English Proficiency and Sequencing Skills in Narrative Writing of Public High School Students

Abstract

This descriptive-comparative research explored the level of grammar proficiency and sequencing skills in narrative writing of the Grade 7 students. Specifically, it sought to determine the significant difference in the level of grammar proficiency and sequencing skills. The 308 Grade 7 students selected through stratified proportional sampling answered the researcher-made instrument. The findings revealed that the students have a low level of grammar proficiency and average level in sequencing skills as a whole. Moreover, a significant difference exists in the level of grammar proficiency and the level of sequencing skills of students when grouped according to academic performance in English and track, while no significant difference exists when the students are classified according to sex. The results imply that students can sequence events in a narrative. However, they find difficulty in writing grammatically correct sentences. With this, instructional materials may be designed to develop the students’ proficiency in writing.

The Metacognitive Strategies and Writing Competence of Grade 11 Students in a Philippine Public High School

“…Learners who have difficulties in writing lack the necessary skills to use writing strategies, generate ideas, do little or no prewriting or planning, and revise a little because they consider it a waste of time (Harris et al, 2008;Alameddine & Mirza, 2016). Moreover, they tend to have difficulties in vocabulary, poor knowledge and understanding of grammatical structure, and inability to sequence ideas logically and chronologically (Farroq, 2012;Quijano & Legaspi, 2020).…”