The Effect of SPAWN Strategy in Developing Persuasive Writing Skills and Productive Habits of Mind

Abstract

This research investigated the effect of SPAWN strategy in developing persuasive writing skills and productive habits of mind in the English language among second secondary grade students. The study adopted the quasi-experimental design, which involves two groups: experimental and control. For data collection, the researcher designed the following instruments and materials: the teacher's guide to teach persuasive writing and develop productive habits of mind by using SPAWN strategy, persuasive writing skills test and rubric, and the productive habits of mind scale. These instrument were applied to a sample of sixty students in the second secondary grade. Data were analyzed through Pearson's correlation coefficient, independent samples t-test, paired-samples t-test, and ETA squared. The findings revealed statistically significant differences between the mean scores of the experimental and the control groups in the post-administration of persuasive writing test and productive habits of mind scale in favor of the experimental group. Also, the results obtained through the paired-sample t-test and the Eta squared showed that the experimental group students achieved significantly higher scores in the post-tests. Besides, Pearson's correlation coefficient revealed the strong positive correlation between persuasive writing skills and the four selected productive habits of mind, which are: Thinking flexibly, Questioning and Problem posing, Apply prior knowledge to new situations, Creating Imagining and Innovating. In recommended , include the persuasive writing skills in second secondary grade students' textbook and teachers' guide to help teach, develop and evaluate students' persuasive writing skills effectively. Besides, including the procedures of SPAWN strategy in the teachers' manual to enhancing students persuasive writing and promote productive habits of mind.

Writing Strategies of Freshmen and Sophomore Students in a Tertiary Institution: Implications to English Teacher

“…Eliwarti and Purwanti (2021) mentioned that the purposes of writing are to gain popularity, make other people happy, give criticisms, Influence the thinking readers, get money, or have a divisible experience with the readers. Furthermore, Alkthery and Al-Qiawi (2020) mentioned that most writing falls into three categories: writing requires more than just a good command of language. It demands effective writing strategies to help organize a person's ideas, develop arguments, and showcase one's writing skills.…”