TEACHERS’ STRATEGIES IN TEACHING WRITING AND THE PARAPHRASING SKILLS OF SENIOR HIGH SCHOOL STUDENTS IN SANTA ROSA, LAGUNA

This study aimed to investigate the connection between teachers' writing strategies and paraphrasing skills of Grade 12 Senior High School Students. The selected one section in schools Santa Rosa, Laguna, resulting 64 participants. researchers employed a survey questionnaire with five-point Likert scales measure level teaching writing. Additionally, students were given passage read asked paraphrase specific text, which was evaluated using modified TOEFL iBT® Integrated Writing Rubrics. data revealed that perceived implementing as highly effective. Moreover, learners demonstrated satisfactory skills. Notably, there positive correlation guided independent learning students' However, no significant found collaborative, feedback, modeled strategies, Based on findings, it is recommended teachers conduct needs analysis before designing instructional interventions targeting These should be based research effective practices may include lesson plans, activities, resources support paraphrasing. It crucial evaluate effectiveness these by collecting student outcomes, such improved enhanced understanding. Feedback from can also contribute assessing interventions' efficacy.