Professional Documents
Culture Documents
A Research Paper
Presented to
PRACTICAL RESEARCH 2
SY 2020-2021
Mariel P. Carcha
Daisy P. Flores
Reizel Untalan
APPROVAL SHEET
I.
In partial fulfilment of the requirements in Practical Research 1 of, this research paper entitled
Public Speaking Skills of HUMSS Students in Mangatarem National High School has been
prepared and submitted by Nikke Maxxinne E. Pascua, Christina Jane P. Lapuz, Mariel Carcha,
Kyla Marie S. Pangilinan, Regine Joy A. Reano, Daisy P. Flores, Reizel Untalan, who are
Subject Teacher
CHAPTER 1
INTRODUCTION
Grammatical competence is the ability to comprehend and state sense through making
and acknowledging well-formed words and language to use effectively in communication. The
Richards (2008:19) indicated that the student's mastery of speaking skills has become the main
goal in learning English as a second language or foreign language. Moreover, he states that the
learners will assess their success in language learning, mainly how effective they use the
language, by looking at how they have improved their speaking skills. Nevertheless, in school,
the students are not showing to manufacture the language orally. Generally, they are exposed to
explicit learning concentrating on the use of language rules. Therefore, there is some possible
difficulty faced by the school teacher. Suppose that, there might be a student who is experiencing
difficulty in saying something, but he knows precisely what he wants to say. In this instance, he
is conscious of the use of grammar or language rules. Although, this condition leads him to feel
doubt whenever he is asked to say something in the target language. At first glance, he is afraid
of making mistakes connected to the use of grammar itself. This specific state leads to whether it
For the time being, the existence of grammar within communicative language teaching is
crucial. Communicative teaching which only focuses on the definition and gives little
recognition to grammatical rules is not providing as much as needed to put together the learners
to be fluent (Pica, 2000). Consequently, the students tend to accomplish grammatical mistakes in
which at the same time they are not able to spot them because they lack proper grammatical
knowledge (Praise and Meenakshi, 2015). Ellis et al., (2002) recommend that the teaching of
linguistic form, grammatical rules, in particular, keep up to take a major part in language
pedagogy. Therefore, it can be said that grammar has its role within L2 communication or
Hence, to be able to communicate using the target language, the learners need to be up to use
their grammatical competence. Particularly, grammar has its role in meaning or messages within
the communication. When someone is not precise in saying something, there is a chance that
people whom he/she talks to will misapprehend what he/she wants to say.
The strategy of the learners building use of their grammatical competence will decide
how constructive they communicate with other people. In these instances, it has a particular role
in the learners’ language manufacture. Regarding, Krashen (1982:15) mentioned that there is a
mental device inside human beings which is acquired from a learning task that has a purpose as
an editor to what he/she says. This mental device is called a monitor. This monitor is established
through such a process called learning. The operation of learning itself will be closely
proceeding of explicit learning of grammatical rules. Thus, the learning process demand learning
the grammatical rules will qualify the learners to have such a device to correct their errors.
Nevertheless, it should be noted that this specific monitor will be set off according to the
learners’ expertise in making use of it. Once the educator distinguishes the students’ monitor
performance, it is very significant for them to be able to construct the use of a particular
Applying precise procedure and approach in teaching grammar not only makes the
teaching and learning activities and functional and consequential but also enhances the students’
competence in acknowledging the grammar rules. Having proper grammatical competence will
give such potential to the learners to produce the language correctly. Furthermore, it can just as
an editor to their language creation so that they will be able to correct statement whenever they
make mistakes. Accordingly, this study provides the readers with such an explication on how
grammatical competence will assist the learners to communicate well in the target language. For
the English educators specifically, this study will give such viewpoint in which they require to be
more aware of the use of grammatical competence, associated with both language production and
correction, in the instructing and learning process, mainly in creating such communicative
Grammar competence is mastery of the linguistic code. It's the flexibility to acknowledge
lexical, morphological, syntactical, and phonological features of a language and to use these
features effectively to interpret, encode, and decode words and sentences. Cook (2008), defines
grammatical competence because the knowledge of the language is stored in a very person's
mind. The term was first employed by Chomsky within the 1960s and refers to the implicit
knowledge of structural regularities of language within the mind and therefore the ability to
acknowledge and produce these distinctive grammatical structures. Hillocks (1986), points out
that grammar instruction which breaks free writing instruction doesn't improve students' writing
competence. ... The approach stems from the fact that the language learners need guidance in
understanding and applying aspects of grammar relevant to their writing. Inline with Wilde
(2010), in CLT, grammar isn't studied in and of itself and practiced only for the sake of
practicing. It's not an element of the technique either. Rather, the strategy includes functioning
the four skills –listening, speaking, reading, and writing. The word grammar is wont to ask a side
of how a language is conventionally used, this is often to the structure or system of a selected
language Cameron, L. (2001). "One demonstrates grammatical competence not by stating a rule,
but by employing a rule out the interpretation, expression, or negotiation of meaning" - Savignon
in step with Nassaji and Fotos (2011), grammatical competence is that the speakers' knowledge
of the forms and meanings that exist in grammar, and theoretical knowledge of a way to use
them. One acquires communicative competence by mimic what one needs to be understood and
listen to while interacting with others. (Anonymous) believe that someone develops
seriously without learning the right grammar rules of the language they're trying to amass. You
need to develop both competencies to be understood and to grasp the language that you just try
to be told. within the most general form, grammatical (linguistic) competence was defined by N.
which permit generating a limitless number of correct sentences (Chomsky, 1965). The standard
or state of being competent: like. The standard or state of getting sufficient knowledge,
judgment, skill, or strength (as for a selected duty or in respect) nobody denies her competence
as a pacesetter.
1. Thinking.
2. Referring to others.
4. Managing self.
SITUATIONAL ANALYSIS
limited number of grammatical rules. Being grammatically competent needs to has the
knowledge and enough learning and skills to construct sentences, to understand them, to monitor
grammatical errors, to pass judgment about different well-formed phrases and sentences.
Just, for example, Grammatical Competence can be applied in a situation wherein, you're
on a debate you can notice and judge your co-debate on how she/he use or pronounce wrong
words. And also grammatical competence can be applied in a situation wherein, your classmate
having a report about grammatical competence but his grammars are wrong and errors, you can
correct her/him.
English language and literature error gravity proper name identification frame
generalness the zero article ‘idiomatic’ prepositional use ‘systematic’ prepositional use ‘basic’
prepositional use non-contiguous subject-verb construction contiguous subject-verb construction
developmental pattern frequency error score potential error developmental continuum advanced
predictability continuum. ‘Basic’ prepositional uses are defined as uses that are easy to predict
because they're identical within the two languages. ‘Systematic’ prepositional uses are believed
to be somewhat harder to predict than ‘basic’ prepositional uses since they involve the
memorizing of rules and prefabricated patterns. (It is that the introduction of this prepositional
category that justifies the inclusion of prepositions during a study of grammatical phenomena.)
‘Idiomatic’ prepositional uses are hypothesized to be most difficult to predict since they involve
item-by-item memorization and can't be generalized within the way ‘systematic’ prepositional
uses can. The hypotheses are confirmed in several ways. For instance, the error score is that the
lowest, and therefore the zero group largest with ‘basic’ prepositional uses. With ‘systematic’
prepositional uses, the error score is higher, and therefore the zero group smaller than for ‘basic’
prepositional uses. The very best error score and therefore the smallest error-free student group
appear with ‘idiomatic’ prepositional uses. The students’ mastery of article use focuses on the
generic use of the zero articles (non-count nouns and plural nouns) and also the use/non-use of
the article before proper nouns. In both cases, high average error scores appear in any respect test
opportunities. As for the use/non-use of the article before proper nouns, the suggestion suggests
that students, thanks to the good number of rules during this area, resort to memorizing each
individual noun. This is able to explain why there's no discernible progression in average error
scores during this category, which might be in line with the finding that constructions that
involve non-generalizable aspects of grammar, like subject-verb concord with contrastive lexical
heads and ‘idiomatic’ uses of prepositions, are the foremost difficult ones to master for learners
of English.
A “frame” in the scientific discipline may be a set of features identified to tell apart from
one phenomenon from another. (Fillmore, 1976). in keeping with scientists, frames are a type of
storing human knowledge in distinctly recognizable sets (Gurin, 2005). Grammatical frames are
about the rightness or wrongness of a grammatical form, to deal with testing tasks, etc. For
example, the grammatical frame, which allows students to differentiate between the current
perfect and therefore the perfective Tense includes, among several other features “obvious result
to the instant of speech” within the perfect tense and also the respect to “the completion of 1
event by the start of another past event” within the perfect tense. Since days of immoral, English
as an optional language has been endlessly utilized in the Philippines as a mode of guidance
explicitly among understudies in each scholarly foundation. Regardless of this, few examinations
detailed that understudies have stayed to be fundamentally ailing in abilities worried to such
throughout the past years. Since days of yore, English as an optional language has been
understudies in each scholastic organization. Regardless of this, few examinations revealed that
understudies have stayed to be fundamentally ailing in abilities worried to such over the previous
years.
Research Problem: Why Grade 12 HUMSS students should be competent in grammar rules?
General objective: To know the extent of Grade 12 HUMSS students using the correct grammar
Specific objectives
student.
2. To verify the Grade 12 HUMSS student that they are already have the ability to
6. To determine how aware the students in using the English language appropriately.
Specific Problems:
1. What are Grade 12 HUMSS students’ attitudes toward the learning of the English
4. How do you think that being competent in using grammar will help you in the future?
5. How do you think that being afraid to raise your hand on your classes is due to
grammatical incompetence?
DEFINITION OF TERMS
Foreign Language
Explicit
According to Rod Ellis, explicit knowledge is often defined as a group of rules learned by
a learner even as any mechanical skill would. It's learned consciously. Access to explicit
knowledge takes place by means of managing the process and maybe accessed during planning.
The knowledge of rules and fragments is declarative. There are not any age-related restrictions as
inconsistent. A special variety of explicit knowledge is that the so-called episodic knowledge. It's
employed by learners only in specific situations. "L2 apprentice sometimes have episodic
Implicit
According to Rod Ellis, implicit knowledge is that the acquisition of data about the
underlying structure of a posh stimulus environment by a process that takes place naturally,
simply, and without conscious operations. When acquiring a grammar item implicitly a learner
doesn't even know he's learning. Access to implicit knowledge takes place by the method of
automatic processing. It can happen during a fluent performance. The knowledge of rules and
fragments is procedural. One can acquire an L2 implicitly only to a specific age-the age is
different for various learners but it oscillates around fifteen. Implicit knowledge is described as
Foreign Language
particular country or region, isn't used as a medium of instruction in schools, and isn't widely
used as a medium of communication in government, media, etc. They note that foreign
languages are typically taught as school subjects for the aim of communicating with foreigners or
Grammatical Competence
According to Noam Chomsy, competence is that the ideal scheme that allows speakers to
supply and understand an infinite number of sentences in their language, and to differentiate
irrelevant conditions" like speech errors. In Chomsky's view, competence are often studied
According to Professor Edward Mason Anthony Jr., Language pedagogy is that the
approach taken towards the methods accustomed teach and learn languages. There are many
methods of teaching languages. Some have fallen into relative obscurity et al are widely used;
still, others have a tiny low following but offer useful insights. There are three principal views:
The systematic view treats language as a system of structurally corresponding elements to code
meaning (e.g. grammar). The functional view sees language as a vehicle to precise or
accomplishes a specific function, like requesting something. The interactive view sees language
as a vehicle for the creation and maintenance of social relations, specializing in patterns of
moves, acts, negotiation, and interaction found in conversational exchanges. This view has been
Second Language
According to Krashen, there are two independent systems of foreign language performance: 'the
acquired system' and 'the learned system'. The “acquired system” or “acquisition” is the product
of a subconscious process very similar to the process children undergo when they acquire their
first language. The "learned system" or “learning” is the product of formal instruction and it
comprises a conscious process which results in conscious knowledge 'about' the language, for
This chapter presents a review of related literature used in this study. The reviews of
related literature have a goal of information concerned with the research problems. They consist
of theoretical review which is presented concepts of speaking, the definition of speaking, and
techniques in teaching speaking, strategies for developing speaking, and the components of
communicative competence.
A. Speaking
1. Definition of Speaking
Speaking is one of the important skills that must be taught in a language class.
meaning that involves producing, receiving, and processing information, and the presence of
speaker and listener. Thus, speaking is not only used for conveying with other people but by
speaking we can get new details or we ca n share our idea with other people. Communication
is the way an individual can show their feeling, tell the thought, ask questions, and persuade
each other. Communication using languages can be managed in two ways they are orally
(speaking) and in a written form (writing). In language learning, it is commonly believed that
communicating in a written form is more difficult than orally. However, in reality, spoken
language involves paralinguistic features such as voice qualities, tempo, facial expression,
gestures, intonation, pitch, stress, and pausing. Thus, a spoken language that employs
variability and flexibility is as complex as a written language. It means that each is complex
Moreover, speaking is a skill that needs practice. The more students practice through
sharing the idea. In addition Davison and Dowson (2003: 107) stated that student need
opportunities to speak and listen in a wide variety of conditions and for a wide range of
motivation in order to increase their thinking ability, to develop their powers of communication
and to give examples of language in use through which to expand their explicit knowledge about
speaking. One of the objective in teaching English is that how the students use the target
language orally which return the use of communicative competence into practice and applies it in
real communication. It is supported by Nunan (1991: 51) stating “success is measured in terms of
Brown (2004:157) stated that speaking skills comprise five elements. They are grammar,
a. Grammar
Grammar may be a slew of role in forming words and making sentences, Manser (1995:
82). Grammar is common in both the written and spoken styles of the language, so its existence
b. Vocabulary
The elements of vocabulary are spelling, syllabication, pronunciation, stress, a part of
speech, meaning, use/usage, derivate, idiom and expression. Like in speaking which has
c. Fluency
Fluency is that the ability to talk a language smoothly and simply. There are five
classification that have to be rated within the fluency of speaking. They are as follow,
usually undecided, often forced into silence by language limitation, speech, and fluency are
rather strongly laid low with language problems, speech as fluent and errorless as that of
native speaker.
d. Comprehension
Manser (1995: 81) states that comprehension is that the power to understand something.
The ability refers to the students’ ability to create their speaking will be understood easily by
other students listening or inviting them to talk. Incomprehension it's associated with good
pronunciation, mastering grammar well encompasses a raft with vocabularies and fluency too.
e. Pronunciation
Pronunciation refers to the assembly of sound that we use to make meaning. this
within which a language and a word are spoken. From the explanation above, it may be
concluded that pronouncing a sound or language may result in an exceedingly certain sound or
lots of sounds. It implies that pronunciation is one of all five important elements of speaking
ability with the aim is to form students be able to be communicate with others well and
understandable. The five factors of speaking skill above have a very important role in speaking.
By mastering all the factors, the scholars are able to do the aim of speaking and being
communicative.
According to Harmer (2007:348), there are several strategies which currently utilized in
speaking activities:
In this activity, learners asked to act out scenes from plays or their course books,
sometimes filming the result. Students will often act out dialogues they need to write themselves.
This frequently involves them in coming out the front of the category.
b. Communication Games
Games are often a useful way of speaking activities. it's effective and appropriate to use
since it will be applied in groups that the students can express their idea using English with their
friends in a fun way. By learning in groups, learners can build the characters of working
c. Discussion
One of the rationales that discussion fail is that students are reluctant to relinquish an
opinion ahead of the entire class, particularly if they can not consider anything to mention and
don't seem to be confident of the language they could use to mention it. That’s why by talking
both in highly formal whole – group or informal – small group interactions, the scholars can
d. Prepared Talks
The popular quiet activity is that the prepared talk where students make a presentation on
a subject of their own choice. Students should speak from notes instead of from a script.
Prepared talks represent an outlined and useful speaking genre, and if properly organized, are
e. Questionnaires
Questionary is useful because, by being pre-planned, they ensure that both questioner and
respondent have something to mention to every other. Students can design questionnaires on any
topic which is acceptable. Then, the result obtained from questionnaires are often used for
Simulation and role-play give great benefit to the scholars. In this activity, students asked
to simulate a true-life encounter like a conversation in shop, hotel foyer, or café as if they were
doing so within the planet. They can act out the simulation as themselves or tackle the role of
completely different character and express thoughts and feelings they are doing not necessarily
share.
The strategies that may help students to develop their speaking ability include:
Minimal responses are predictable often idiomatic phrases that conversation participant
use to point understanding, agreement, doubt, and other reactions to what another speaker is
saying. Having a stock of such responses enable a student to specialize in what the opposite
b. Recognizing scripts
script. Greetings, apologies, compliments, invitations, and other functions that are affected by
social and cultural norms often follow a pattern or script. So do the transactional exchanges
involved in activities like obtaining information and making a purchase. In these scripts, the link
between a speakers’ turn and also the one that follows it can often be anticipated. Instructors can
help students to develop speaking ability by making them tuned in to the script for the various
situations in order that they'll predict what they'll hear and what they're going to need to say in
response.
Language learners are often too embarrassed or shy to mention anything when they don't
understand another speaker or once they realize that a conversation partner has not understood
them. Instructors can help students overcome this reticence by assuring them that
misunderstanding and therefore the need for clarification can occur in any style of interaction,
regardless of the participants’ language, skill, levels. Instructors may give students strategies and
Speaking proficiency is that the ability to use the target language orally which reflects the
Second language learners have to know not only the linguistic intelligence, but also the culturally
adequate ways of interacting with others in different situations and relationships (Hymes: 1971).
a. Grammatical competence
b. Discourse competence
This component is anxious with the mastery of the way to mix grammatical forms and
intending to produce either a spoken or written utterance wholly in various forms. Unity of an
c. Sociolinguistic competence
This component deals with socio-cultural and discourse rules. Sociolinguistic competence
status, the target of the interaction, and therefore the rules of norms of the interaction.
d. Strategic competence
communicative goals Brown (1994). By strategic competence learners will know when and the
way to require a conversation, the way to keep a conversation going, the way to terminate the
problems.
When ascertaining a language, learn the sound given in that language, the essential units
of pretension such as instructions and the rules to alliance these from sentences, inquest a
language aims that we inquest about the sentence frame of the language that cannot be assorted
from studying the grammar. Grammar is the structural basis of our competence to instantiate
ourselves. Grammar is a model of those linguistic skills of native speakers of the language which
enable them to speak and their language fluently (Radford, 1989: 3-4). Inbred speaker
grammatical competence is an editorialized set of organization which speaker has about their
native speaker. (Ur, 2001: 4) grammar may be roughly interpreted as the way language
manipulates and combine words (or bits of words) in order to form longer units of meaning. For
example in English subjects the presence of the verb is in the third person has two distinct forms,
and if the plural form union with the singular subject, the outcome is usually unacceptable or
ungrammatical. There is a bunch of rules which regulate how units of pretension may be
manufacture in any language we may say that a learner who understands grammar is the one who
mastered and can utilize these rules to manifest himself in what would be measured acceptable
language forms. ( Harmer, 1987:4) grammatical rules are essential for mastery of language.
People do not use words unless they know how the words should out together. Aside from, the
grammatical figure of language refers to in which the way of sentences in that language
construct. For English learners, some students are still confused about grammar and they find it
difficult to express things that they want to say. Furthermore, they confounded when they find
English written in form, particularly dealing with the structure, because they do not understand
or even do not know the form used in English. They have to pay more attention to the rules in
constructing correct sentences. ( Svartvik, Leech, 1973: 21) to use a language we of course have
to know the grammatical structure of the language and its meaning. The study of grammar by
itself will not inevitably make someone a better writer. But by increasing clearer compassion of
how a language works, should also increase greater operation over the way shape words into
sentences and sentences into a paragraph. In short, inquiring grammar may help us to become a
educators just analyze the structure of the sentence to teach grammatical rules. The focus is on
grammatical parsings, as the form and inflection of words. To some, using it for communication.
Many students are not proficient in communication and generally lack the growing demands of
grammar competency. It was found that the majority of them regarded themselves as good in
reading and listening but need help in speaking and writing skills. The researcher found it
necessary to conduct a study on how to improve grammar teaching among high school students
to make teaching more meaningful, experiential, and easier for the students and the teachers as
well. Thus, the focus has become more on the accuracy, rather than fluency. The questions have
grammar lesson, the communicative task has been recommended to supply students with
It is important, therefore, to have a wide range of resources in the classroom so that the students
can have a rich base and stimulus for grammar and speaking development. A study of
which all instruction happened via computer with no instructor. The researchers found that not
only is explanation unnecessary, but with carefully constructed activities, to be sure, some
research has shown that explanation may be beneficial early on to help learners get into
acquisition more quickly. As reviewed in the book, Making Communicative Teaching Happen
by Lee and VanPatten (2003), in 1972 Savignon’s study: one learns to communicate by
Jacobo and Tan (2005) states that the primary function of the communicative approach is the
communicative techniques gained better achievement in school and found enjoyment in social
activities.
language that accounts for our ability to provide sentences during a language.
(Savignon) One exhibits grammatical competence not by stating a rule, but by using within the
(Lynne Cameron) The word grammar is often accustomed talk over with a side of how a
language is conventionally used, this can be to the structure or system of a specific language.
INPUT OUTPUT
The problem of the study is the They can overcome this problem by
METHODOLOGY
INTRODUCTION
MANGATAREM NHS face grammatical competence and error. The description includes
This study was investigated using a questionnaire to interview the respondents to get
The questionnaire focuses on the type of instructional methodology and material used,
service preparation, and scheduling data related to constructing, writing, and language
questionnaire. The questionnaire was designed by the researcher to probe how competent and
incompetent GR.12 HUMSS students in Mangatarem NHS in Grammatical usage, and their
their strand and course (when they are in college) to the work they want to pursue.
among grade 12 HUMSS of MNHS in relation to online distance learning which described the
grammatical competence of the grade 12 HUMSS students. A descriptive research design aims to
accurately and systematically describe a population, situation, or phenomenon, it can answer the
what, where, when, and how questions (Shona McCombes 2019). More specifically this
investigation addresses the following research question: (Why Grade 12 HUMSS students should
SOURCE OF DATA
The source of data was Gr. 12 HUMSS students in Mangatarem NHS. It consists of 269
people, the researcher gets the 20% to make more feasible and reliable results. The sample
consists of 81 respondents, each room the researcher will be needing to interview 13-14 people.
INSTRUMENTATION
when it comes to grammatical. Gr. 12 HUMSS students were asked to identify the type of
instructional methodology and material used, the number of competent students, and their
interviewing Gr.12 HUMSS students in Mangatarem NHS was developed. The interview
questions reflected/shows how many students are competent and incompetent in grammatical
usage.
DATA ANALYSIS
The data were analyzed to describe the grammatical competence of a Gr.12 HUMSS
students in Mangatarem NHS. The contextual data were organized and presented, In this study,
the respondents will be getting in 6 sections in 1 strand. From there the data analysis procedures
In response to all questions about how competent HUMSS students when it comes to
grammatical usage will be using a different statistical test ( T-Test, Z-Test, ANOVA, Chi-
Square, etc.). Also, it included the guides and descriptions of the interpretation of data to