PROCESS ORIENTED APPROACH: ITS EFFECT TO THE WRITING COMPETENCE OF GRADE 9 STUDENTS

This study used quasi-experimental design and was aimed at investigating the implementation of the process oriented approach in teaching writing and to know its effect to the improvement of the Grade 9 students' writing skills. Pre test and post-test were administered to 38 Grade 9 students of Mamansual Abdul National High School to determine their level of writing competence before and after the intervention. The written outputs of the students were scored using the Florida Comprehensive Assessment Test (FCAT) writing rubric and described using Ebel's Criteria of Mastery. The result of the pre-test revealed that the students got a mean score of 45.72 described as moderately competent. The researcher prepared lesson plans as guide in discussing the Process Oriented Approach during the experimental procedures which lasted for 10 days. The post- test showed that among the 38 students 14 (36.84%) students have improved and become highly competent and 24 (36.16%) are still moderately competent. Overall, the Grade 9 students are moderately competent in writing. It is also found out that Process Oriented Approach has significant effect to the improvement of students writing skills as shown by t-computed value of 11.97 and a p-value of .00. This study recommends the use of Process Oriented Approach for a longer period in teaching writing.