Task-Based Approach in the Development of Supplementary Instructional Materials for Enhanced Writing Proficiency

Abstract

The study aimed to develop task-based supplementary instructional materials for Grade 7 writing and composition. A developmental method of research was utilized to draw pertinent data needed to develop instructional materials for writing. A survey questionnaire was constructed to determine the students’ need for materials. The data-gathering procedure involved 210 Grade 7 learners and 10 English teachers. The development of materials followed Jolly and Bolitho’s material development framework, which involves six steps: (1) identifying the needs for the materials, (2) exploration of the results, (3) contextual realization of the materials, (4) pedagogical realization of the materials, (5) production of the materials, and (6) evaluation of the materials. The contents of the materials were based on the results of the needs analysis. The results suggest that composing anecdotes, capsule biographies, travelogues, and biographical sketches must be given focus in the proposed materials. Through careful contextual and pedagogical considerations, an instructional package was produced which includes the following: (1) More Ways to Write Printed Worktext, (2) More Ways to Write Interactive Online Worktext, (3) Teacher’s Guide, (4) Reproducible Worksheets, and (5) Skill Building Video Materials. The materials were evaluated and given an overall rating of 4.99 which is interpreted as “highly acceptable.” Comments on the materials’ salient features in terms of (1) balance in blending conventional knowledge, innovations, and technology, (2) potent and engaging activities, and (3) commendable physical and visual features and cognitive load suggest that the materials are highly commendable and ready for use.

KEYWORDS – task-based approach, materials development, writing proficiency