World Education Connect Multidisciplinary e-Publication, Vol. V, Issue XII (December 2025), pp.277-283
Elaine Joyce P. Ramos
Elementary Public School Teacher
Graduate Student, Tarlac State University
INTRODUCTION
Language is a key means through which people share their thoughts and arguments with others in daily life. People cannot communicate with one another without language. Herman (cited in Cindya S. Simanjuntak et al., 2023) asserts that language is a complex system for human communication. We can communicate with others, share information, and express our thoughts, feelings, opinions, wishes, gratitude, and commitments through language.
Writing functions as both a communicative act and a form of personal expression, enabling writers to convey their ideas and perspectives to readers. It is a component of language or language abilities. In his book Writing Well, Donald Hall explains to students that although writing can be pretentious and wordy, the point is still conveyed. Writing is also an expression of the writer’s or the reader’s shared way of thinking. (Ell, 2024)
Buffe (2019) asserts that writing is a crucial component of communication abilities. Writing well enables one to speak to a far wider audience with ease and clarity than one could in person. Ineffective writing might leave a negative impression. One of the most challenging skills for children to develop is writing, which is a process of construction.
In connection with writing, descriptive is a form of writing that explains a subject rather than narrating it. People, emotions, noises, locations, processes, attributes, or procedures can all be thoroughly described in descriptive writing. Writing this material requires expertise. To compose a descriptive narrative, pupils must comprehend its general structure, language elements, and social purpose.
Erniwati et al. (2022) highlight the importance of using image series to enhance students’ writing abilities across various text types. The results indicated that image series effectively improve students’ writing skills across various text types, including descriptive, narrative, recount, procedural, explanation, and satire. The researchers prepared the photograph for the study. In the meantime, students created the images for this study by photographing them following the given topics (Maming et al., 2023).
Students can read a passage or short tale without visual aids or pictures, according to a study conducted at DepEd Las Piñas (CAA Elementary School) (Destura & Laitan, n.d.), which assessed reading proficiency in a no-picture series. The students can readily read a passage or short tale with the aid of any visual aids or visuals for their picture series reading level exam. This research demonstrates how picture series can be used to teach both writing and reading. Picture series are helpful resources for motivating and assisting pupils in structuring their thoughts and creating cohesive stories. Picture series can help students develop their ideas more efficiently by fostering creativity and providing structure in the writing process, much as they do in reading comprehension.
Previous studies highlighted the benefits of visual aids but did not systematically examine the use of a structured sequence of images or their effects on lexical, syntactic, and grammatical features. To address this gap, the current study applies the Frame by Frame with Six Image Series technique, integrating six sequential images into the lesson plan. This method guides students step by step in describing settings, characters, actions, and emotions, and includes pre- and post-assessments to measure its impact on descriptive writing skills.
At Engracio M. Castañeda Central Elementary School (EMCCES), Grade 5 Special Science Elementary School (SSES) students faced difficulties in writing descriptive texts. To address these challenges, the researcher implemented the Frame by Frame with Six Image Series technique, aiming to enhance students’ creativity, idea generation, and ability to organize descriptive compositions based on visual prompts. By systematically integrating these images into the instructional process, the study sought to improve students’ descriptive writing skills in terms of lexical, syntactic, and grammatical features, while also fostering engagement and critical thinking.
https://doi.org/10.65494/pinagpalapublishing.54
