreed that they do write a letter or an e-mail. Konuk
(2021) indicated the ability to communicate via e-mail and letters as part of digital
literacy which is also part of student’s knowledge. It must also be taught to the
students for their professional development. The study proved that most of the
students must be trained in proper ethics regarding communication in e-mails and
letters to achieve healthy virtual communication.
The 78% of them agreed that they also manage group brainstorming. In the
study of Dogan and Batdi (2021), brainstorming was found to be giving positive
effects in learning. It affects the cognitive skills of the learners and allow students
to stimulate creativity through thought processes. The 76% of the students said
‘yes’ to proving group writing activities and designing a commercial advertisement.
This means that group writing is slightly utilized in the class as well as making
commercial advertisement. Yibre (2019) analyzed the effectiveness of group
writing activities when incorporated in the classroom and found out that the
designed writing activities for group work are only limited to tasks that only involves
pre-writing stage. That is why teachers must also encourage students on working
with their groups in the stages of drafting and revising. Also, the study of Mahmud
(2019) found the effectiveness of utilizing advertisement as a tool of enhancing
students’ writing skills. Through assigning students tasks about advertisement,
students were eager and motivated to study in their writing lessons.

55. Lastly, 72% of the students answered ‘yes’ to writing comics and answering
a K-W-L chart. This means that these strategies are the least utilized among all
the teaching strategies under Task-based Learning. Silva, Santos, and Bispo
(2017) evaluates the use of comics as teaching strategy and found that the use of
comics is effective in students’ learning process. It could enhance and develop
students’ learning competencies and also contribute to flexible and innovative
classroom teaching. In the study of Wulandari (2017), the use of Know-Want to
Know-Learned (KWL) was becoming an important and appropriate strategy which
is used by teachers in English teaching. It does not just help enhance the writing
skills of students but also values good reading comprehension since there are pre-
learning and post-learning record.
Table 1.1. Number of Students who 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%

56. 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%
Shown in Table 1.2 are the results of the number and percentage of the
students who have answered ‘yes’ to the different teaching strategies under
Technology-based Learning. The 100% of the third-year agreed that their teachers
utilize Messenger application for communication, use Google Classroom in giving
activities and sending responses, utilize PowerPoint Presentation during class
discussions, and use Google forms for examinations and quizzes. In the study of
Tananuraksakul (2018), the use of Messenger application in the class for having
student consultation and information dissemination obtain a positive attitude
towards the learners. The use of virtual messaging app enabled learners to
communicate comfortably as it offers convenience to them. It also boost their
confidence in communication. Also, Laili and Muflihah (2020) found out that
Google Classroom was highly utilized in the online learning during the pandemic
and students do not have difficulty in using the application. Through the use of
Google Classroom, in assigning tasks and activities for the students, students
writing performance has been improved. It also helps in finishing and collecting
their assignments in every subject and organize the deadlines of their activities. In
addition, Vyas and Sharma (2014) proved that the use of PowerPoint appears to

57. be a new strategy that is employed in teaching and learning by most instructors.
The study revealed that using PowerPoint presentation during lectures and class
discussions increased students’ level of academic achievement compared to when
teachers taught using the traditional lecture method. Meanwhile, Jazil et al. (2019)
asserted that the use of online assessment tool such as Google forms was done
in the distance learning. The use of the platform in giving online assessments to
the students actually resulted to both positive and negative effect in students’
behaviors. Thus, Google form is recommended to be used with enough time
limitation to make it more helpful in measuring and evaluating students’ learning.
The 96% of the students also said ‘yes’ to using Microsoft Teams in holding
classes. AlAdwani and AlFadley (2021) revealed the advantages of using Microsoft
TEAMS in online learning during the time of pandemic, as perceived by the
students. Students’ development of English skills became evident as there were
positive interaction among the students even though they were on a distance
learning. Also, they were exposed to different online tools that allow more English
learning opportunities and improve their language skills. The 94% of them agreed
that their teachers use Google Meet in holding online sessions or meetings. Al-
Maroof et al. (2021) revealed the effects of Google Meet acceptance in facilitating
distance learning during the Covid-19 pandemic. As perceived by students, Google
Meet is useful and easy to use proven by its technicality and features that bring
enjoyment.
Meanwhile, 86% of the students said ‘yes’ to utilizing tutorial videos to
support learning. In the study of Handaya et al. (2021), the use of tutorial videos

58. were found to be an effective lesson material for online learning. It contains
lectures, demonstrations, and sessions in which students can listen and follow. It
was considered as an important aid in teaching during the pandemic. The 84% of
the student respondents said ‘yes’ to utilizing YouTube in creating educational
videos. In the study of Handaya et al. (2021), the use of tutorial videos were found
to be an effective lesson material for online learning. It contains lectures,
demonstrations, and sessions in which students can listen and follow. It was
considered as an important aid in teaching during the pandemic.
Employing Socrative method in quizzes and utilizing Canva in designing
creative outputs got 68% positive responses. In the study of Viriana and Hakimah
(2020), the use of Socrative platform in testa and assessments was said to be a
practical and efficient solution to effective learning during the time of Covid 19
pandemic. The students perceived the use of online examinations such as
socrative method as a new learning experience that they should try. Also,
according to the results of the study of Utami and Djamdjuri (2021), Canva is a
highly utilized application that gives a lot of positive impacts on students’ learning.
The use of Canva in writing class can increase students’ motivation and can help
and improve their writing skills.
Using Zoom platform in holding and attending webinar and conferences and
using Grammarly as an online grammar checker got 66% positive response.
Minhas et al. (2021) revealed the usage of Zoom Video Conferencing Application
in holding classes and meetings during the pandemic was the best alternative for
face-to-face learning. Students were complacent about the different features that

59. Zoom offers for better class management such as screen sharing and its ability to
record lectures. Also, based from the study of Halim, Sharina, and Zur (2022),
Grammarly is an effective tool that guides students’ self-directed learning. It helps
improve the quality of writing and allow students to evaluate their writing skills.
The 64% of the students agreed that their teachers utilize Quizziz as an
interactive lesson tool for reviews and class assessments. In the study of Dewi and
Astuti (2021), using Quizizz was positively viewed as a helpful tool that helped
students in online language learning. It motivates students and make them
attentive and concentrated during online learning. Lastly, 30% of the students said
‘yes’ to using Edmodo for managing classes and activities. It means that Edmodo
is the least utilized technology application used by teachers. According to the
results of the study of De La Torre (2019), there are positive effects of using
Edmodo in online and blended learning which include its overall functionality. It is
easy to access and convenient to use in terms to communication and class
interaction. However, it could also have some drawbacks such as poor internet
connection which affect its function.
Table 1.2. Number of Students who chosen Technology-based Learning
TECHNOLOGY-BASED LEARNING n Percentage
1. Utilizing Messenger application for communication 50 100%
2. Utilizing YouTube in creating educational videos 42 84%
3. Using Google Classroom in giving activities and sending
responses
50 100%
4. Holding online sessions/meetings via Google Meet 47 94

60. 5. Using Edmodo for managing classes and activities 15 30%
6. Utilizing PowerPoint Presentation during class
discussions
50 100%
7. Employing Socrative method in quizzes 34 68%
8. Using Microsoft Teams in holding classes 48 96%
9. Utilizing Canva in designing creative outputs 34 68%
10.Utilizing tutorial videos to support learning 43 86%
11.Using Zoom platform in holding/attending webinar and
conferences
33 66%
12.Using Grammarly as an online grammar checker 33 66%
13.Using Google forms for examinations and quizzes 50 100%
14.Utilizing Quizizz as an interactive lesson tool for reviews
and class assessments
32 64%
15.Using Facebook for information sharing and class
activities.
34 68%
Shown in Table 1.3 are the results of the number and percentage of the
students who have answered ‘yes’ to the teaching strategies under Project-based
Learning. The 100% of the third-year students agreed that their teachers assign
them to write a detailed lesson plan, write a research paper, and draft, edit, revise,
and finalize the parts of a research paper. As education students and soon to be
practice teachers, the students from third-year BSEd English must develop skills
in lesson planning that’s why they are always given activities and practices that
involves writing and creating a lesson plan. Based from the study of Jantarach and
Soontornwipast (2018) about the lesson planning process of education students
majoring in English, this complex process must be learned by student teachers
before they could jump to the professional setting. Student should be

61. knowledgeable and experienced in making lesson plan. Meanwhile, Ghufron
(2018) emphasized the importance of writing a research paper as university
students’ final project. It was indicated in the results of their study that research
paper writing can improve students’ skills in academic writing and makes teaching
and learning productive. From the study of O’niel and Gravois (2017), it was
affirmed that writing projects involve editing and revision process which also an act
of fixing and making the project better. It is important that students are fully
engaged in in the whole writing process from the writing of drafts until the revision.
It helps students strengthen their writing skills and motivate them to aim for a better
outcome.
The 92% of the students also said ‘yes’ to writing narrative reports and
documents and utilizing creative presentations in comparing literary genres. It
complements to the study of Martin (2010) which was focused on the efficacy of
personal narrative writing instruction to the students of a writing class. It was seen
as an effective way to teach students how to be organized when writing and that
they must follow proper writing mechanics as well as the importance of wise word
choice. Belenkova and Kruse (2016) emphasized the importance of presentations
for academics in the study about how to teach students make better presentations.
Presentations are used by students in research and also by teachers as an aid to
teaching. It helps in creating new ideas, showing important research data, and
building new theories. These skills are an essential part of learning.
The 90% of them agreed that their teachers motivate them to read, discuss,
and share their own poems. In the study of Kabilan and Kamaruddin (2010),

62. literature reading activities are perceived positively as an strategy that increase
learners’ motivation, interest, and understanding of a literary piece. That is if the
activity given coordinates with the interest of the learners. Poetry writing, reading,
and discussion then are good approaches that teachers could use to motivate
learners to be more engage in literature. Meanwhile, utilizing graphic organizers in
presenting ideas and making infographics to share learnings got 92% positive
response from the student respondents. Based from the study of Mahmudah
(2016), using creative graphic organizers are good aid in improving students’
writing skills and also in motivating them to write. It enhance students’ skills in the
aspects of content, organization of ideas, correct vocabulary, proper language use,
and proper mechanics. Likewise, in the study of Mubarok and Asri (2020) about
using infographics as a media to improve writing skills of students, it was showed
that it is a useful tool for compositions that involve a long process of organizing
and transforming ideas to worthy written texts.
The 78% of the students said ‘yes’ to writing and recording a speech. In the
study of James, Kalejaye, and Kparou (2021) about the knowledge of speech
writing and speech delivery for students, speech is considered as an integral part
of language learning and should be a skill that must be developed from the
students . It was revealed that students have high level of speech writing skills but
have low level in speech delivery skills. The needs for techniques that can improve
students’ performance in delivering speech and audience analysis were
recommended. Meanwhile, 76% of them agreed that their teachers let the students
organize projects for script-writing and film production and write a movie and story

63. analysis. In the study of Tang et al., (2021), the role and effects of film making to
teaching and learning of English as a foreign language was perceived. Filmmaking
was identified as a creative approach to developing students’ communication skills
and to make them more active in learning as it encourage students to practice
critical thinking starting from writing the script until the production of the film. Also,
in the study of Kabooha (2016) about integrating English movies in class as an aid
in developing students’ language skills, it was revealed that both teachers and
students have identified positive effects of using movies in teaching and learning.
Teachers must consider the importance of selecting movies that reflect students’
learning needs and interest in order to arouse their motivation to learn.
The 62% said ‘yes’ to writing an autobiography. For teachers and future
teachers, autobiographical writing, according to the study of Modesto (2020), can
develop and deepen their learnings as professional individuals. It does not just
help students foster their writing abilities but also increases self-awareness and
reflection. Lastly, 34% answered ‘yes’ to organizing group radio broadcasting
activities and writing a blog post to share learnings. It means that these strategies
are the least utilized by the teachers in teaching. In the study of Elliot and Lashley
(2017) about the effectiveness of using radio instruction in teaching, students could
become active learners and they could develop writing, speaking, and listening
skills. However, teachers have negative perceptions about the use of this kind of
platform in lesson delivery because of the limited resources and learning
environment. It was also revealed in the study of Said, Yunus, and Asme (2013)
that blogging is an effective tool in English writing. Writing blogs can improve

64. second language learning and improves students’ writing skills. However, some
people do not perceived blog posts as reliable and valid writings and that’s why it
is not highly recommended.
Table 1.3. Number of Students who chosen Project-based Learning
PROJECT BASED LEARNING n Percentage
1. Writing a detailed lesson plan 50 100%
2. Organizing projects for script-writing and film production 38 76%
3. Writing a research paper 50 100%
4. Organizing group radio broadcasting activities 17 34%
5. Drafting, editing, revising and finalizing parts of a
research paper
50 100%
6. Summarizing lesson contents 41 82%
7. Writing and recording a speech 39 78%
8. Writing a movie and story analysis 38 76%
9. Writing narrative reports and other documents 46 92%
10.Writing an autobiography 31 62%
11.Writing a blog post to share learnings 17 34%
12.Making infographics to share learnings 41 82%
13.Utilizing a creative presentation in comparing literary
genres
46 92%
14.Utilizing graphic organizers in presenting ideas e.g: tree
diagram
44 88%
15.Motivating students to read, discuss, and share their
own poems
45 90%
2. What is the level of students’ writing competence in terms of
vocabulary, content, and grammar?

65. Table 2.1 presents the results of the level of student’s writing competence in
terms of vocabulary, content, and grammar. The result shows that students’ level
of writing competence in terms of grammar obtained the highest mean of 9.32 with
a verbal interpretation of Proficient. This implies that students’ grammar skill is
high. Parallel to the study of Muhsin (2016) which proved students’ grammar ability
and good writing skills. It showed that the students have good competence when
it comes to grammar knowledge in English learning. It also showed that there is a
significant correlation between grammar and writing ability of the students which
was classified as moderate. This means that the mastery in grammar specifically
in sentence structure, hugely help students to successfully produce grammatically
correct paragraphs. This also means that the level of students’ writing skills when
it comes to grammar is good and it actually help them in their writing activities.
However, students’ writing competence in terms of vocabulary obtained a mean
of 8 with a verbal interpretation of Emerging. This implies that students’ vocabulary
skill is still developing. In line with the study of Solati-Dehkordi & Salehi (2016)
about the effects of explicit vocabulary instruction to the writing skills of second
language learners. This implies that students’ are not very proficient when it comes
to vocabulary but after some effective instruction, they could still be knowledgeable
of new vocabularies. It also revealed that writing after the instruction actually
retains students’ newly-learned vocabularies.
Students’ writing competence in terms of content obtained a mean of 7.92 with
a verbal interpretation of Emerging. This implies that students’ writing skills in
terms of content is becoming apparent. Parallel to the study of Bulqiyah, Mahbub,

66. & Nugraheni (2021) which investigated the content writing difficulties of students.
It showed that there were affective problems that contribute to the students’
difficulties in writing which involves the attitudes of both teacher and student while
teaching and learning. There were also cognitive problems which affect students’
ability to write their own viewpoints. This involves linguistic problems and the
structure and content of what they are writing. Those aspects of academic writing
should be given much priority when teaching in order for students to overcome
their own difficulties when it comes to content writing.
Another thing that could add as a contributing factor to the results of students’
content test in writing was the students’ manner of taking the test for this research.
Students must have took the test light-heartedly and lack of seriousness which
resulted to them getting low scores in most of the parts of the test, especially in the
test for content.
Table 2. Level of Students’ Writing Competence
Strategies Mean Verbal Interpretation
Vocabulary 8 Emerging
Content 7.92 Emerging
Grammar 9.32 Proficient

67. 3. Is there a significant relationship between the teaching strategies and
student’s writing competence?
3.1. Task-based Learning
Table 3.1.presents the results of the relationship of teaching strategies and
writing competence of third-year BSEd English students in terms of task-based
learning As shown in the table, there is no significant relationship in teaching
strategy (task-based learning) and the writing competence of in terms of
vocabulary which is found at a correlation coefficient of -.020. This implies that the
task-based learning as a teaching strategy does not affect students’ vocabulary
knowledge. Contrary to the study of Pazyura, Nychkalo, and Lukianova (2020)
which confirmed that task-based approach is necessary in vocabulary teaching.
Based on the result of their study, using task-based teaching strategy allows easy
access to important vocabulary about specific business topics. Task-based
approach efficiently affect vocabulary learning and make students confident and
competent in communication.
There is also no significant relationship in teaching strategy (task-based
learning) and the writing competence of in terms of content which is found at a
correlation coefficient of .195. This implies that the task-based learning as a
teaching strategy does not affect students’ content knowledge. Contrary to the
study of Waguey and Hufana (2013) which determined the effectiveness of task-
based instructional materials in developing students’ content writing skills. The
students who have low level of writing competence in the different types of texts
and have difficulties in some writing skills areas had shown some changes in their

68. writing test scores after using the task-based approach. Thus, task-based
instructional materials are highly encourages to be used as it helps students in
improving their skills in different writing areas such as the ability to put emphasis
on sentences and paragraphs, improving sentence and paragraph unity, sentence
coherence and accuracy, and the knowledge about sentence structure and
language features.
There is no significant relationship in teaching strategy (task-based learning)
and the writing competence of in terms of grammar as well which is found at a
correlation coefficient of -.017. This implies that the task-based learning as a
teaching strategy does not affect students’ grammar knowledge. Contrary to the
result of the study of Yildiz and Senel (2016) which proved the effectiveness of
using the task-based language teaching in enhancing the students’ grammar
knowledge. Task-based Language Teaching could be an alternative teaching
strategy when teaching grammar.
To sum up, task-based learning as a teaching strategy does not necessarily
affect the writing competence of the students. It corresponds to the study of
Bhandari (2020) which is centered on the task-based language teaching. It is said
to be a widely utilized strategy when it comes to language teaching because it
helps develop students’ communicative skills through various tasks that they must
complete after every lesson topic. However, it has been shown from this study that
although teachers are fully aware of using the task-based method of teaching
especially in writing, they are not able to bring out the students’ full potential into
practice. That’s why meeting the curriculum objective could not be possible with

69. only using the task-based approach. Through proper training, attending
workshops, thorough research and studies, the task-based language teaching
could be more enhanced and applicable to all kinds of students.
Task-based teaching was highly utilized during the time of pandemic because
teaching and learning have been dependent on purely tasks and activities.
However, teachers were not fully prepared for what kinds of tasks should be given
to the students given the current situation and the new learning environments
where they were still adjusting. Although writing tasks were mostly given to the
students since it was impossible to do performance tasks virtually, the possibility
of the uniqueness and originality of the tasks and output submitted to the teachers
could be little. Tasks were only contingent on the resources they have at home.
Writings were depending on what they hear and see on the internet that’s why
there was limited knowledge that could be used to be fully committed to writing
tasks and activities.
Table 3.1. Relationship of Teaching Strategies and Writing Competencies of
Students in terms of Task-based Learning
Competencies Correlation
Coefficient
p-value Remarks
Vocabulary -.020 .445 Not Significant
Content .195 .087 Not Significant
Grammar -.017 .454 Not Significant
3.2. Technology-based Learning

70. Table 3.2.presents the results of the relationship of teaching strategies and
writing competence of third-year BSEd English students in terms of technology-
based learning. As shown in the table, there is no significant relationship in
teaching strategy (technology-based learning) and the writing competence of
students in terms of vocabulary which is found at a correlation coefficient of -.050.
This implies that the technology-based learning as a teaching strategy does not
affect students’ vocabulary knowledge. Similar to the study of Eglash (2020) which
examined the effects of utilizing technology such as digital media in vocabulary
learning. It was revealed that using technology and digital methods in teaching
vocabulary has no significant difference in using the traditional teaching method
because there was no difference with the scores of the students while using both
digital technology and traditional teaching method.
There is also no significant relationship in teaching strategy (technology-based
learning) and the writing competence of students in terms of content which is found
at a correlation coefficient of -.013. This implies that the technology-based learning
as a teaching strategy does not affect students’ content knowledge. Contrary to
the study of Edmunds (2021) which indicated several technologies which help
students improve their content writing skills. Through the use of some
technological tools, a person can structure and organize his thoughts before finally
transcribing them. Applying technologies in writing helps them to point out some
grammatical and typographical errors in their writings.
It was also revealed that there is also no significant relationship in teaching
strategy (technology-based learning) and the writing competence of students in