DEVELOPING WRITING SKILLS THROUGH STRUCTURALIST APPROACH: AN EXPERIMENTAL STUDY

ENGLISH LANGUAGE TEACHING

This study evaluated the effectiveness of using the Structuralist Approach in literary criticism as a teaching method to improve students' writing skills. The research was conducted at Canidkid Integrated School in the Davao de Oro province of the Philippines. A purposive sampling method was used to select the participants, who were Grade 10 students. The study employed an experimental approach, utilizing pretests and posttests to assess and compare the students' writing performance. The results showed a substantial improvement in the students' writing abilities after implementing the Structuralist Approach. The post-test mean score was significantly higher than the pre-test, indicating the positive impact of this instructional approach. The findings have important implications for educational practices. They can inform the Department of Education's efforts to integrate effective interventions and programs that enhance teachers' strategies for improving students' writing proficiency. By incorporating the structuralist approach, educators can potentially develop students' writing skills and address the challenges they face in this crucial academic area. Overall, this experimental study provides empirical evidence on the efficacy of the structuralist approach in literary criticism as an effective teaching method for improving students' writing abilities. The results contribute to the ongoing discourse on effective pedagogical strategies for enhancing writing skills.

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