Structural-Response Instruction Worksheet and Grade 10 Students’ Structure of Observed Learning Outcome in Writing

Eliciting higher-order thinking skills in students’ essays has been a known struggle for language teachers, especially those in last-mile schools, where digital learning is hardly feasible due to difficulty in internet access, hindering both learners and educators in finding an alternative way to address this issue. Hence, this study, employing a quasi-experimental pretest and posttest design, focused on the structural-response instruction worksheet sought to elevate the Structure of Observed Learning Outcome (SOLO) in the writing of Grade 10 students from Sumilil National High School. The researcher-made instructional worksheet dubbed as Structural-Response Instruction (SRI) was validated by language experts, who found it to be of exemplary quality. The data were gathered through a total enumeration sampling where all 36 Grade 10 students of said school were the respondents and were assessed with pretest, posttest, and lesson-based assessments. Meanwhile, the level of respondents in the pretest is categorized as “Multi-structural,” which means that students were able to provide multiple responses to each question but failed to discuss the relationships of their given answers. The level of structured responses of the students had improved in the posttest, transitioning to “Relational”. It shows that the respondents had improved their written responses after the intervention of the worksheet. The overall mean gain score of the respondents showed a significant difference between their pretest and posttest.