Formula Poems for Enriching Writing in the English Classroom

formula poems, free writing, formula writing, quasi-experimental

Authors

  • Lloyd Vincent O. Sasil Chairperson, College of Teacher Education & Graduate School, University of Cebu – Main, Cebu City, Philippines
  • Rex Argate
    rargate@uc.edu.ph
    Faculty, College of Liberal Arts, University of Cebu – Main, Cebu City, Philippines
  • Marcial Chiu Faculty, Graduate School, University of Cebu – Main, Cebu City, Philippines
  • Sunny R. Fernandez Faculty, College of Teacher Education, Cebu Normal University – Main, Cebu City, Philippines
April 25, 2021

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The main objective of the study was to determine the effectiveness of formula poems for enriching writing in the English classroom at the University of Cebu- Main Campus. A quasi-experimental design was used. The experimental group was treated with the use of creative formulae, while the control group was taught to use freewriting. The experts utilized the researcher-made rubric to measure the students' writing performance in both groups. The writing performances of the free writing group had fair rating and there were students got ratings that were also poor. The writing performances of the formula writing group had a very good rating and good ratings which shows that they were better in poetry writing compared to the free writing group. There is a significant difference in the performances of the free writing and formula writing groups. The engagements of the subjects with the formula poems have proved that it is much effective compared to freewriting in assessing the outputs of the subjects. The study concluded that the writing strategy of the students of the formula writing group using formula poems is effective. Furthermore, student writing guided by poetic formulas contributes to more engaged learning and provides a strong framework for creative thinking.