EFFECTS OF RAFT STRATEGY ON THE WRITING PROFICIENCY OF SENIOR
HIGH SCHOOL STUDENTS
A Research Proposal Presented to
The Faculty of College of Education
University of St. Lasalle
Bacolod City
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education Major in English
ANGELYN BLESS T. ALIMON
ETHER B. CABUROG
BARBIE GRACE E. LUMAMPAO
CRISELLE JOY C. MENDOZA
August 2022
APPROVAL SHEET
This thesis paper entitled “EFFECTS OF RAFT STRATEGY ON THE WRITING
PROFIECIENCY OF SENIOR HIGH SCHOOL STUDENTS” has been prepared and
submitted by Angelyn Bless T. Alimon, Ether B. Caburog, Barbie Grace E. Lumampao, and
Criselle Joy C. Mendoza in partial fulfillment of the course requirements for the degree of
Bachelor of Secondary Education Major in English has been evaluated and hereby
recommended for acceptance and approval.
AIRLY MAE P. FRANCISCO, MAEd
Research Adviser
Approved by the Panelists for the Final Oral Examination with a rating of PASSED.
MR. JONATHAN DAVILA, MAEd
Panel Member/ Content Expert
MR. ARIEL JOY PATRIA, MAEd
Panel Member/ Method Expert
MR. NIKKO PAOLO CALUMPIAMO, MAEd
Panel Chair
Accepted and approved in the partial fulfillment of the requirements for the Bachelor of
Secondary Education Major in English.
Acknowledgement
This work would not have been possible without the financial assistance of our cherished
parents, siblings, and spouse.
We owe a special debt of gratitude to Ms. Hazel Atilano, a stalwart research professor, for
her continuous tolerance and advice throughout the completion of this study. As our instructor and
guide, she has taught us more than we could possibly acknowledge here. She has demonstrated
what a good teacher and person should be through her actions.
Mrs. Airyl Mae Policianos serves as our research consultant. The time and work you have
invested have inspired us to pursue and complete this paper with fervor.
Mr. Jonathan Davila, Mr. Ariel Joy Patria, and Mr. Nikko Paolo Calumpiano, members of
our distinguished panel, supplied us with substantial academic and professional feedback during
the duration of this study. No one has been more important to us in pursuing this initiative than
our family members.
We would want to express our gratitude to our parents, whose love and counsel accompany
us in all of our endeavors. They are the best role models, and the BEEN class of 2022-2023 will
be forever obliged to these lovely people who supported and helped us in any manner possible.
Primarily to God for sustaining us during the duration of this study.
Table of Contents
TITLE PAGE
APPROVAL SHEET
ACKNOWLEDGMENT
TABLE OF CONTENTS
i
ii
iii
iv
LIST OF TABLES
LIST OF
FIGURES
v
v
vii
i
ABSTRACT
INTRODUCTION
Background of the Study
Objectives of the Study
1
4
Hypothesis
4
Framework
5
Scope and Limitations
9
Significance of the Study
Definition of Terms
METHODS
9
10
Research Design
Sampling
Inclusion Criteria
Gatekeeper
Instrument
Validity
Reliability
Data Gathering Procedure
Data Analysis
RESULT AND DISCUSSION
14
15
16
16
17
18
20
20
23
24
CONCLUSIONS AND RECOMMENDATION
Conclusions
Recommendation
REFERENCES
APPENDICES
Appendix A
Appendix B
Appendix C
37
38
40
Appendix D
List of Tables
Table 1. The Analytic Scoring of Written Test
22
Table 2. Criteria of Writing test
23
Table 3. Score of pre-test and post-test in the experimental group 25
Table 4. Score of pre-test and post-test in the control group
25
Table 5. Statistics pretest experiment group
26
Table 6. Frequency Pretest of Experimental Group
27
Table 7. Pretest Control Group
28
Table 8. Frequency Pretest of Control Group
28
Table 9. Pos-test Experimental Group
30
Table 10. Frequency Posttest of Experimental Group
31
Table 11. Posttest Control Group
31
Table 12. Frequency Posttest Control Group
32
Table 13. Result Details Independent Sample T-Test
33
List of Tables
Figure 1. Schematic Diagram of the Conceptual Framework 8
Abstract
Writing is considered an integral part of the communication process between teachers and
students at school. There is a growing number of people learning language around the world
nowadays. As a result of the research findings above, researchers need to address the gaps in
implementing strategies that can create a pleasant writing environment for students. This is likely
to lead to an active writing session. A few classroom interventions, such as using the Role,
Audience, Format, and Topic (RAFT) strategy with Senior High School Students in Bacolod
City, can be applied to overcome the obstacles to writing proficiently. In this study, the RAFT
strategy was used to test whether it influences the writing proficiency of senior high school
students. This is in terms of the effectiveness of this technique. This research uses a quasiexperimental type of research design which approaches experimental research when it is not
possible to have full control over the relevant variables. the research participants were referred to
as respondents, and they are the primary source of information. Purposive sampling was used to
determine the participants of this study. As a result of the analysis of the data, it can be seen from
the analyzed data that there is a significant difference between the use of the RAFT strategy and
the students' writing achievement, with the mean of 20 students in the experimental group
increasing to 77.37 after being taught using the RAFT strategy. Considering the conclusions
stated above, the researchers have made some suggestions regarding the application of the RAFT
strategy in the writing teaching and learning process to English teachers, students, and future
researchers.
Key Words: RAFT Strategy, Senior High School, Mixed Method, Bacolod City
1
INTRODUCTION
Background of the Study
Writing is considered an integral part of the communication process between teachers and
students at school. As Cahyani, Mantra, & Wirastuti (2018) have pointed out, writing is one of
the most important skills in the learning process that must be mastered by students to succeed in
their studies. In other words, it is important to understand writing, and it also shows that writing
is not an easy skill to master. However, as education progresses, writing will always grow in
importance. A study from Yanti & Hardi (2019) has found that in mastering the language, there
are four skills that need to be mastered: listening, speaking, reading, and writing. Writing is one
way of expressing ideas and information through the written form.
There is a growing number of people learning language around the world nowadays. It is
very important for students to have strong writing skills since they are the main factor in
determining whether they can speak well (Masrul, 2015). The ability of students to learn to write
will always have a positive impact on the students themselves, both in the ability to express their
ideas as well as in their provision in the world of further education and even in the world of work
(Kabigting, 2020). It is hypothesized that writing, according to Haynes & Zacarian (2010). The
task of teaching students to write is not an easy one because, in the case of writing activities, it
cannot be done once, it requires extensive coaching to be successful (Iskandar & Dadang,
2008).
According to Cahyani, Mantra, & Wirastuti (2018), there is a lack of time allocated to
Filipino language subjects, which impacts the development of students' writing skills. It is
2
therefore extremely important that the proper method be found to facilitate the teaching of
writing to students in such a way that they will find it enjoyable. Kabigting, et al. (2020)
discussed that the English Language is considered a second language in the country and is used
for institution education, writing public and government documents, as well as official
enterprises within and outside the country. Students who possess strong writing skills will be
able to clearly express their messages to the reader. Students' writing skills are also assessed by
teachers in the learning process, in order for them to be able to determine their level of
proficiency in writing (El Sourani, 2017).
According to Masrul (2015), writing assessment refers to the process of gathering,
analyzing, and recording information regarding a student's progress towards achieving the
syllabus outcomes. As Alisa & Rosa (2013) have explained, R.A.F.T (Role, Audience, Format
and Topic) is an acronym that stands for the four components of writing to overcome students'
difficulties with writing skills. It is important to consider what their role will be when writing the
text. Second, it is important to know who their target audience is. Thirdly, they must decide what
writing format to use. Finally, they must decide what to write about. Further, they stated that this
strategy offers learners the choice to draft their work earlier.
On the study of Salameh (2017), it was highlighted that by deciding on roles, audiences,
formats, and topics, the RAFT strategy will guide students in writing creatively. This strategy
will help students understand their role as writers, the audience they are trying to reach, and the
different formats they will need to use to write as well as what the topic will be (Kabigting R. ,
2020). However, Tanatkun (2008) found out that, for non-native learners it took them a long time
3
to develop their poster performance and written performance for writing in a foreign or second
language, since it was a challenge for them.
Teachers guide students in expressing their ideas, opinions, and ideas in writing during
teaching and learning activities, especially descriptive text material (Hanisyah, 2011). Many
students still think that learning to write is a scary lesson to learn because it requires special
training and serious study. Because of this, many students don't want to learn languages,
particularly writing descriptive texts (Haynes & Zacarian, 2010). As a result, it is hoped that
through essay writing activities, students will improve their writing skills, which can in turn help
them improve their language skills (Wuryani, 2016). However, Teaching writing to students is
not an easy lesson because it requires in-depth coaching.
As a result of the research findings above, researchers need to address the gaps in
implementing strategies that can create a pleasant writing environment for students. This is likely
to lead to an active writing session. A few classroom interventions, such as using the Role,
Audience, Format, and Topic (RAFT) strategy with Senior High School Students in Bacolod
City, can be applied to overcome the obstacles to writing proficiently. In this study, the RAFT
strategy was used to test whether it influences the writing proficiency of senior high school
students. This is in terms of the effectiveness of this technique.
Objectives of the Study
4
The purpose of this study is to determine whether the use of the RAFT Strategy as a prewriting strategy has an effect on students' writing proficiency in the composition of personal
essay writing.
Specifically, it sought to answer the following questions;
1.
What is the students’ writing proficiency in accordance with RAFT Strategy
criterion/principles as measured by the following criteria?
a.
Focus
b.
Elaboration
c.
Organization
d.
Conventions
e.
Integrations
2.
How effective is the RAFT strategy on the creative writing proficiency of senior high
school students?
3.
Is there a significant difference in the students’ writing proficiency level before and after
using the RAFT Strategy?
Hypothesis
There is no significant difference in the students’ writing proficiency level before and
after using the RAFT Strategy.
Framework
5
This study is anchored on the RAFT (Role, Audience, Format, Topic) writing strategy
developed by Santa, Havens, & Valdes (2004). It assists students in understanding their role as
writers and expressing their ideas in an effective manner by developing a sense of audience and
purpose. For narratives and other types of writing, works of art provide a wealth of details and
ideas. As a result of this RAFT strategy, students will be able to develop ideas and organize their
approach before they begin writing by using works of art.
According to Tompkins (2010), RAFT is a strategy that can help the students understand
their role as writers and how to effectively communicate their ideas to the readers. Sejnost &
Thiese (2010) revealed that this writing strategy enhances learners' understanding of their role as
writers, their audience, their varied formats, and the content they expect. By implementing this
writing strategy, learners will be able to grow their ability to think critically while synthesizing
their learning into a cohesive whole. As Lucantoni (2002) argues, a good writer is concerned
about the purpose of the event as well as the audience, and the writer will, in turn, indicate
whether a formal register is necessary or an informal one.
Based on a study conducted by Sudarningsih & Wardana (2011) discovered that the
RAFT strategy could improve students' writing ability. Additionally, the technique made the
learners have positive attitudes, high motivation to learn, and active participation in recounting
text writing skills. RAFT has been modified for the purpose of teaching persuasive texts as part
of the RAFT strategy (Hasfadillah, 2012). Parilasanti, Suarnajaya, & Marjohan (2014) found that
there was a significant difference between the writing skills of learners taught using RAFT
strategies and learners taught using conventional strategies in their study on RAFT strategies.
6
It was suggested by Meredith & Steele (2011) that once learners have a basic
understanding of how to write, it can be relatively simple to implement the RAFT strategy.
According to Simon (2012), RAFT is a writing strategy that can help learners to understand their
role as a writer and help them to learn how to effectively and clearly communicate the ideas they
want to convey to the reader so that he/she can comprehend what they have written. As Barry,
Campbell, & Daish (2006) noted, good writing has confident beginnings and endings, and is
clear, straightforward, and easy to understand. Aside from that, the writers can arouse readers'
interest in the topic they write about.
Harmer (2004) emphasizes that writing is a versatile medium used for a wide variety of
purposes as it is produced in many different forms. Writing skill refers to the learners' ability to
convey their training, ideas, written according to grammar, vocabulary, as every person has their
own way of thinking, and because of that, they have different perspectives for expressing
themselves in writing (El Sourani, 2017). Moreover, Wallace, Stariba, & Walberg (2004) has
stated that writing is the final product of several separate acts, all of which can be quite
challenging to learn in a simultaneous manner.
Additionally, Hughes & Schwab (2010) believe that writing is one of the most difficult
competences in the world because not only does it require a mastery of technical skills such as
punctuation and orthography, but also the ability to master the strategy of design, organization,
and registration, in addition to the technical skills. Furthermore, many students had reasonable
difficulties in writing (Harmer, 2004). Furthermore, the RAFT strategy makes learners aware of
how topic and format affect their audience. Learning can be enjoyed by learners because the
strategy emphasizes writing specifically and focuses on it (Sejnost & Thiese, 2007).
7
A student's writing process requires him or her to come up with sophisticated,
complicated, and sometimes extremely creative ways of structuring their ideas so that they are
organized and cohesive (Aveyard, 2014). In order to determine if their ideas are connected,
whether they should be arranged in any particular order, whether there are any gaps in their
thinking, or whether they have sufficient evidence to support each of their points, they can take
the time to draft an outline (Ballenger, 2015). Also, it is a good idea to give yourself enough time
before you start writing so that you will be able to anticipate how much time you will need to
complete the parts of your paper (Birkenstein & Gerald , 2018).
A rubric developed by the National Council of Teachers of English (NCTE) for assessing
narrative writing pieces (Abel, 1998) is composed of the following elements: focus, elaboration,
organization, conventions, and integrations. A paper's focus refers to the clarity with which the
main idea, the point of view, or the unifying event or theme is presented and maintained in the
paper (Cahn & Victor , 2013). In the book of Channell (2016) highlighted that in the case of
supporting or elaborating the main point or event, it is the degree to which specific details,
descriptions, and reactions are used to elaborate and explain it. A clear logical flow of ideas
(coherence and cohesion) is what organization is all about. Convention refers to the use of
standard written English as an integral part of the written text. (Eby, 2012) The final step will be
to evaluate the paper in terms of how effectively it meets the assignment's requirements in a
focused, global manner (Gill, 2014).
8
Below is the representation of the flow of the adopted in the study.
Figure 1. Schematic Diagram of the Conceptual Framework
An illustration of the framework depicted a diagrammatic representation of how writing
proficiency could be assessed by using the RAFT Strategy to assess students' writing
proficiency. In order to determine their proficiency, the following criteria were used: focus,
elaboration, organization, conventions, and integration, as well as the Modified Rubric for a
Narrative Writing Piece.
Scope and Limitations
This study was conducted to know the effect of RAFT Strategy on the writing proficiency
of senior high school students. The participants of the study were the Grade 12 HUMSS students
of Maranatha Christian Academy. This type of study is mixed method approach to measure the
9
proficiency level of the students in writing and descriptively discuss the effects of the use of
RAFT Strategy in writing. The study started in July 2022 and ended in August 2022.
As part of the study, a particular focus was placed on the application of the RAFT
Strategy by the students and the effects that the prewriting strategy was having on their writing
proficiency. The challenge for the researcher was limited only to the answered essays in the
study.
Significance of the Study
This study will be beneficial to the following:
Students. Senior high school students, in particular, will be equipped with a critical prewriting strategy that will holistically improve their proficiency in second language acquisition
and learning. Thus, students will strive to improve in all facets of learning, especially in second
language writing. On the other hand, the study would benefit students who are having difficulty
adapting to the learning process of second language writing in the new normal. The study will
provide them with a better understanding of the dilemmas inherent in the new setup of learning
specifically in writing.
Future Researchers. The findings of this study will assist them in addressing the
linguistic concerns of students in writing and will pave the way for future studies in similar
fields.
Teachers. The findings of this study will provide objective support for teachers,
particularly language teachers, regarding the effects of pre-writing strategies on second language
10
writing proficiency among university students in the new normal setup. Thus, it will encourage
teachers to use this study as an effective strategy for writing in their second language, as well as
a strategy for dealing with students who struggle with academic writing.
Definition of Terms
The following terms are defined conceptually and operationally throughout the research
process.
Conventions. It is a feature of narrative writing, which refers to the elements and
techniques that are used by the writer to make meaning in a story. The term conventions is one of
those features. A story's characters, setting, plot and point of view are among them.
Content validator. Provides evidence about the validity of a new instrument by
assessing the extent to which it measures the target construct (Anastasia, 1988). The content
validator in this study is an English Teacher, who assesses the researchers' lecture plans.
Elaboration. It is a method of describing a story and making the reader feel like they are
in it. The main idea is explained in depth using key details that describe or develop the topic.
Focus. Focus is the theme of a narrative writing that shows the story's premise or theme.
A narrative focus occurs when all of the content in a paragraph or scene points in the same
direction. There is a clear hierarchy of what is important and what the narrative text is trying to
say.
11
Integrations. In narrative writing, integration is an understanding of the relationships
between the narrative elements that form the structure of a narrative.
Inter-rater. The reliability of a measure refers to its ability to produce consistent results
every time (Monette, 2002, 212). Researchers' accuracy in scoring participants' papers is
assessed by an inter-rater in the study.
Intervention. Making a change - or intervening to observe the outcome - is an
intervention. Immediately after the baseline period, an intervention is introduced to affect an
outcome. The intervention itself is the aspect that is being manipulated in your research.
Narrative. Human interaction is the comprehension and expression of our experience
over time, Gutierrez et al. (2015). As a semi-autobiographical story, historical fiction, or
dramatic retelling of true events, a narrative can be fiction or nonfiction.
Organization. It is a feature of narrative that shows a draft with a clear outline of the
main ideas and sequence of events. The main ideas presented in a topic are easier to understand
for the writer and the reader.
Pre-Intervention. The pre-activity intervention involves modifying activities or the
environment before any difficulties arise so that students can engage and learn better.
Post-Intervention. In the absence of manipulation, the post-intervention gap is the
disparity between social categories that remains on average.
12
Pre-writing strategy. During the prewriting stage, students may be able to better
understand how their voice affects their writing as a whole (Breetvelt et. al., 1994). A pre-writing
stage is the first stage of the writing process.
RAFT Strategy (Role, Audience, Format, Topic). RAFT Strategy, based on Saskatoon
Public Schools (2008), is a system to help learners understand their role as writers, their
audience, varied writing formats, and expectations. To facilitate collaborative and participatory
learning, use the RAFT Strategy. RAFT Strategy refers to a system for helping a learner
understand their role as a writer, their audience, and the various writing formats they will use.
Rubric. Rubrics are scoring guides used in US education to evaluate students'
constructed responses. In this study, they evaluate and articulate an assignment's precise
components.
Writing Proficiency. Using this term, every student will be assessed in writing
proficiency. The ability to write proficiently is the demonstration of mastery of writing skills
necessary for success in most fields. These skills include effective transitional elements and the
ability to choose language that is appropriate for a given audience.
METHODS
13
This section covers the research design, participants who volunteered for the study, as
well as the research instruments, along with the data gathering instrument, its validity, reliability,
data collection procedures, data analysis procedures, and ethical considerations involved in the
study.
Research Design
This research uses a quasi-experimental type of research design which approaches
experimental research when it is not possible to have full control over the relevant variables. A
quasi-experimental design is one in which the treatment variable is manipulated without equating
the groups prior to manipulating the independent variable.
The purpose of a quasi-experimental design is to determine how a certain treatment will
affect patients. A pretest-posttest group design is the type used in this type of experiment. As a
result of the control group's pre-tests and post-tests, no particular treatment is given to the
experimental group. This study has two variables as a result of RAFT strategy as an independent
variable (X) and writing skill as a dependent variable (Y). In this study, two groups were used as
a sample. One was an experimental group, and the other was a control group. The experimental
group was treated using RAFT as a treatment strategy. According to Campbell & Stanley (1966)
random assignment rules out some validity threats that must be explicitly probed in quasiexperiments to ensure that they are not artificially responsible.
The type of group design used is pre-test post-test. The control group, on the other hand,
has only been given a pre-rest and post-test, without any special treatment. In this research, the
effect of RAFT strategy (X) is taken into account as an independent variable (X), whereas the
14
effect of writing skill is taken into account as a dependent variable (Y). During this study, two
groups were used as samples. The first is an experimental group and the second is a control
group. The experimental group was treated using the RAFT strategy.
Sampling
In this study, the research participants were referred to as respondents, and they are the
primary source of information. Purposive sampling was used to determine the participants of this
study. Purposive sampling, also known as judgement sampling, is the practice of choosing
participants in a study based on the qualities they possess. The purpose of this method is to select
participants deliberately based on their characteristics. There is no theorization or selection of
participants for the purpose of this technique. Further, in the study conducted by Etikan (2016)
titled "Comparison of Convenience Sampling and Purposive Sampling", the researcher cites that
with purposive sampling, respondents are easier to access, and the researcher has something in
mind that is relevant to the object of the study.
During this study, the researcher decided the outcome based on the willingness of the
respondents to provide information and, of course, based on a set of criteria tailored to the study
objectives. It was the researcher's responsibility to select individuals and groups that are well
informed and associated with a phenomenon related to writing proficiency that was related to an
interest in writing proficiency.
Thus, the selection was dependent on the prepared criteria such as the importance of
availability, experiences, opinions, and others.
Inclusion Criteria
15
The following were the criteria in the selection of the respondents:
1.
He/She should be a bonafide Grade 12 students of Maranatha Christian College in
Sta. Fe, Bacolod City.
2.
He/She should be currently enrolled this First Semester SY 2022-2023.
3.
Must not have obtained a failing grade on any of the subjects offered in Senior High
School.
Gatekeeper
As cited by Neuman (2000), the gatekeepers of the study are those with the
formal or informal authority to control the access to a site a person from whom
permission is required (Groenewald , 2013).
To protect the integrity of the study, the gatekeeper is an alumna of Maranatha
Christian College who is also a member of the research team.
Instrument
A writing test was used in this study to collect data. A test can be defined as any kind of
measurement method or technique used to assess someone's ability, knowledge, or performance
(Richards & Schmidt, 2010).
Pre-test
16
As part of the research, the experimental group was pre-tested on 7th September
2022 and the control group on 10th September 2022. The purpose of the pretest was to
know the student’s ability to write recount texts and how many ideas they write before
the treatment was administered. The procedure of the pre-test was the same as the try out
test in which the students in the experimental group and the control group had to write a
recount text with the same topic for the try out test. A period of 60 minutes was allotted
to each group.
Post-test
Following the provision of some treatments utilizing the RAFT strategy in the
writing process, a post-test was conducted. It was conducted on 28th September 2022 for
experimental group and 24th Septemebr for control group. The post-test was used to
measure the students' abilities in writing recount texts after they had been taught to write
recount texts using the RAFT strategy. About the time allocation of the post-test was the
same as the pre-test, it was 60 minutes. However, there was a difference in the topic used.
Validity and Reliability Testing
In order for a test to be considered valid and reliable, it should be tested for validity and
reliability before a pre-test and a post-test are conducted (Brown, 2001). There are two
characteristics that should be considered in order to determine whether or not the test was good:
Validity
17
The validity of a certain instrument can be measured by the level of its accuracy, and in
this study, the researchers used a written test to assess students' proficiency in writing using the
RAFT strategy to measure their accuracy. In order to determine the level of empirical validity of
an instrument, the researcher must first evaluate its validity for the target research. This
researcher utilized a combination of face validity, construct validity, and content validity in this
study.
A.
Face Validity
A test has face validity when it appears to measure what it is supposed to
measure, so that it appears to measure the knowledge or abilities that it claims to measure
(Creswell, 2014). Face validity refers to the degree to which a test looks correct and
appears to be measuring the knowledge or abilities that it claims to measure (Creswell,
2014). To accomplish face validity, the researchers provided instructions on the paper test
to students on how to write on the test to achieve face validity.
B. Construct Validity
The construct valid refers to the validity of the which the instrument is able to
measure concepts of a theory which will be the basis for composing the instruments. In
order to measure these concepts, the instrument is constructed according to the theories to
be used. It is then consulted by an expert.
As part of this study, instruments were constructed based on the writings of
students. The item test requires students to write their opinions on the topic. In order to
assess the construct validity of the instrument, expert opinion was consulted. Once an
18
instrument has been constructed based on appropriate theory to measure the aspects that
will be assessed, it is consulted with the expert. The expert provided an opinion on the
instrument that was constructed by the researcher. As soon as the expert comes back with
a judgment regarding the validity of the test, it can then be tried out by the Grade 12
HUMSS students at Maranatha Christian College to 10 students - to determine whether
this test is valid.
C. Content Validity
The researchers created a written test consisting of an item question in the form of
text for this study. The test is meant to evaluate a student's ability to write a recount text.
Creswell (2014) states that a test will have content validity not only if it represents a
sample of the language skill, structure, or so. The test not only includes the content,
which is relevant to the purpose of the test, but it also includes a proper sample which is
relevant to the lesson material that will be covered in the course. It is appropriate to use in
conjunction with the lesson materials that will be taught.
Reliability
To create a good test, it is essential that it should be valid and reliable. The term
reliability refers to the stability of scores; a test cannot be used to measure anything well unless it
measures consistently (Creswell, 2014). One way in which a test may achieve reliability is by
applying rater reliability. Two kinds of rater reliability can be described; the first is the inter-rater
reliability, in which two raters or scorers do the scoring, and the second is the intra-rater
reliability, in which one rater or scorer does the scoring twice before giving the final score.
19
Data Gathering Procedure
To obtain the right result from the research, it is very important to collect the relevant
data. Data collection method refers to the process by which the researcher collects the data to
acquire the necessary results. To collect the data for this study, the researcher used to administer
a test. The data for this study is collected by administering the test. A test consists of both an
achievement test and an aptitude test, which are both used for educational research and for
educational systems. According to Ary (2010) indicates that a test consists of both.
This study aims to measure the knowledge of students by using standardized tests as well
as researcher-made tests. As the instrument for collecting the data in this study, the researcher
used a researcher-made test. The researcher constructs a test for it to be suitable to the specific
objectives of the study. The test that is administered is a written test that is given both as a pretest
and as a posttest. Prior to doing any treatment on the experimental class or the control class, the
researcher administers a pretest to both of them.
As the researchers conducted a treatment on both experimental class and control class, a
pretest was administered to them both, whereas a posttest was administered to both experimental
class and control class after the researchers had finished conducting the experiment. For the
experimental class, the researchers used the RAFT strategy, while for the control class, they did
not use the RAFT strategy. In this study, the researchers did not treat the experimental group. A
pretest was given by the researchers to the students in the form of a text. For the pretest, the
students were asked to write their thoughts based on their imagination. The content of their text
should come from what they thought and saw in the text. To assess the students for the posttest,
the researchers also gave them a textual question in the form of a question. As part of the
20
assignment, the students are required to write some paragraphs on recount texts based on what
they believe will come from the treatment they are provided with.
It is recommended that a text contains a minimum of 10 sentences. During the assessment
process, students need to pay close attention to the five elements of writing which will be used in
the assessment. These five aspects are as follows: content, organization, vocabulary, grammar,
and mechanics. For a student to pass the written test, he or she must be able to score well in all
five of the writing aspects these are the focus, elaboration, organizational, convention, and
integration. It is important to note that the calculation is done by dividing the total scores by the
Maximal score (20) and multiplying the result by one hundred in order to calculate the student's
writing level.
Table 1. The Analytic Scoring of Written Test
Aspects
Focus
Elaboration
Organization
Explanation
Scores
Students’ narrative contains a subject that is explicitly stated with reactions present throughout,
containing an effective closing.
Students’ narrative contains a subject that is stated in the opening or conclusion with the presence
of reactions throughout the writeup with a closing.
Students’ narrative contains a subject that is clearly stated with the presence of reactions,
containing an abrupt ending.
Students’ narrative contains unrelated ideas with major drift from focus.
Students’ narrative contains a subject that is unclear, limited or confusing.
Students’ narrative elaborates specific details with a developed depth.
Students’ narrative mentions specific details with an attempt to develop depth.
Students’ narrative mentions details with some attempt to explain further
Students’ narrative mentions little details with minimal attempt to explain further.
Students’ narrative contains an elaboration that is confusing or repetitive.
Student’s narrative contains a narrative structure that is clear with a sequence of logically written
statements through time with a beginning, middle and ending. The write up is appropriately
paragraphed, and varied sentence structure
produces cohesion.
Students’ narrative contains a narrative structure that is evident with a sequence of logically
written statements with a beginning, middle and ending. Most paragraphs and transitions are
appropriate.
Students’ narrative contains a narrative structure that is noticeable with some appropriate
paragraphing, and transitions may be simplistic or even redundant if present.
Students’ narrative contains a narrative structure that is attempted, but with little success (may be a
random presentation of ideas)
Students’ narrative contains a narrative structure that is confusing with little or no attempt at
structure.
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
21
Convention
Integration
Students’ narrative contains parts of speech that show consistent agreement with no errors in
mechanics. Creative and effective use of diction was observed.
Students’ narrative contains parts of speech that show consistent agreement with the use of correct
punctuation, and capitalization. Consistent use of diction was observed.
Students’ narrative contains parts of speech that show maintained agreement with some errors in
mechanics. Basic level diction was observed.
Students’ narrative contains parts of speech that show occasional error with many errors in
mechanics. Limited evidence of diction was observed.
Students’ narrative contains parts of speech that show lack of agreement with frequent errors in
mechanics. Little or no evidence of diction was observed.
Student’s narrative contains a narrative that is a fully- developed paper for grade- level wherein all
features are equally developed throughout the paper.
Students’ narrative contains a narrative that is a developed paper for grade- level wherein all
features are equally well-developed throughout the paper.
Students’ narrative contains a narrative that is simple and clear, presenting the techniques of
Focus, Elaboration, Organization, and Conventions.
Students’ narrative contains a narrative that attempts to address the subject but only rudiments of
techniques for forming Focus, Elaboration, Conventions, and Organization can be detected. Some
confusion and/or disjointedness can be observed.
Students’ narrative contains a narrative that barely deals with the topic or does not present most or
all of the features.
5
4
3
2
1
5
4
3
2
1
Table 2. Criteria of Writing test
No Grade Qualification Range of Scores
5
A
Excellent
85-100
4
B
Good
84-70
3
C
Average
69-55
2
D
Poor
54-50
1
E
Very Poor
49-0
Data Analysis
As soon as the data has been collected from the data collection results, the researcher
should be able to analyze the data as soon as possible. To be able to determine the effectiveness
of RAFT strategy in this research, the data or scores of the experimental and control class tests
should be analyzed. The researchers divide the test result into two groups, they are experimental
group and control group. To analyze the results of both groups' written test, the scores are
compared.
With the help of SPSS version 16.0, the researcher analyzes the collected data using the ttest formula to analyze the collected data via statistical analysis using the t-test formula. T-test
22
technique is a statistical technique which is used to test the difference significance of 2 mean
which comes from 2 distributions. Based on the statement above, this research used t-test to
differentiate the students’ result of writing a recount text who were taught by using RAFT and
those who were taught without using RAFT was significant or not.
RESULTS AND DISCUSSION
The purpose of this chapter is to present the results of the research and to draw
conclusions considering the results of the research based on the findings of the research. It
presents some discussions concerning the data collected from students who participated in
experimental and control groups from the pre-test and post-test scores of their pre-tests and posttests. A description of the data, hypothesis testing, and discussion of the results are covered in
this chapter.
Data Description
As a result of the research, data description has been used to illustrate the results of the
research. It was conducted on grade 12 students at Maranatha Christian College with 20 students
participating as experimental and 20 control groups in the research. The researchers showed the
results of the pre-test and post-test scores in both classes in this chapter. There were four
23
meetings in this study; the first meeting involved administering an assessment as part of the
pretest, which was conducted in the first meeting of the study. This action had conducted to
know the students’ ability in writing ability before the researcher conducted the treatment using
the RAFT strategy. This research used the RAFT strategy to conduct a treatment (teaching
material) from the second to the fourth meetings, but each meeting dealt with a different topic. A
posttest was conducted in the experimental group by the researcher during the fifth meeting,
using the RAFT strategy. The result of students' writing after doing all the steps in the process of
writing in pretest and posttest then were analyzed using writing scoring rubric. The following are
the analyses of the pre-test and post-test.
a.
The data gathered from the scores of the experimental group can be summarized as
follows:
Table 3. Score of pre-test and post-test in the experimental group
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Pre-test
64
68
68
68
80
72
68
68
76
76
60
80
76
76
76
60
80
60
80
60
Post-Test
68
72
70
76
84
76
72
70
84
80
72
88
80
80
84
72
88
72
84
76
24
b. The data gathered from the scores of the experimental group can be summarized as follows:
Table 4. Score of pre-test and post-test in the control group
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Pre-test
76
64
80
64
68
64
68
80
60
64
60
80
60
80
80
80
60
60
80
60
Post-Test
76
60
84
64
72
60
64
76
64
60
64
76
64
76
76
80
60
60
74
64
Pre-test
Pre-tests were administered to students by asking them to write a paragraph on a topic
selected by the researchers. There were 20 students in the experimental group and 20 students in
the control group that took part in the pre-test. During the study, a pre-test was administered to
both the experimental and control groups in order to determine their writing skills and their
academic abilities before receiving treatment.
It was then that the researchers collected the scores using the SPSS 16.00 program, which
resulted in the following results of the descriptive analysis of statistics pre-test, which consisted
of comparing the experimental group with the control group.
Table 5. Statistics pretest experiment group
Pre-Test
25
Mean
N
Std. Deviation
Median
Sum
Variance
Minimum
Maximum
Range
70.80
20
7.353
70.00
1416
54.063
60
80
20
As shown in table 5, the mean score for 20 students in the experimental group is 70.80,
which means that the average score for each student in that group is 70. As a result of this, most
of the students were able to write their ideas according to the topic, but there were some aspects
that they wrote a little less, for example, content and organization, which were still not correlated
or lacked details for most of them. During the pre-test, however, the low score was 60, while the
high score was 80.
Table 6. Frequency Pretest of Experimental Group
Frequency Percent Valid Percent Cumulative Percent
Valid 60
4
20.0
20.0
20.0
64
1
5.0
5.0
25.0
68
5
25.0
25.0
50.0
72
1
5.0
5.0
55.0
76
5
25.0
25.0
80.0
80
4
20.0
20.0
100.0
Total
20 100.0
100.0
As shown in table 5, the median score for the students was 68, which indicates 5 students
who scored under 68 and 10 students who scored above 68. In addition to the median score, there
26
was also a mode score of 68 and 76. That means that the most frequent score was 68 and 76.
Therefore, there were several students who scored in the range of 68 and 76
Table 7. Pretest Control Group
Pre-test
Mean
69.40
N
20
Std. Deviation 8.828
Median
66.00
Sum
1388
Variance
77.937
Minimum
60
Maximum
80
Range
20
As shown in table 7, the mean score for the control group was 69.40, which indicates that
the mean for the experimental group was lower than the mean for the control group. This implies
that the total score for 20 students in the control group was 69. Most students in the control
group were able to write the ideas they wanted to convey regarding the topic, however, there
were some aspects of writing that they didn't do, such as content, organization, and grammar,
which is lacking. As for the control group, the results of the pre-test resulted in a low score of 60
and a high score of 80.
Table 8. Frequency Pretest of Control Group
Valid 60
64
68
76
80
Frequency Percent Valid Percent Cumulative Percent
6
30.0
30.0
30.0
4
20.0
20.0
50.0
2
10.0
10.0
60.0
1
5.0
5.0
65.0
7
35.0
35.0
100.0
27
Total
20
100.0
100.0
Based on table 8, the median score was 66. However, based on table 8 there were 10
students who got score less than 66 and 10 students who got score more than 66. And then the
mode score was 80. It means that the most frequent score was 80. Therefore, many students
received score 80. Accordingly, it can be concluded that between the experimental group and the
control group, there were different means and medians, where the mean and median of the
experimental group were higher than those of the control group, however both of those classes
had the same lowest and highest score in the pretest.
Post- Test
Post-tests were administered by asking students to write a summary of what they thought
about their own topic. In the same manner as pre-tests, there were 20 students in the
experimental group and 20 students in the control group. The post-test took place after the
treatment. In the experimental group, the purpose of this test was to determine whether students
were able to write recount texts based on RAFT strategies.
In terms of the post-test process, there was a significant difference between the
experimental group and the control group, in the experimental group students were taught about
RAFT writing strategy before creating a recount. In contrast, the control group did not go
through any method of gaining the score. After gaining the score, the researcher calculated the
score using SPSS 16.00 program. The following is the result of a post-test between experimental
and control groups:
Table 9. Pos-test Experimental Group
28
Post Test
Mean
N
Std. Deviation
Median
Sum
Variance
Minimum
Maximum
Range
77.40
20
6.361
76.00
1548
40.463
68
88
20
After performing some treatments, post-tests were given to the experimental group. In the
experimental group, the mean score was 77.37 on the post-test. In other words, the mean score in
the pretest was 70, while the mean score in the post-test was 77. According to this study, there
was an improvement in writing achievement by students who were taught using the RAFT
strategy before and after the study. In the post-test, not only was there an improvement in mean,
but also in median. Prior to this study, the median score was 70. However, in the post-test, the
median score was 76. Meanwhile, in the post-test, the low score was 68 and the high score was
88.
Table 10. Frequency Posttest of Experimental Group
Frequency Percent Valid Percent Cumulative Percent
Valid 68
1
5.0
5.0
5.0
70
2
10.0
10.0
15.0
72
5
25.0
25.0
40.0
76
3
15.0
15.0
55.0
80
3
15.0
15.0
70.0
84
4
20.0
20.0
90.0
88
2
10.0
10.0
100.0
Total
20 100.0
100.0
29
In the table above, it was shown that the median score was 76 and the mode was 72. This
means that 72 was the most frequent score, meaning that many students got 72. Based on the
frequency distribution, it was determined that 8 students scored below 76 and 12 students scored
above 76.
Table 11. Posttest Control Group
Posttest
Mean
N
68.70
Std. Deviation
Median
Sum
7.875
64.00
20
Variance
Minimum
Maximum
Range
1374
62.011
60
84
24
Similarly, to the experimental group, the researchers also administered post-tests to the
control group, but they did not discuss the results using any strategy as they did in the
experimental group. In the control group, the mean of the post-test was 68.70, which means that
there was a decrease in the mean between the pretest and the post-test, but the decrease was only
a small one, with the pre-test being 68 and the post-test being 67.
Not only in mean, but also in median, which in the pretest had been 66, but was now 64.
However, there was an improvement in the mode score in the post-test, which went from 60 in
the pre-test to 64 in the post-test. While in the post-test, the low score was 60 and the high score
was 84 in the post-test.
Table 12. Frequency Posttest Control Group
30
Frequency Percent Valid Percent Cumulative Percent
Valid 60
5
25.0
25.0
25.0
64
6
30.0
30.0
55.0
72
1
5.0
5.0
60.0
74
1
5.0
5.0
65.0
76
5
25.0
25.0
90.0
80
1
5.0
5.0
95.0
84
1
5.0
5.0
100.0
Total
20 100.0
100.0
Hypothesis Testing
As a result of this study, the following hypothesis was tested:
1.
A significant level less than 0.05 means that the null hypothesis (Ho) is rejected, and the
alternative hypothesis (Ha) is accepted. The significance level means that there are
significant effects of RAFT usage on the writing achievement of students.
A statistical analysis of the writing pretest and posttest scores of the sample was
conducted by organizing the frequency and percentage of scores, as well as determining the
means, medians, standard deviations, variances, minimums and maximums of the writing pretest and post-test scores. This study was conducted to find out whether talking chips could
influence students’ achievement in writing analytical exposition texts. The researchers then
tested the results of the post-test using SPSS 16.00 Independent Samples T-Test.
Table 13. Result Details Independent Sample T-Test
Source
Between-treatments
Within-treatments
Total
SS
756.9
1947
2703.9
df MS
1 756.9
F = 14.77257
38 51.2368
39
31
The f-ratio value is 14.77257. The p-value is .000448. The result is significant at p < .05.
It can be seen in Table 13 showed that F = 14.777257 (p=0.000448) because of a p value below
0.05, indicating that data were not homogenous or that there was a significant difference in
variance. If the data was not homogeneous, see on the outcome of equal variances assumed. As
shown in the table above, the Df (Degree of freedom) was 65, which indicates that the data were
not homogeneous.
The null hypothesis can therefore be tested by comparing a p-value with the standard
level of significance, 0.05, to determine if it can be accepted. There is a convention to reject the
null hypothesis when the p-value of the obtained statistics is less than 0.05 (Balnaves & Calputi,
2001), and as table 13 shows, the p-value was less than 0.05 (0.000 < 0.05). Accordingly, there
was sufficient evidence indicating that the null hypothesis could be rejected, and it could be
concluded that using the RAFT strategy had a significant impact on students' achievement in the
writing of texts, and therefore, it could be concluded that the study had significant findings.
Discussion
Students benefit from using the RAFT strategy. This helps them plan and design their
writing in a way that ensures that the text is not only effective, but also meaningful in the long
run. The RAFT strategy is a system designed to assist students in understanding their role as a
writer, their audience, different writing formats, and expected content (Aveyard, 2014). A
student can use the RAFT strategy to organize the text and clearly state the main idea. The pretest showed that there were a lot of students who had problems with the main idea. The main
32
idea was unclear, and there was some ambiguity. After that, the paragraphs became
uncoordinated. Therefore, there was no coherence in the writing. After receiving treatment,
students showed improvement on the post-test. By using the RAFT strategy, the writing process
became easier. There is enough quality in their writing, and they are capable of clearly stating the
main idea (thesis) in each paragraph and the main idea in the whole text. In addition, students
can organize the text well (Iskandar & Dadang, 2008).
In the post-test result, the students are able to explain their role in the text based on the
point of view in each paragraph of the text, and this can be seen from the point of view of the
students. In the pre-test, all of the students wrote an essay, but some had trouble with it. The
audience they chose is also good. The message and purpose of the text are delivered, and the
student enjoys the format more than anything else. On the other hand, at the treatment the
students have a wide variety of formats for their own text, whereas during the pre-test all
students have the same format. This research result aligns with the basic concept of RAFT
strategy, where students are more creative while creating a text. The purpose of RAFT strategy,
according to (Wallace, Stariba, & Walberg, 2004), is to give students the freedom to project
themselves into unique roles and see content from a unique perspective. As a result of it, students
are able to develop their texts in a more creative manner. In addition, the research findings are in
line with the purpose of the RAFT strategy, which is to produce high quality writing. According
to (Alisa & Rosa, 2013), RAFT strategy is used to increase the quality of students’ writing. By
personalizing the task and transforming student idea of both the writing topic and writing event.
It appears that the student improved their writing product rather than their post-test based on the
research findings.
33
According (Sudarningsih & Wardana, 2011), RAFT strategy can help the students to be
able to understand what they are writing about. This agrees with the function of the RAFT
strategy that is to comprehend the student's writing. Finally, the RAFT strategy is considered an
advantage. As stated by Salameh (2017), RAFT strategy is a method for helping students
comprehend the main ideas of a text, how to organize the text, elaboration, coherence,
cohesiveness, and coherence of the text. RAFT strategy can help students state something clearly
in their text or passage and it allows them to write text or passage that is effective for the reader.
The RAFT strategy is not only successfully implemented by the researchers, but has also
been successfully implemented by Tompkins (2010)as well in their project titled "Improving
Students' Ability to Write Hortatory Exposition Text by Using RAFT Strategy". Furthermore,
Endriani conducted a study entitled "How RAFT strategy can be used to enhance the writing
abilities of second-year students at SMAN 12 Pekan Baru" Lastly, in the paper by Ary (2010)“A
study of the effectiveness of using a role audience format topic strategy to improve students’
achievement in writing hortatory exposition texts in Madrasah. Those studies have shown that
RAFT strategy is a very useful method of teaching and learning writing, and it is not only helpful
for the students but also for the teachers as well.
It has been proven to help students improve their writing abilities. Considering the
explanation above, it can be said that RAFT improves students' writing recount texts
significantly. The description of research findings above indicates that this study supports the
previous study that RAFT is appropriate to improve students' descriptive writing. However, this
study found that RAFT also improves students' ability to write recount texts. Though the RAFT
strategy can help students improve their writing skills, there is still a weakness in application,
34
which is the allocation of time for discussion, especially in classes with many students because
writing a good quality essay requires more time. In addition to finding above, the teacher can use
the RAFT strategy to teach English, especially writing texts.
CONCLUSION AND RECOMMENDATION
The purpose of this chapter is to provide a summary of the research findings, and the
discussion that was presented in the previous chapter, followed by some suggestions that the
researchers have.
Conclusion
As a result of the analysis of the data, it can be seen from the analyzed data that there is a
significant difference between the use of the RAFT strategy and the students' writing
achievement, with the mean of 20 students in the experimental group increasing to 77.37 after
being taught using the RAFT strategy. However, in the control group, the mean of 20 students
does not improve from 68 to 67; there is just a small decrease in the mean. Using SPSS 16.00
program, the independent T-test result indicates that the significance value is 0.00. This means
35
that the significance level is smaller than the significance value (0.00 < 0.05). Significant values
indicate that the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted.
So, there is a significant effect of the RAFT strategy on students’ achievement in writing texts at
Maranatha Christian College. On the other hand, it means that the RAFT strategy can be used to
teach writing in an alternate way to the more traditional way. This is especially relevant in terms
of writing texts as part of an alternative strategy.
Recommendation
Considering the conclusions stated above, the researchers have made some suggestions
regarding the application of the RAFT strategy in the writing teaching and learning process to
English teachers, students, and future researchers.
For the Teachers
It is recommended that Maranatha Christian College English teachers use effective
writing strategies in teaching learning processes, one of which is by applying the RAFT writing
strategy. RAFT strategy makes students more creative and assists them in exploring their ideas
well, as well as helping them organize a text. The impact is that they have a better writing
product because of the RAFT strategy.
For the Students
To learn English effectively, the students need to be more motivated, especially when it
comes to writing skills. Considering that writing is a more difficult skill than most other skills,
the students must have a clear understanding of what constitutes a good writing skill. For the
36
students to become proficient in writing, they should follow the writing stages process. In
addition, it has been suggested for them to utilize an effective strategy for writing.
For the Future Researchers
A few researchers are conducting studies about the RAFT strategy, but this research can
be used as a reference and as a comparison result. The future researchers can initiate deeper
research into this topic to obtain better research results.
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Salameh, L. (2017). Using RAFT Strategy to Improve EFL Learners’ Writing Competency in Paragraph
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Teaching, 5(8), 37–49.
Santa, C., Havens, L., & Valdes, B. (2004). Project CRISS: Creating Independence through Studentowned Strategies. Dubuque, IA: Kendall Hunt.
Sejnost, R., & Thiese, S. (2007). Reading and Writing across Content Areas Second Edition. California:
Corwin Press.
Sejnost, R., & Thiese, S. (2010). Building Content Literacy Strategies for the Adolescent Learner.
California: Corwin.
Simon, C. (2012). Using the RAFT Writing Strategy. Urbana, Illinois: NCTE (National Council of
Teachers of English).
Sudarningsih, N., & Wardana, I. (2011). Improving Recount Writing Skill through Improving Recount
Writing Skill through Year 2010/2011. Denpasar, Bali, Indonesia: Mahasaraswati Denpasar
University.
Tanatkun, T. (2008). Integrated Approaches to Improved Learners Writing Skills for English Major
Learners (Vol. 28). ABAC.
Tompkins, G. (2010). Using RAFT to enhance students’ reading comprehension.
Wallace, T., Stariba, W., & Walberg, H. (2004). Teaching Speaking, Listening and Writing. Perth:
Curtin University of Technology. Longman.
Wuryani, S. (2016). The Effectiveness of Role-Audience-Format-Topic (RAFT) Learning Strategy in
News Writing Learning for Class VIII Students of SMP Negeri 3 Pajangan Bantul. Yogyakarta:
Yogyakarta State University.
Yanti, D., & Hardi, V. (2019). Exploring Speaking Anxiety y: The Causes Of English Language
Speaking Anxiety (Vol. 4). SMAN.
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APPENDIX A
LECTURE PLAN (SESSION 1)
I. Objectives
At the end of the lesson, the participants must have:
1. defined RAFT Strategy;
2. identified the unique elements of RAFT Strategy; and
3. appreciated the lesson by showing active participation within the lecture.
II. Teaching Materials
1. laptop
2. headset
3. Canva Presentation
4. internet connection
III. References
Attention Required! | Cloudflare. (n.d.). Reading Rockets. Retrieved June 8, 2022, from
https://www.readingrockets.org/strategies/raft?__cf_chl_tk=_6OWIzLhMtjuZ8tDBbiSN8oY.HA
wJClnFxenCY2kc8E-1654663408-0-gaNycGzNCX0
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Writing Lesson Plan- RAFT. (2017). Writing Lesson Plan- RAFT.
https://www.education.pa.gov/K12/Career%20and%20Technical%20Education/Resources/Teacher%20Resources/ELAM
iniLessons/ELA%20Mini%20Lessons/Writing%20Mini%20Lesson%20-%20RAFT.pdf
IV. Procedure
a. Preliminaries
· Prayer
· Introduction of Researchers
· Introduction of Research Study
b. Engage:
1. Watch and Listen!
The teacher will have the participants watch a 3-minute video defining the RAFT
Strategy.
2. Go Program: R.A.F.T writing strategy
The teacher will show presentation with the following:
Role—the persona that authors assume for the writing
Audience—the targeted group for which writing is prepared
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Format—the form writing takes, such as letter, essay or engineering report
Topic—the subject of a piece of writing
Then, the participants will be asked to identify the definition of each letter in
RAFT Strategy. They will be asked to post their answers in the zoom chat box
within 2 minutes
c. Explore: Pair it up
The participants will be given 5 minutes to do the task, and they will recite their
work for the other participants to know what they have added.
1. Present a table that shows an example of the elements of RAFT.
2. The participants would be paired up, and they would give 1 example of each of
the element of RAFT.
d. Explain
The teacher will explain the definition of RAFT Strategy, the elements, and its
purpose.
Discussion:
42
RAFT is a writing strategy that helps participants understand their roles as
writers, the audience they will address, the varied formats for writing, and the topic
they'll be writing about. By using this strategy, teachers encourage students to write
creatively, to consider a topic from a different perspective, and to gain practice in
writing for different audiences.
RAFT is an acronym that stands for:
R-ole
A-udience
F-ormat
T-opic
Why use RAFT?
· It includes writing from different viewpoints.
· It helps students learn important writing skills such as audience, main idea, and
organization.
· It teaches participants to think creatively about writing by responding to the following
prompts:
Role of the Writer: Who or what are you as the writer? A pilgrim? A soldier? The
President?
Audience: To whom are you writing? A friend? Your teacher? Readers of a newspaper?
Format: In what format are you writing? A letter? A poem? A speech?
Topic and strong verb: What are you writing about? Why? What's the subject or the point?
· It can be used across various content areas.
e. Elaborate: Fill me!
The teacher will have the participants brainstorm for roles, audiences and formats as a
way to ensure that they understand the elements. This task will be done individually and 3
answers will be required. The participants will be given an empty template and they will work on
the activity in Google Docs which will be provided by the teacher (researcher). They will be
given 5 minutes to accomplish the task.
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Possible answers include:
f. Evaluate: Let’s do this!
The teacher will present a RAFT Strategy writing template and group the
participants into 4, wherein a total of 5 groups will be formed since there are a total of 20
participants. They will complete the template below by choosing any topic they want.
They will be given a 10-minute working time, and after that, they will be presenting their
work to the class. 3 minutes will be given for each group’s presentation. The teacher will
let them share their screen during their presenting time.
LECTURE PLAN (SESSION 2)
I. Lesson Objectives
At the end of the 60- minute period, the participants must have:
1. defined what personal narrative writing is;
2. recognized the purpose and structure of personal narrative writing; and
3. constructed a personal narrative essay based on the provided picture.
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II. Teaching Materials
1. Laptop
2. Headset
3. Canva Presentation
4. Kahoot website
5. Internet connection
III. References:
How to Write a Narrative Essay. (2021, August 24). Writers.Com.
https://writers.com/how-to-write-a-narrative-essay
Purpose of Narrative Writing. (n.d.). Libraries.
https://open.lib.umn.edu/writingforsuccess/chapter/10-1narration/#:~:text=The%20Purpose%20of%20Narrative%20Writing,can%20be%20factu
al%20or%20fictional
How to Write a Narrative Essay. (2022, May 8). Papers Owl.
https://papersowl.com/blog/how-to-write-narrativeessay#:~:text=The%20narrative%20essay%20format%20consists,the%20story%20in%2
0the%20conclusion
IV. Procedure
a. ENGAGE (Quiz it!)
The teacher will provide a 5-item quiz via Kahoot for the participants to answer.
The link will be provided by the researcher teacher and will paste it on the chat box of
Zoom for the access of everyone.
1. Narrative Writing includes all of the following characteristics except:
a. tells a story.
b. relates a series of events to entertain a reader.
c. provides factual information to describe, sequence or compare.
d. involves conflict introduced in the beginning, developed in the middle, and
resolved at the end.
2. Which of the following is an example of a narrative writing product?
a. recipes
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b. letters to the editor
c. all about books
d. readers theaters
3. The purpose of narrative writing is to convince someone about a particular
viewpoint.
a. TRUE
b. FALSE
4.The purpose of Narrative is to amuse the readers.
a. TRUE
b. FALSE
5. A Narrative Essay consists of a sentence only.
a. TRUE
b. FALSE
b. EXPLORE (Roll-a-story)
The participants will be grouped into 2 groups, and they will compose a 1paragraph personal narrative essay on a given topic. Afterwards, they will present it to the
class orally.
Group 1: Friends
Group 2: Family
c. EXPLAIN (Discussion)
What is Narrative Writing?
The narrative essay is a branch of creative nonfiction. Also known as a personal
essay, writers of this genre are tasked with telling honest stories about their lived
experiences and, as a result, arriving at certain realizations about life.
What is the Purpose of Narrative Essay?
46
Narration means the art of storytelling, and the purpose of narrative writing is to
tell stories. Any time you tell a story to a friend or family member about an event or
incident in your day, you engage in a form of narration. In addition, a narrative can be
factual or fictional. A factual story is one that is based on, and tries to be faithful to,
actual events as they unfolded in real life. A fictional story is a made-up, or imagined,
story; the writer of a fictional story can create characters and events as he or she sees fit.
Structure of a Narrative Essay?
The narrative essay format consists of an:
1. Introduction- must contain a hook sentence that catches the attention of the reader
2. Thesis statement- explaining what your essay is going to be about, and a clear
description of why the topic is relevant to you.
3. Main body- should include an overview of the background and setting, all of the key
people involved, some semblance of foreshadowing as well as the onset of the event
and the climax, finally the resolution.
4. Conclusion- has to address the moral of the story or the event's significance; it could be
used to add a call-to-action as well.
d. ELABORATE (Picture Telling Story)
The Participants will be grouped into 2, wherein each group will construct their
own story based on the provided picture below. Each group will be facilitated by one
teacher researcher. After 5 minutes, they will briefly share to the class what they have
brainstormed.
Given Picture:
Example:
47
One day, Mr. and Mrs. Smith went to an emergency meeting together. They both agreed that
Granny Smith will take care of the kids the whole day. Granny Smith, being the playful grandma
that she is, she decided to take the kids into the park. Mark and Sheila, the most adventurous
among the siblings, immediately climbed up to the nearest tree. Jake, who is a dog lover, brought
their dog named Layla to the park along with them. Irene also brought her scooter to the park.
Meanwhile, Jay and Cindy chose to stay with their Granny because they love to hug their
Granny. After a few hours of fun in the park, they decided to go home together.
e. EVALUATE
The participants will be tasked to write a 1-paragraph personal narrative writing essay
about the topic “How do you see the ideal political system in Bacolod City?”. A
paragraph must contain the 4 structures in writing a narrative essay. They will be given a
15-minute working time, and after that, they will present it orally in the class. Their
written works will be rated using the given Rubric.
LECTURE PLAN (SESSION 3)
I. Lesson Objectives
At the end of the lecture, the participants must have:
1. explored perspectives by asking questions and reflecting on the text during the
reading activities;
2. explored perspectives by practicing with the definitions and examples of RAFT
Strategy in writing; and
3. written a personal narrative essay based on a given topic with the use of RAFT
Strategy.
II. Teaching Materials
1. laptop
2. headset
3. Canva Presentation
4. internet Connection
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III. References
Graphic organizer: RAFT (role, audience, format, topic) writing strategies. (n.d.).
Terra Foundation. https://www.terraamericanart.org/tools-for-teachers/raftwriting-strategies/
National Behaviour Support Service. (n.d.). RAFT strategy.
https://www.nbss.ie/sites/default/files/publications/raft_strategy.pdf
Xue, J. (2020, August 13). Telling the story of yourself: A step-by-step guide to
personal narratives. ProWritingAid. https://prowritingaid.com/art/1398/writingpersonal-narratives-and-distinguished-examples.aspx
IV. Procedure
a. ENGAGE (Quiz It)
A 10-item review quiz will be given to the participants via the NearPod
website. They will answer questions that tackle the previous lectures’ lessons on
RAFT Strategy and on writing a personal narrative essay. This activity will be
held via NearPod to promote interactivity while piquing their interest through
immersion in dynamic multimedia and 3D objects.
b. EXPLORE (Brainstorming)
Right after the teacher is donano e prompting the table below, the teacher will
group the participants into 4 groups wherein each group will brainstorm one role,
audience, format, and topic. Each group will also be facilitated by one teacher
researcher. After 5 minutes, they will briefly share to the class what they have
brainstormed.
Introduction:
The RAFT Strategy (Santa, 1988) can be used across subject areas to help
students to understand and focus on four critical aspects of writing: the writer’s
Role (Are you a journalist? A soldier? A witness? A castle? An engineer? An
endangered species? The human heart? - Can be people, objects, etc.); the
Audience to whom the writer is speaking (Are you writing to a friend? Readers of
49
a newspaper? A local TD? Your dog? A scientist? A museum? - Can be people,
objects, etc.); the varied Formats for writing (Is it a letter? A speech? An
obituary? A Blog? An Infographic? A top 10 list?); and the Topic addressed in the
writing (What's the subject or the point of this piece). To write from another point
of view requires a deeper understanding of the topic.
Examples:
c. EXPLAIN (Lesson Proper)
The teacher will explain how to apply the RAFT Strategy in writing a
personal narrative essay.
Discussion:
Writing a personal narrative essay involves both objectivity and subjectivity.
You'll need to be objective enough to recognize the importance of an event or
a situation to explore and write about. On the other hand, you must be
subjective enough to inject private thoughts and feelings to make your point.
With personal narratives, you are both the muse and the creator – you have
control over how your story is told. However, like any other type of writing, it
comes with guidelines.
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1. Write Your Personal Narrative as a Story
As a story, it must include an introduction, characters, plot, setting,
climax, anti-climax (if any), and conclusion. Another way to approach
it is by structuring it with an introduction, body, and conclusion. The
introduction should set the tone, while the body should focus on the
key point(s) you want to get across. The conclusion can tell the reader
what lessons you have learned from the story you've just told.
Application of RAFT: Decide which RAFT exercise you want to do.
Always read across the chart.
2. Give Your Personal Narrative a Clear Purpose
Your narrative essay should reflect your unique perspective on life.
This is a lot harder than it sounds. You need to establish your
perspective, the key things you want your reader to take away, and
your tone of voice. It's a good idea to have a set purpose in mind for
the narrative before you start writing.
Let's say you want to write about how you manage depression without
taking any medicine. This could go in any number of ways, but
isolating a purpose will help you focus your writing and choose which
stories to tell. Are you advocating for a holistic approach, or do you
want to describe your emotional experience for people thinking of
trying it?
Having this focus will allow you to put your own unique take on what
you did (and didn't do, if applicable), what changed you, and the
lessons learned along the way.
Application of RAFT: Look at the 1st column of ROLES. A role is
the person or object you are pretending to be. Select a role that
interests you. TOPIC is the last column. The TOPIC tells you what
you will be writing/drawing about. The TOPIC is important because it
should help you reveal as much as you know about the topic.
3. Show, Don't Tell
It's a narration, so the narrative should show readers what
happened, instead of telling them. As well as being a storyteller,
the author should take part as one of the characters. Keep this in
mind when writing, as the way you shape your perspective can
have a big impact on how your reader sees your overarching plot.
Don't slip into just explaining everything that happened because it
happened to you. Show your reader with action.
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For example, instead of:
"You never let me do anything!" I cried disdainfully.
Try:
"You never let me do anything!"
To this day, my mother swears that the glare I levelled at
her as I spat those words out could have soured milk.
Application of RAFT: Read the AUDIENCE that goes along with
that role. The AUDIENCE is for whom you are creating your
work.
4. Use "I," But Don't Overuse It
You, the author, take ownership of the story, so the first-person
pronoun "I" is used throughout. However, you shouldn't overuse it,
as it'd make it sound too self-centered and redundant.
5. Pay Attention to Tenses
Tense is key to understanding. Personal narratives mostly tell the
story of events that happened in the past, so many authors choose
to use the past tense. This helps separate out your current, narrating
voice and your past self who you are narrating. If you're writing in
the present tense, make sure that you keep it consistent throughout.
Application of RAFT: The FORMAT column tells you the way
you’ll express your understanding of the topic. FORMAT is the
form in which your writing should be presented.
6. Make Your Conclusion Satisfying
Satisfy your readers by giving them an unforgettable closing scene.
The body of the narration should build up the plot to climax. This
doesn't have to be something incredible or shocking, just
something that helps give an interesting take on your story.
The takeaways or the lessons learned should be written without
lecturing. Whenever possible, continue to show rather than tell.
Don't say what you learned, narrate what you do differently now.
This will help the moral of your story shine through without being
too preachy.
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Application of RAFT: Go back to your TOPIC, which is the last
of your column. This is to review if your conclusion is connected
to what you are intending to convey to your AUDIENCE.
d. ELABORATE (RAFT Forms)
The teacher will divide the participants into 4 groups once more wherein
each group will be facilitated by one teacher researcher. Each group will be
assigned a certain format which they will fill-in with details using the RAFT
Strategy. This collaborative activity will be accomplished through Google Docs,
Format for Group 1:
Format for Group 2:
53
Format for Group 3:
Format for Group 4:
e. EVALUATE
The participants will be asked to write a 1-paragraph personal narrative
essay on the topic “How do you see the ideal political system in Bacolod City?”
using the RAFT Strategy. Their written work will be rated using the Modified
Rubric for a Narrative Writing Piece. A RAFT Template will be provided for this
activity.
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APPENDIX B
PRE-INTERVENTION WORKSHEET
Complete Name: _______________________________________________________________
“How do you see the ideal political system in Bacolod City?”
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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APPENDIX B
POST-INTERVENTION WORKSHEET
Complete Name: _______________________________________________________________
Role: __________________________________
Audience: ______________________________
Format: ________________________________
Topic: _________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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APPENDIX C
MODIFIED RUBRIC FOR A NARRATIVE WRITING PIECE
57
58
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APPENDIX D
VALIDATION TOOL FOR MODIFIED RUBRIC FOR A NARRATIVE WRITING
PIECE
This validation tool was adopted from a study conducted by Karkehabadi (2013) on
Using Rubrics to Measure and Enhance Student Performance. As cited on the study, the rubric
below was retrieved from American Educational Research Association, American Psychological
Association & National Council on Measurement in education (1999).
YES NO REMARKS
Content
1. Do the evaluation criteria address any extraneous content?
2. Do the evaluation criteria of the scoring rubric address all
aspects of the intended content?
3. Is there any content addressed in the task that should be
evaluated through the rubric, but is not?
Construct
1. Are all of the important facets of the intended construct
evaluated through the scoring criteria?
2. Is any of the evaluation criteria irrelevant to the construct of
interest?
Comments:
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________
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__________________________________________
Name and Signature of Validator
APPENDIX E
COVER LETTER FOR VALIDATION OF MODIFIED RUBRIC FOR A NARRATIVE
WRITING PIECE, LECTURE PLANS, AND WORKSHEETS
May 12, 2022
LEX DIWA P. ALORO, LPT
Alternative Learning System Dept.
Dona Hortencia Salas Benedicto National High School
Dear Ms. Aloro:
Greetings in the name of St. John Baptiste de La Salle!
We are presently conducting a research study entitled “Effects of RAFT Strategy on the
Writing Proficiency of Senior High Students” This is in compliance with the partial fulfillment
of the requirements for the degree of Bachelor of Secondary Education Major in English.
This study aims to know if the RAFT Strategy can serve as an effective prewriting tool in
writing proficiency in terms of personal narrative essay composition. This will be conducted to
20 Grade 12 students of Maranatha Christian College enrolled in S.Y. 2021-2022, in which the
researchers will use the topic “How do you see the ideal political system in Bacolod City?” for
the participants’ writeups.
Your expertise and experience as a professor make you one of the qualified validators of
our writing rubric, lecture plans, and worksheets. Please feel free to go over the details and
determine the validity of our instruments. Likewise, your suggestions and recommendations for
improvement are highly appreciated.
Thank you for sharing your precious time and effort in the completion of our study.
In St. La Salle,
ANGELYN BLESS T. ALIMON
ETHER C. CABUROG
61
BARBIE GRACE E. LUMAMPAO
CRISELLE JOY C. MENDOZA
The Researchers
APPENDIX F
VALIDATION SHEET OF MODIFIED RUBRIC FOR A NARRATIVE WRITING
PIECE, LECTURE PLANS, AND WORKSHEETS
This validation tool was adopted from a study conducted by Karkehabadi (2013) on
Using Rubrics to Measure and Enhance Student Performance. As cited on the study, the
rubric below was retrieved from American Educational Research Association, American
Psychological Association & National Council on Measurement in education (1999).
YES NO REMARKS
Content
1. Do the evaluation criteria address any extraneous content?
2. Do the evaluation criteria of the scoring rubric address all
aspects of the intended content?
/
/
3. Is there any content addressed in the task that should be
evaluated through the rubric, but is not?
/
Construct
1. Are all of the important facets of the intended construct
evaluated through the scoring criteria?
2. Is any of the evaluation criteria irrelevant to the construct of
interest?
/
/
Comments:
1. The rubric is comprehensive.
2. The criteria’s descriptions are too lengthy and a bit too vague.
3. Shorten the descriptions of your criteria.
4. Polish the grammaticality of your criteria’s descriptions.
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LEX DIWA P. ALORO, LPT
Name and Signature of Validator
APPENDIX G
LETTER TO SCHOOL HEAD
May 12, 2022
DARYL E. SERVANO
Principal
Maranatha Christian College
Dear Mr. Servano:
Greetings in the name of St. John Baptiste de La Salle!
We are presently conducting a research study entitled “Effects of RAFT Strategy on the
Writing Proficiency of Senior High Students” This is in compliance with the partial fulfillment
of the requirements for the degree of Bachelor of Secondary Education Major in English.
This study aims to know if the RAFT Strategy can serve as an effective prewriting tool in
writing proficiency in terms of personal narrative essay composition. This will be conducted to
20 Grade 12 students of Maranatha Christian College enrolled in S.Y. 2021-2022, in which the
researchers will use the topic “How do you see the ideal political system in Bacolod City?” for
the participants’ writeups.
With this, we would like to ask for your permission to allow us to conduct our study in
your school, with the aforementioned target participants.
Your approval and support are great contributions for the success of our study.
Thank you and God bless!
Best Regards,
ANGELYN BLESS T. ALIMON
ETHER C. CABUROG
BARBIE GRACE E. LUMAMPAO
63
CRISELLE JOY C. MENDOZA
The Researchers
APPENDIX H
INFORMATION SHEET OF THE INFORMED CONSENT FORM
University of St. La Salle
College of Education
Bacolod City
Dear each participant,
Greetings! This study entitled “Effects of RAFT Strategy on the Writing Proficiency
of Senior High Students” is aimed at determining valuable ideas from Grade 12 students like
you.
Please read the details for the study enumerated below so that you can ask questions,
should there be any.
The Researchers,
Angelyn Bless Alimon, Ether Caburog, Barbie Grace Lumampao, Criselle Joy Mendoza
Purpose of the research:
The purpose of the study is to investigate the effectiveness of RAFT Strategy in the
writing proficiency especially in personal narrative essay composition.
Participant Selection
The Grade 12 Senior High students of Maranatha Christian College, enrolled in the
HUMSS Strand for the Academic Year 2021-2022 are chosen to be the participants of this study.
64
Benefits of the Study
While this research does not give you any direct benefit, the participation in this study
will specifically be helpful in determining the effectiveness of the RAFT Strategy on personal
narrative essay composition and will add to the existing knowledge pool of the RAFT Strategy’s
effectiveness in the field of writing.
Data Gathering:
The data will be collected by writing 2 personal narrative essays. This will be done in 2
parts; the following are the phases of the data gathering: (1) Pre-writing Intervention, and (2) Postwriting Intervention. These phases will show the writing proficiency before and after using the
RAFT Strategy. The students will be writing a 1-paragraph narrative essay with a topic aligned to
their strand in 30 minutes time, each for the Pre-writing Intervention and Post-writing Intervention.
Duration
Composing the personal narrative essay under the Pre-writing intervention will take 30
minutes of your time. The Intervention phase will include a series of lecture which will be
divided into 3 sessions for 1 hour each. The Post-writing intervention composition will take 30
minutes of the participants’ time.
Risks of the Study
The participants may have to share some personal information that makes them feel
uncomfortable. Should this happen, know that they may not have to answer or take part in this
survey, especially if you feel that the questions are too personal.
Compensation
The participants will not be given any monetary compensation for their participation:
whether in cash or in kind.
Confidentiality, Privacy and Anonymity
In the gathering, storage, and release of this study material, anonymity, privacy, and
confidentiality shall be maintained.
65
During the data processing step, identifiers about the participants (such as emails, names,
and Facebook/Messenger accounts) and the information that they will share will be erased from
the database. Furthermore, the information they have supplied is only accessible to the
researchers who will process the data. After the study is published, the data gathered will be kept
secure in print or electronic form for a year.
Voluntary Participation
As participation is entirely voluntary on the participants’ part, they may or may not take
part in this study. Should they decide not to participate, please know that nothing changes in any
or all of their student-related evaluations. If they withdraw at any time, they may do so. Should
they decide to participate, they may respond their affirmation through the consent certificate
following the information sheet.
About the Researchers
The proponents of this research are Bachelor of Secondary Education Major in English
students of the University of Saint La Salle’s College of Education.
For any questions, you may contact the person provided below:
ANGELYN BLESS ALIMON
s1921794@usls.edu.ph
09235188083
For further questions
You may contact Ms. Airyl Francisco (Adviser) at any of the following addresses if you
have any concerns regarding your rights as a research participant:
AIRYL FRANCISCO
airylmaep@gmail.com
09158172581
66
APPENDIX I
CONSENT CERTIFICATE OF THE INFORMED CONSENT FORM
Effects of RAFT Strategy on the Writing Proficiency of Senior High Students
____ I confirm that the study was fully explained to me; also, I have read and understood the
information sheet for the above study and I have had the opportunity to ask questions.
____ I understand that my participation is voluntary and that I am free to withdraw at any time,
without giving any reason.
____ I agree to take part in the above study.
____ I will be given a copy of the signed Informed Consent Form.
________________________________________
Signature of the Participant Above Printed Name
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APPENDIX J
TABLE OF SCORE SCALES
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70
71
72
73
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75
76
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APPENDIX K
CURRICULUM VITAE
ALIMON,
Angelyn Bless T.
Full Name: Angelyn Bless T. Alimon
Birth Date: June 11, 2000
Phone: 09235188083
School Email Address: s1921794@usls.edu.ph
Personal Email Address: angelyn.alimon@gmail.com
RESEARCH INTERESTS

Essay Writing Strategies

Language Education
EDUCATION
Talisay Elementary School
Colegio San Nicolas de Tolentino – Recoletos
Riverside College, Inc
University of Saint La Salle - Bacolod
2006 - 2012
2012- 2016
1. 2018
2019 – Present
PERSONAL
DETAILS MEMBERSHIP/AFFILIATIONS
Dean’s Lister: A.Y. 2019-2020
Dean’s Lister: A.Y. 2020-2021
79
CABUROG,
Ether B.
Full Name: Ether Baquinquito Caburog
Birth Date: October 26, 1998
Phone: 0995-982-2665
School Email Address: s1521566@usls.edu.ph
Personal Email Address: ebaquinquito@gmail.com
RESEARCH INTERESTS



Writing Strategies
Curriculum Assessment and Development
Flexible Teaching and Learning Strategies
EDUCATION
La Granja Elementary School
La Granja National High School
University of Saint La Salle - Bacolod
2006 - 2012
2012-2014
2020 – Present
PERSONAL DETAILS
MEMBERSHIP/AFFILIATIONS
Member – Alliance of Synergized Secondary Education Teachers (ASSET) Club
ESL Teacher – 51 Talk (2019-present)
80
LUMAMPAO,
BARBIE GRACE E.
Full Name: Barbie Grace E. Lumampao
Birth Date: December 17, 1999
Phone: 0928-402-1161
School Email Address: s1921486@usls.edu.ph
Personal Email Address: barbiedec.17@gmail.com
RESEARCH INTERESTS


Writing Strategies
Flexible Teaching and Learning Strategies
EDUCATION
Handumanan Elementary School
Handumanan National High
School
Handumanan National High School- SHS
University of Saint La Salle - Bacolod
2006 - 2012
2012- 2016
1. 2018
2019 – Present
PERSONAL DETAILS
MEMBERSHIP/AFFILIATIONS
ESL Instructor- E-room Language Center (January- February 2019)
Member – Alliance of Synergized Secondary Education Teachers (ASSET) Club
DAGYAW: Faces of Reality- 3 Runner up MTV 2019 (College of Education)
rd
Dean’s Lister- A.Y 2020-2021
81
MENDOZA,
Criselle Joy C.
Full Name: Criselle Joy C. Mendoza
Birth Date: November 3, 2000
Phone: 0947-178-1539
School Email Address: s1920729@usls.edu.ph
Personal Email Address: sellemendoza43@gmail.com
RESEARCH INTERESTS


Writing Strategies
Flexible Teaching and Learning Strategies
EDUCATION
l
House of Praise Learning Center
Bacolod City National High school
Liceo De La Salle- Bacolod
University of Saint La Salle - Bacolod
PERSONAL DETAILS
MEMBERSHIP/AFFILIATIONS
Tutor (All Subjects) – 2021
2011 - 2013
2016-2017
2017-2019
2019 – Present
82
APPENDIX L
POST-INTERVENTION WRITING RAW SCORES WITH INTERRATER
CERTIFICATION
Table 7
83
APPENDIX M
COMPARISON IN THE STUDENTS’ WRITING PROFICIENCY LEVEL BEFORE
AND AFTER USING THE RAFT STRATEGY
Table 8
84
APPENDIX N
SPSS DATA
Mean-Range Interpretation Table
Mean Range Interpretation
24.20 – 30.00
Very High
18.40 – 24.19
High
12.60 – 18.39
Average
6.80 – 12.59
Low
1.00 – 6.79
Very Low
·
Level of writing proficiency in personal narrative essay composition before and after the
intervention
Paired Samples Statistics
Pair 1
Mean
N
Std. Deviation
Std. Error Mean
Pretest Scores
16.0500
20
3.44085
.76940
Posttest Scores
21.5500
20
4.51285
1.00910
Statistical tool: Mean and Standard Deviation
85
·
Is there a significant difference in the level of writing proficiency in personal narrative
essay composition before and after the intervention?
Paired Samples Correlations
Pair 1
Pretest Scores & Posttest Scores
N
Correlation
Sig.
20
.571
.009
Paired Samples Test
Paired Differences
95% Confidence
Interval of the
Difference
Mean
Pai
r1
Pretest
Scores
Posttes
t
Scores
5.5000
0
Std.
Deviatio
n
Std.
Error
Mean
3.80443
.8507
0
Statistical tool: Paired Samples t-test
Lower
Upper
t
df
7.2805
3
3.7194
7
6.46
5
1
9
Sig.
(2tailed
)
.000
86
UNIVERSITY OF ST. LA SALLE
COLLEGE OF EDUCATION
Technical Review Certification
Date
This is to certify that the research proposal with the title
EFFECTS OF RAFT STRATEGY
ON THE WRITING PROFICIENCY OF SENIOR HIGH SCHOOL STUDENTS submitted
by ANGELYN BLESS T. ALIMON, ETHER B. CABUROG, BARBIE GRACE
E. LUMAMPAO, CRISELLE JOY C. MENDOZA has been reviewed for technical soundness
and compliance with the recommendations of the panel members during the College-based
research proposal deliberation held on March 26, 2022, via Zoom is approved and endorsed for
ethics review.
JONATHAN DAVILA, MAEd
ARIEL JOY PATRIA,
MAEd
Panel Member/Content Expert
Panel Member/Methods Expert
87
NIKKO PAOLO CALUMPIANO, MAEd
Panel Chair
HAZEL ATILANO, MATEL
Research Professor (EDENG 217)