Turning Readers into Writers: The Transformative Power of English Extensive Reading Activities

Abstract

Reading is a complex process which strictly involves skills such as decoding texts read, making predictions out of those texts and asking questions upon successful reading of a text. Based on the pre-writing assessment of the students, a number of Senior High Students lack the capability to understand the basic rule of English Grammar. In relation to this, the integration of Extensive English Reading Activities to enhance the Senior High School Students’ writing skills in terms of Sentence Structure, Vocabulary and Word Forms, and Cohesion and Coherence was recommended. The study was conducted at the Oriental Mindoro National High School, located at the San Vicente West, Calapan City, Oriental Mindoro. The study used a one-group pretest-posttest design and a modified skills test as the instrument for the data gathering on 118 Grade 11 Humanities and Social Sciences students. The data were statistically treated using a paired sample t-test, resulting in a computed t-value |-30.602| (sentence structure), |-16.102| (vocabulary and word forms), and |-15.049| (cohesion and coherence). It is evident that the computed t-values of the three indicators exceeded the critical t-value of 1.980 at 0.05 level of significance resulting in the rejection of the null hypothesis. The intended output of this study is a reading program with the integration of a certain number of Extensive English Reading Activities to enhance their writing skills in terms of Sentence Structure, Vocabulary and Word Forms, and Cohesion and Coherence.