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