Dugtungan Tayo: A Flaglet-Based Intervention to Enhance the Writing Skills of Students in the Filipino Subject

Writing is a fundamental macro skill crucial for achieving comprehensive language proficiency. This classroom-based action research examined the impact of DugtunganTayo: A Flaglet-Based Intervention on enhancing the writing abilities of Grade 8 students in a public secondary school during the 2024–2025 academic year. A purposive sample of 26 students participated in the study. Utilizing a single-group pretest-posttest design, the researchers gathered data through a researcher-developed writing performance test.. The results were analyzed using Minitab software, applying both descriptive and inferential statistics, including the mean, standard deviation, and paired-samples t-test. Prior to the intervention, all participants were classified under the “Did Not Meet Expectations” category, indicating a generally low level of writing proficiency. However, following the implementation of the flaglet-based strategy, students demonstrated notable improvement in their writing performance. Most participants achieved a “Satisfactory” level. At the same time, several reached the “Very Satisfactory” and “Outstanding” categories. Statistical analysis, using a paired-samples t-test, revealed a t-value of 33.92 and a p-value of 0.000, indicating a statistically significant improvement in writing performance at the 0.01 significance level. These findings offer compelling evidence for the effectiveness of the DugtunganTayo intervention in enhancing students’ writing performance, underscoring its potential as a valuable instructional strategy.In addition to the academic improvements, the intervention also fostered creativity, collaboration, and language development. These results underline the value of incorporating innovative, culturally responsive, and interactive instructional strategies in Filipino language education and suggest that similar approaches could be beneficial in other writing-intensive subjects.