This exploratory study looks into a strategy addressing one of the main issues of academic writing. Various disciplines have incorporated the use of academic papers as a requirement in assessments. However, lack of attention is placed on paraphrasing as an essential component in applying the student’s understanding of the text which leads to poor academic composition. One of the known strategies to aid reading is chunking, the process of dividing information into manageable sections. This article used chunking as a strategy to enhance the paraphrasing skills of selected grade 12 students in a senior high school in the Philippines. Two sections involving twenty-five (25) senior high school student volunteers participated in the study. A Pretest Posttest design was utilized and the intervention indicated five steps: Chop, Organize, Review, Paraphrase, and Assess (Malamed 2012). The academic text used a paragraph having three sentences. The Paraphrasing Trait for Rubric was used in scoring and data obtained showed that at 0.05 alpha, there is a significant difference between the means of the pre-test and post-test scores. The difference seems evident since the p-value is at 0.008 and the mean difference of the scores is 0.84. Peer feedback from the students were also taken and analyzed. The study suggests that chunking may be considered an effective paraphrasing strategy. Findings and implications were also discussed.
Alce Sentones, La Salle Greenhills, Philippines
Ma. Samantha Faye G. Dumlao, La Salle GreenHills, Philippines
Phoebie Claire V. Manapat, La Salle GreenHills, Philippines
Stream: Learning Experiences
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