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The problem and its scope


The course expose students to a variety types of writing and provide them with

opportunities to create their own works. Creative writing majors often take courses focusing

fiction, poetry and etc. Creative writing is any writing that goes outside the bounds of normal

professional, journalistic, academic, or technical forms of literature, typically identified by an

emphasis or narrative craft, character development, and the use of literary tropes or with various

traditions and poetics.

Studies show that children who practice creative writing specifically grade 12 HUMS more

often are generally better in other subjects too like math, and science. Challenging themselves to

come up with creative thoughts and problem solve, builds the confidence and discipline students

need to succeed in all areas of life.

The researchers were motivated and inspired to study about the effectiveness of using

English as medium of instruction in teaching creative writing towards grade 12 HUMS students

of IMCC- BED because some of the educators/teachers used mother tongue as their medium of

instruction in teaching English class. On the other hand, the researchers will also motivate the

students to used English as medium of instruction in teaching creative writing.

Background of the study

Statement of the Problem The purpose of this study is to determine the effectiveness of using

English as a medium of instruction in teaching Creative Writing. This study aims to answer the

following questions:

1. What is the demographic of the respondents?

1.1 Age

1.2 Sex

1.3 Social Status

1.4 Ethnicity

2. What is the level of the students’ performance in Creative Writing using English as a

medium of instruction?

3. What is the level of the students’ performance in Creative Writing using Filipino as a

medium of instruction?

Objectives of the study

The goal of the study is to determine the achievement of the students when it comes to

effectiveness of using English as medium of instruction in teaching creative writing towards grade

12 students. Specifically, it aims to:

1. Develop critique skills for effective in-class workshops of peer work

2. Develop analytical skills for effective in-class discussion of readings

3. Develop a personal practice of literary citizenship

Significance of the Study

This study focuses on determining the effectiveness of the English language as the

medium of instruction in teaching creative writing among the students of Grade 12 HUMSS in

Iligan Medical Center College – Basic Education Department.

Instructors. This study will serve as a basis for improving their English language

as a medium of instruction in teaching creative writing.

Students. This study will provide the students awareness of the language factors

and how it influences their academic performance, thereby contributing to improved

academic performance.

Future Researchers. This study will serve as be a guide for the future researchers

who will be conducting a related topic to this research.

Scope and Delimitation of the Study

This research work focuses on the effectiveness of using English as a medium of instruction

in teaching Creative Writing. This study is limited only to Grade 12 HUMSS students in Iligan

Medical Center College – Basic Education Department located in Pala-o, Iligan City. The data will

be collected and gathered through post-test and survey. Further, said post-test is borrowed and

lifted from the Department of Education portal in hopes of attaining an unbiased and standardized


Theoretical Framework

Vygotsky’s Theory
This study is guided by Vygotsky’s theory of socio-cultural development. According to

Williams and Burden (1997), the sociocultural theory posits that learning experiences should be

meaningful and relevant to the individual. Second, the theory opposes the idea of the discrete

teaching of skills and argues that meaning should constitute the central aspect of any unit of.

Vygotsky argues that the speech structures mastered by the child become the basic structures of

his thinking. Further, he argues that language and thinking can only develop if there is a social

interaction between the child and an adult (Williams & Burden, 1997). Therefore, the social

environment helps the child's cognitive development since the early word meanings acquired

become the embryos of concept formation. The implication is that using the child’s home language

or the language that is acquired in the child’s immediate environment, which forms part of culture,

is required for concept formation and thus learning in order to comprehend meaning.

Krashen’s Critical Period Theory

Krashen’s Critical Period Theory claims that humans can easily learn a language up to a

critical period, a period situated between puberty and end of adolescence (DeKeyser, 2000;

Johnson & Newport, 1989; Krashen, 1981; Nunan, 2009; Scovel, 1998). Beyond that period, it

becomes harder to learn another language, although not impossible. From this perspective, it would

be important to introduce English at an early age. The Philippines has come to be known as the

best provider of English teachers and English instruction in the whole Asia. Starting English

language learning at later academic grades may negatively affect the learning of English in the

country. This may have a negative impact in the preparation of students for tertiary education,

given that higher education in the Philippines depends on English as the official medium of
instruction. In fact, this can lead to a “clash of policies” (Besa, 2013) between MTB and English-

only policies at the tertiary level.

Conceptual Framework

This section displays the hypothesis of the study that will serve as the basis of the

researchers in determining the variables that are involved and needed in answering the question

posed for the researcher.

Demographic profile Different Medium Assessment of the

effectiveness of using
 Age  English
English as MOI in
 Sex  Filipino
teaching creative writing.
 Social status
 Ethnicity  Survey
 Post test

Definitions of terms

The explanation of the following terms would give enlightenment to the terminologies used

in research. The concepts are conceptually and operatically defined below.

MOI (medium of instruction). is a language used in teaching. Bilingual or

multilingual education may involve the use of more than one language of instruction.
HUMS (humanities and social sciences). It is one strands offered to senior high

students. This strand is for learners who aim to take up journalism, communication arts, liberal

arts, education and other social science-related courses in college.

Post-test. A test given to students after completion of an instructional program or

segment and often used in conjunction with the pretest to measure their achievement and

effectiveness of the program.

Survey. A general view, examination, or description of someone or something.

Demographic. The statistical characteristics of human populations (such as age or

social status) used specially to identify markets.