Quest reading and writing pdf

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Hent Vitalitet - Jens-Otto Andersen. HQN Roman 95 - Terug naar jou boek. Specifically, it seeks to find answers to the following questions: 1. What is the reading performance of Grade 12 students? What is the writing performance of Grade 12 students in terms of: a. What is the attitude of Grade 12 students towards: a. What is the academic performance of Grade 12 students in the Reading and Writing subject?

Is there a significant relationship between: a. Moreover, it provides the status of students in reading and writing, which highlights the basic skills every student has to master as part of attaining a quality education. It is the primary concern of the Philippine education system to equip learners with the potential to read and write. As a result, the research helps the Department of Education DepEd achieve its primary goal of providing a high-quality education and mastery of basic academic literacy.

The findings will help teachers and curriculum administrators become aware of students' performance and attitudes in reading and writing. Also, it will improve teaching strategies and materials to support students' reading and writing mastery. In addition, the creation of programs that will sustain learners' engagement in reading and writing activities will be possible at the initiative of the curriculum planners for a particular skill. At the same time, it will assist curriculum developers in developing more meaningful strategies for addressing issues with students' basic academic skills particularly the reading and writing macro skills.

It encompasses the skills in reading that allow learners to apply different types of reading. The Department of Education's Basic Education Curriculum aims to develop functionally literate graduates with the essential and expected skills for the twenty-first century. As a result, reading is taught in both public and private schools to help students develop a valuable reading habits.

Additionally, these systems were used to supplement K Curriculum subject offerings in order to build multiliterate and independent problem solvers. Reading and Writing is a core topic in the Senior High School curriculum that teaches students how to read and write in a variety of contexts other than poetry, fiction, and drama.

It exemplifies key elements such as a honing students' reading abilities through an in-depth discussion of reading and thinking strategies across text formats; 2 the ability to recognize text and context connections in a variety of reading resources; and 3 students' familiarity with writing as a complementary activity to reading.

The subject intends to improve students' reading and writing habits by exhibiting them to academic and professional texts with applied applications in a real-life context Ocampo, In the digital society, literacy skills are essential. This progress human lifestyles by promoting growth through education and innovation.

Countries with many students under the age of 15 who lack basic reading skills are likely to lag in the future. Investments aimed at improving literacy skills also benefit from an economic standpoint. They have a measurable impact on both individuals and society OECD, ; the final report of the EU's high-level literacy expert group, Castigador emphasized that reading is a remarkable skill for gathering knowledge obtained through comprehension and translation of written content obtained from various printed resources.

According to Bernardo , reading is a form of nonverbal communication that helps us develop our vocabulary and knowledge. It is a useful learning tool for constructing meaning and acquiring new information Pretorius, Understanding what you are reading helps learners to understand a text and to be able to interact and generate things from the text. Thus, it is an integral part of individuals and indispensable in the circle of the educational system. However, according to Iqbal et al.

As stated by Awe , learners with reading problems develop a negative attitude towards reading. Reading is an important skill for achieving educational success. Moreover, reading comprehension is critical.

That requires an interactive mental process between the texts and the readers; linguistic experiences, world knowledge, and topic knowledge. According to Iqbal et al. It builds readers with an enriched vocabulary, writing models, and knowledge of different cultures and societies. However, Ntereke and Ramoroka found in their study on the association between reading abilities and students' academic achievement that underperforming students exhibited major reading challenges, such as trouble linking information in a text and difficulty understanding the texts they read.

Also, Zulu discovered that learners struggle with advanced reading abilities, such as critical analysis in her study of students' reading abilities and the impact of an academic reading course on their reading abilities. Ajzen also believes that an attitude is an unobserved hypothetical construct that reflects and evaluates either positive or negative things.

As cited by Bastug from Hood et al. Thus, he stressed the importance of students' reading attitudes in affecting their accomplishment. According to Tunde-Awe , a person who does not regard reading would never acquire a good attitude about it. In a similar line, Petscher and Seitz argue that students' good reading attitudes are a critical indicator of their reading ability.

KoliVehovec et al. Learners will develop a good attitude toward reading as a result of their involvement in reading and enhance their reading achievement and literacy abilities LaCour et al. However, educators are aware that challenging texts to read will reflect a negative attitude among learners Ganske et al. Teachers must be involved in curricular planning and instructional decisions Guthrie et al. De Guzman asserts that students who have positive feelings about reading but have negative thoughts are less likely to read.

Hence, students' low reading frequency is due to their negative reading attitudes. Donaldson established a link between reading attitude and reading frequency, improving by increasing others.

Writing Performance The importance of writing, according to Choi , Li , and Olanezhad , allows people to express their thoughts, accomplishments, dreams, and opinions.

It unites people from various origins and across boundaries by bridging the gap. As students are required to, it is a survival skill basically to learn, prepare assignments and projects, and interact with others.

Writing is a critical academic talent over the developmental lifespan, according to Ubbes et al. Tanyer claims it is the most critical network to transfer existing information across academic subjects. An initial step in academic writing is to take higher-level composition. For firstyear students, being proficient in writing can be a difficult process that entails several elements Vocabulary, mechanics, citation processes, genre variants, and so on are examples.

According to David Nunan's definition in Afrin , writing is the performance of delivering words or ideas to a medium. From sentences to paragraphs, it is the mental process of generating and expressing ideas. Success in relevant professions is contingent on students' ability to manage various writing types, such as summaries, essays, and reviews Dudley-Evans and St. John, According to Salem , language learners struggle to write successfully due to their restricted lexicon, styles, cultural knowledge, and lack of expertise with second language argumentative methods.

Perspectives of undergraduate English majors on writing were investigated. When they were asked to write, the majority of the students felt overwhelmed. This revealed their lack of technical, compositional ability. As a result, they made major grammatical and mechanical errors. Students have major challenges and weaknesses in employing proper lexical words, organizing thoughts, and grammar, according to Javed and Umer According to Darus and Ching , the most common errors made by Chinese students are writing mechanics, tenses, prepositions, and subject-verb agreement.

The other weak areas are articles, prefixes, suffixes, irregular verbs, prepositions, punctuation, and spelling. In the business world and education, writing is a crucial communication ability cf. Writing, according to Sariyan , is not just a pastime but also a profession. Many people utilize it as a means of communication. Bakar et al. Its progression entails the presentation of ideas, proper language use, grammar, elaboration, and paragraph development.

According to Lagayan , writing composition activities help students enhance and guide their writing talents. Writing composition entails essay writing, analysis, and reaction to a certain subject, as well as just expressing one's feelings.

The teacher permits free writing by students to fully convey their ideas at some point. On the other hand, learners struggle to master standard grammatical principles in English due to a lack of vocabulary and unclear sentences. According to Alinsunod , solid grammatical structures, adequate punctuation marks, suitable verb tenses, correct use of pronouns, and well-spelled words are some of the criteria for satisfaction in language learners' written work.

However, many students continue to make the same writing mistakes. Grammar is a common error that students make when writing their writing, according to Lagayan Prepositions, nouns, pronouns, and adverbs, among other parts of speech, were found to be misused in their sentences. According to Ramos's study of first-year college students' common writing errors, the errors were grouped into eight grammatical categories: articles, agreements, tenses, pronouns, prepositions, incorrect word choice, spelling, singular and plural forms.

Two significant factors that contributed to the presence of errors in students' written work were inter-lingual and intralingual transfer. General items linguistic style and expression in particular , style, grammar, mechanics, lexical items, and syntax were found to be the most prevalent written errors by pupils, according to Bui Thui Tram Grammatical errors account for the majority of the common errors found. The most common use error was the subject-verb agreement error.

Apart from grammar, mechanics is another prevalent mistake made by most pupils. Umpa et al. However, according to Alfaki , the lack of universally recognized punctuation norms is one of the reasons why people make punctuation mistakes. A similar explanation can be found in capitalization problems. The majority of pupils had substantial difficulty with simple present tense, passive voice, relative pronouns, use of adjectives, spelling, punctuation marks, and choosing appropriate vocabulary, according to Komba study.

According to Lasaten , learners' common linguistic flaws in English works include errors in articles, choice of words, verb tenses, prepositions, sentence structure, punctuation, and spelling.

The majority of these mistakes are the result of learners' weak familiarity with the target language, notably their lack of understanding of rule constraints. Others are brought on by the learners' carelessness, interference from their first language, and a restricted vocabulary in the target language.

However, according to Lagayan , the students' obligation in language acquisition is to check for errors in their written discourse to increase effective communication.

Attitude towards Writing This topic discusses how previous research and researchers have discussed writing attitudes and how they manifest themselves in writing among learners in various settings.

According to Forbes and Schomader , student attitudes toward writing assessments may affect their willingness to learn. According to Akkaya and Kirmiz , pupils who favour writing expend more energy on work. Hence, writing attitudes were characterized by Williams According to Graham et al. Students' attitudes and their ability to read and write are inextricably linked Cunningham, Students with a positive perspective are pro to writing than students who have a bad writing mindset.

Furthermore, students with a positive attitude may choose to write even if it is not required. Students with negative attitudes may avoid writing assignments or write poorly Graham et al.

Scholarly data recommends a few strategies that can help learners overcome their fear of writing, according to Ali and Kassem Non-graded writing assignments, for example, should be offered to students to assist them to overcome their fear of negative criticism Clark, Peer feedback and self-correction should be viewed as an alternative to teacher feedback: the idea of writing as a process should be taken into account, students' voices should be acknowledged, and individual variances should be accepted Rankin-Brown, Through collaborative work, students must overcome their apprehension and dread of writing.

According to Wang , students with inferior creative performance dislike writing and only write when asked. According to Ayachi , writing is often overlooked because it is both productive and time-consuming. As a result, bad grades on writing papers are frequently observed. Thus, writing, as a skill, should be considered in various segments.

Conceptual Framework The Department of Education DepEd claims that quality education is the most important goal in curriculum implementation. Quality education promotes Filipino citizens' acquired literacy, specifically reading and writing literacy. The tertiary institutions expect freshmen students to be products of the Senior High School program under the K to 12 Curriculum. These students are moving forward to courses that lead them to their preferred professions.

Their reading and writing performance play a vital role in whether they achieve the target course or not. According to Mosha , the level of mastery in terms of attitudes, production and comprehension is referred to as language performance.

When predictor variables and mediator variables were favorable, the higher the performance; otherwise, the performance would suffer. Reading and writing skills have been at a developing level among learners.

These skills seem common among students as they develop them for 12 years in basic education, but many still struggle to read and write. Methodology 3. The study dealt with the descriptive method where the students underwent a reading comprehension test and writing activity. The participants were senior high school students. The study's participants were chosen via proportional allocation — stratified random selection.

A item reading comprehension test adopted from Phil-IRI was prepared and administered to assess the reading performance of the respondents. The outputs were assessed through a researcher-made rubric. Students estimated how they felt during reading using a 4-point scale ranging from 1 highly unfavourable to 4 highly favourable. The researcher himself personally administered the conduct of the study.

The researcher was permitted by the head of the school to conduct the study and introduced the objective of the study among students to obtain full participation. The students underwent a item reading comprehension test answered in one and a half hours. They were also given three questions to express themselves freely. The written outputs of the students were collected and checked accordingly using the researcher—made scoring rubric with the inter-rater checking participated by three in-service English teachers.

The reading and writing attitude survey questionnaires were also administered to the respondents. The researcher personally guided the respondents in answering the questionnaires to maintain the accuracy of the data to be collected.

The data determined the attitude of the students towards reading and writing activities. The requested grades of the students in their Reading and Writing subject were added to the task to determine the students' academic performance in the subject. The researcher collected, checked, and analyzed the outputs of the respondents from the sessions conducted.

A researcher-made rubric was used. Furthermore, the students' performance output was classified using the K to 12 Program's regular grading system. Discussion 4. Iqbal et al. It builds readers with enriched vocabulary, textual models, and an understanding of many cultures and societies.

The result on the reading performance of the students implies a poor performance. Thus, the result of the study is a serious problem needing immediate action. Thus, an efficient writer needs to master the facets of writing Lagayan, However, learners struggled to write successfully due to a lack of expertise with second language rhetorical strategies, cultural awareness, and vocabulary.

They were overwhelmed by the task of writing a specific topic and struggled to write passable English writings. As a result, there were numerous grammatical and punctuation problems, as well as unnecessary information Salem, They still do not understand how verbs relate to topics.

Grammar and structure, on the other hand, are critical in academic writing. In grammatically accurate English writing, the relationship between subjects and verbs is important. Below are some examples of their mistakes. Afrin concluded that articles were sometimes used to over-correct written outputs among students. They used the word "very" twice as an adjective; another is "party-party song"; "so very proud".