Enhancing Grade 7 Students’ Communicative Use of Passive and Active Voice Through Strategic Intervention Materials (SIMs)

Abstract

This study aimed to enhance Grade 7 students’ communicative use of active and passive voice through Strategic Intervention Materials (SIMs). It determined students’ proficiency before and after the intervention and examined the significant difference in their performance using a one-group pre-test–post-test design with 40 students. Data were analyzed using mean, standard deviation, paired-samples t-test, and Cohen’s d. The intervention was implemented over a short period with structured and guided activities designed to address least-mastered competencies. The SIMs provided scaffolded exercises that allowed students to practice and apply grammatical concepts in meaningful contexts. This approach ensured that learning was both focused and learner-centered. The materials also encouraged active participation, independent learning, and increased learner confidence during grammar activities and classroom discussions. Through contextualized exercises and collaborative tasks, students were given opportunities to apply grammatical rules in authentic communication situations. Furthermore, the intervention promoted engagement by presenting lessons in a simplified and interactive manner suited to the learners’ needs and proficiency levels. The use of varied activities, examples, and formative exercises also helped sustain learners’ interest and improve their understanding of grammar concepts. Results showed that students had low proficiency before the intervention (M = 16.63) but significantly improved after using SIMs (M = 34.68), reaching a “Very Satisfactory” level. The difference between pre-test and post-test scores was statistically significant (t (39) = 20.79, p = .001), with a very large effect size (d = 3.287), indicating a substantial impact of the intervention. The study concludes that SIMs are effective in improving grammar mastery and communicative competence. It recommends the use of SIMs in English instruction and additional support for learners who still experience difficulties.