Abstract
This study investigated the effectiveness of the Grammar-Translation Method (GTM) in enhancing the comprehensive writing skills of forty-six (46) Grade 9 English as Second Language (ESL) students at Bernardo Lirio Memorial National High School during the SY 2024-2025. The research employed a pre-test and post-test experimental design to evaluate the impact of GTM on students' writing skills across four components: spelling, writing and composition, grammar awareness and structure, and vocabulary development.
Initially, students demonstrated emerging to developing proficiency in all writing components in the pre-test. Following the administration of the Grammar Translation Method through repetitive writing activities and a structured approach that involved translating from Filipino (L1) to English (L2), significant improvements were observed. Post-test results showed substantial gains, with all components reaching an "Excellent" proficiency level. For instance, writing and composition improved from a mean of 2.02 (Emerging) to 4.60 (Excellent), and spelling from 2.57 (Developing) to 4.69 (Excellent). Statistical analysis confirmed a significant difference between pre-test and post-test scores (p < .001) across all measured variables, indicating the GTM's transformative role in improving written communication skills. The findings suggest that GTM, despite being a traditional approach, is effective in developing foundational writing skills and fostering deep linguistic competence in ESL learners.