Geraldyn R. Domingo and Adrian V. Protacio (Authors)
Abstract
Writing an informative essay requires a structured and effective use of language, making strong composition skills in English essential for students to meet academic writing demands. The ability to convey clear, well-organized information is crucial, yet many students struggle with developing coherent and grammatically sound compositions. To address this challenge, integrating teacher-made supplementary materials can serve as an effective instructional strategy. This study assessed the effectiveness of iWriteSupLeMats, a teacher-developed supplementary material, in enhancing students’ English composition skills. A quasi-experimental research design was employed, utilizing a pre-test and post-test approach to measure the impact of the intervention. The study sample consisted of 78 Grade 7 students, randomly assigned to either an experimental group (n=38) or a control group (n=38). Before instruction, both groups completed a pre-test to evaluate their initial composition skills. The experimental group then received instruction using iWriteSupLeMats, while the control group followed the conventional teaching. After the intervention, a post-test was conducted to assess progress, with data analyzed using ANCOVA to compare mean scores. Findings revealed a statistically significant improvement in the experimental group’s post-test scores, particularly in grammar, vocabulary, clarity, punctuation, and organization. iWriteSupLeMats was highly effective in developing students’ composition skills in English, especially in vocabulary, clarity, grammar, punctuation, and organization. This study highlights the importance of well-designed instructional materials in developing students’ composition skills, underscoring the value of innovative pedagogical strategies in language education.
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Keywords: Composition skills, High School, English