Diary Method and the Writing Skills of Grade 11 Students at San Antonino National High School
Anna Liza P. Lim, Teacher III, San Antonino National High School; Miriam G. Tugas, Teacher III, San Antonino National High School; Ruel M. Bayucan, Master Teacher I, San Antonino National High School
ABSTRACT
At San Antonino National High School in Burgos, Isabela, a notable challenge was identified: 75% of Grade 11 Red Panthers students struggled with written expression, preferring verbal communication. This observation emerged during a Learning Action Cell (LAC) Session and was further evident in exam scores, marked by grammatical errors, misspellings, and poor punctuation. To address this issue, the Diary Method was introduced, prompting students to document daily experiences electronically through Facebook Messenger, mimicking a diary format. Results demonstrated a significant improvement (t=29.56; p=.000) having a large effect (D=7.63) in the respondents’ writing skills, transitioning from moderate to high performance. The Diary Method effectively enhanced vocabulary, spelling, grammar, sentence structure, and punctuation usage. Consistent implementation of this method is recommended to further enhance students' writing and language abilities.
Keywords: vocabulary, spelling, grammar, sentence structure, punctuation marks
Year: 2024
posted on April 23, 2024
How to Cite
Lim, A. L., Tugas, M., & Bayucan, R. (2024). Diary Method and the Writing Skills of Grade 11 Students at San Antonino National High School. Saringit, 4(1), 127-130.