GRAMMAR COMPETENCE OF THE YOUNG LEARNERS FOCUSING

ON THE EIGHT PARTS OF SPEECH: A NEEDS ANALYSIS

A Research presented to the faculty of the College

of Education, Western Philippines University
In partial fulfillment of the Requirements
in the subject English for Specific Purposes

MA. CRISTINA PIA B. AGA

NICOLE ANGEL E. BACALING
IRENE ROSE V. FERNANDO
LEAH MAY N. LINGATING
CAMILLE A. MUTHA
MARIEL M. PANUNCIO

JANUARY 2023
TABLE OF CONTENTS

Title
Acknowledgment
Abstract

CHAPTER PAGE

I Introduction
Background of the Study 1
Statement of the Problem 3
Objectives of the Study 3
Theoretical Framework 4
Research Paradigm 4
Significance of the Study 5
Definition of Terms
II REVIEW OF RELATED LITERATURE 7
III METHODOLOGY
Locale of the Study 15
Research Design 15
Respondents of the Study 16
Sampling Procedure 16
Data Gathering Procedure 16
Statistical Treatment

IV RESULTS AND DISCUSSIONS

Demographic Profile 18
Aspects of Grammar 18
Grammar Proficiency
Action Plan

V SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary 23
Conclusion 24
Recommendation 24

Bibliography
Appendices
 LIST OF APPENDICES

Appendix

A Letter of Request
B Cover Letter
C Diagnostic/Pre-Test
D Post- test
E Evidences/ Documentation
F- Curriculum Viate
 ACKNOWLEDGMENT

The researchers are very grateful to almighty God who helped the

researchers accomplish this research paper and never failed to show the

researchers all His blessings and protection, especially the knowledge, will,

strength, and wisdom that has been given while conducting this research.

The researchers want to acknowledge the people who also spend their time,

help, and contributions to this research. To the Laura Vicuna foundation which

wholeheartedly accepts the researchers to teach their learners as part of the

extension services of Western Philippines University-Puerto Princesa City

Campus.

To the Western Philippines University Office, to the College of Education in

its Dean, Dr. David R. Perez for his approval for conducting an extension service,

and to the rest of the College of Education faculty that facilitate this event.

To Ms. Karen Salve Meorom-Maute, the subject instructor that guides the

researchers in conducting this research paper. She has shared her knowledge and

built the foundation of this paper through her guidelines and instructions which

lead to the succession of this research paper.

To the YS-8 learners of the Laura Vicuna Foundation, the researchers are

thankful for your gratitude and kindness. The researchers thank you for giving

your time in answering our questions and listening to our lessons. The

researchers are glad to meet you and as part of their experience.

The Researchers
 Abstract

This study was conducted to determine the level of grammatical

competence of YS-8 learners in terms of identifying the usage of every part of

speech. Moreover, two sets of questionnaires were used in the study. The first

questionnaire was a 50-items diagnostic test and the Pos-test which consist of 50

Items.

The study revealed that students already have an idea about the part of

speech, but they get confused about its usage. They are also exposed to different

kinds of lessons regarding the parts of speech based on their statement during the

team-teaching program. Moreover, this study concludes that YS-8 Junior High

School students need more heed regarding the identification of parts of speech to

enhance their level of grammatical competence and enlighten their knowledge

about the accurate usage of the parts of speech. The merits and essentials of the

findings were drawn and treated as inputs in the development of supplemental

learning material in grammatical competence. Additionally, this study offers a set

of recommendations to improve strategies and techniques in instruction and in

the development of instructional materials that will complement the goal to

develop the relevant competencies of students in the field of English language

learning.
 CHAPTER I

INTRODUCTION

Background of the Study

English is commonly known as the world’s international language. It has

come of age as a global language. It is spoken by half of the world’s population.

Nowadays, more and more people are dedicating time to studying English as a

second language. Many countries include English in their school syllabus and

children are starting to learn English at a young age. Children should be sensitive

in learning the English language, especially grammar, because every day, they

interact with many people such as friends, peers, and family, also, the English

language is used as a medium of instruction in formal learning environments.

Writer (2018) stated in his article that every student is different.  There

will be subjects that are easier to understand than others.  Grammar, with all its

rules, can be challenging.  When a child consistently uses incorrect word order or

verb tenses, parents may overlook it. There is a direct correlation between

grammar and reading comprehension.  As children’s written and oral language

skills become more complex, their ability to understand what they are reading

also increases if they have the right building blocks.  Grammar instruction

provides that structure. Understanding the proper use of grammar not only helps

your child read and understand written and oral material, but it also helps them

to communicate more clearly.  As your child moves into higher grades, having the

tools of proper grammar and punctuation becomes even more important. They

will be required to communicate effectively on a variety of topics.  For instance, if

they are asked to write a book report, they will need to be able to communicate
their thoughts on the subject, as well as their perception of author’s intended

meaning.  Without the solid foundation, this will be challenging for them.   

According to Silva (2022), a child will start paying closer attention to how

they construct their thoughts in both verbal and written forms as they become

more familiar with various grammar rules and develop their general English

grammar skills.

According to Pachina (2019), Grammar is used frequently in daily life. We

use it in the streets, at work, in school, and at home. Regardless of one's culture,

language proficiency, or comprehension, it is the foundation of a language.

Understanding grammar also helps one's vocabulary grow. Teaching grammar,

punctuation, and spelling in primary school; Why Grammar Is a Timeless Subject

to Study and Teach; The Importance of Grammar in English Language (Waugh

D., Warner, & Waugh R., 2021; Nordquist R., 2019; 21K School, 2022).

The structure in English is commonly called grammar. In the process of

language learning, learners will get more problems and difficulties, in terms of

their vocabulary, pronunciation, grammar, and other aspects of language. It has

been well stated the importance of learning grammar to young learners. However,

the researchers wanted to know if teaching grammar to the young learners of YS-

8 in Laura Vicuna Center would help the children improve their vocabulary and

comprehension.

The researchers have seen the difficulties of the learners in grammar and

this study aims to identify in which part of the grammar do they experience

difficulties often to provide empirical data about the different needs of the

learners which can be used as an input to feed the larger areas that experiencing

difficulties in grammar. Further, it is the area in which the researchers have

focused on to ensure that the present situation needs, and grammatical deficiency
of the learners will be addressed and help learners to be knowledgeable in

grammar by integrating various instructional activities and other intervention

programs. Thus, to improve the researchers understanding, the researchers will

deepen their knowledge about the topic for them to be able to address the needs

of the learners and make use the gained knowledge to design the best strategies in

meeting the needs of the learners. Further, good grammar is key to effective

communication, whereas bad grammar leads to surprising mistakes. Its purpose

is to build a bridge between what speaker mean and what the reader or listeners

understand. All students, regardless of grade level, benefit from a proficient

understanding of English grammar. Meanwhile, the grammatical competence of

the YS learners is promptly struggling with its foundation of grammatical rules,

basically the parts of speech, the structure of the sentence, and even the spelling

of the word. Overall, the intention of this study is to reveal and propose a method

to address the needs of the YS learners in terms of grammar.

Statement of the Problem

The primary focus of this study is the grammar competence of the YS-8

learners. The researchers look to answer the questions as follows:

1. What is the demographic profile of the respondent in terms of:

a. age and

b. gender?

2. What is the grammar proficiency level of the YS-8 learners based on the

diagnostic test?

3. What aspects of grammar YS- 8 learners much proficient in according to their

test?
4. Based on the findings, what instructional activities, teaching strategies, and

intervention programs can be formulated to address the needs in grammar

learning of the YS- 8 learners?

Objectives of the Study

The following is the focus of the study:

1. Describe the demographic profile of the respondent in terms of:

a. age;

b. gender;

2. Determine the grammar proficiency of the YS- 8 learners according to the

diagnostic test.

3. Determine the performance of YS-8 learners in their pre-test and post-test.

4. Determine and formulate instructional materials, teaching strategies, and

intervention programs to address the needs in grammar learning of YS- 8

learners.

Theoretical Framework

According to the Generative Grammar Theory of Chomsky (1956) which

regards grammar as a system of rules that generate precisely the combinations of

International Peer Reviewed Journal 130 words that form sentences in a given

language. He further stated in his Information Processing Theory (1986) that for

knowledge to be retained, the previous knowledge must be present to associate

the new information. Pienemann (1998) agreed with Chomsky in his

Processability Theory when he stated that the process of grammar has access to

temporary memory storage that can hold grammatical information.

 According to the Universal Grammar of Chomsky (2000), along with the

learning of language, the amount of grammar learning and correctness in it also

keeps on increasing. He also reiterates that the process of learning language and

learning grammar is universal. Chomsky believes that all the languages of the

world and their elements are related to each other.

With the mode of data gathering, the researchers concluded to use the

interaction hypothesis under the cognitive theory by Dekeyser (1999) and

Schmidt (2001) which states that the development of language proficiency is

promoted by face-to-face interaction and communication. Moreover, the study

includes that the more the learners are exposed to face-to-face learning the more

they learner able to comprehend with the ability of the teacher to facilitate please

see the locale of the study and the research procedure of this paper for your

perusal.

Research Paradigm

INPUT PROCESS OUTPUT

 Secured the waiver Level grammar

Demographic profile to conduct the study
of the YS-8 learners. at Laura Vicuna
a. sex center
b. gender  Conduct team
teaching with expert
English language teachers
needs of the YS- 8  Conduct diagnostic
learners in terms of; tests • Collect the
a. grammar (parts of data
speech)  Statistical analysis
and interpretation
of data
competence of YS 8
learners and
integrate various
instructional
activities and other
intervention
programs to address
the needs of the
learners.

Figure 1
 This figure shows the input, process, and output that provides the pattern

of conducting this study.

Demographic profile of the YS- 8 learners in the aspect of sex and age and

the YS-8 English language needs in terms of grammar specifically the parts of

speech are the input of this study. The researchers secured the waiver first to

conduct the study at Laura Vicuna Center. The researchers conduct diagnostic

and team teaching with the expert teachers. After the data was obtained, the

researchers analyzed and interpret it and integrate various instructional activities

and other intervention program to address the needs of the learners.

Significance of the Study

This study is conducted to identify the grammar competence of YS- 8

learners and aimed at improving their competence by suggesting instructional

activities and intervention programs. This study enabled the researchers to

become more critical thinkers and responsible concerning the subject of English

for Specific Purposes (ESP). It allows the researchers to become more proficient

and well-equipped in grammar awareness, which encourages the researchers to

conduct this study.

The findings generated from this study may provide information and will

benefit the various body as follows:

Language Department/management. The result of the study can be used in

developing and expanding as well as planning for interventions and strategies

that will aid and guide various teachers in teaching the eight parts of speech to the

learners.

Teachers. The result of this study will help them raise their awareness of what

strategies and interventions they could adopt and utilize effective teaching
strategies to cope with this kind of situation with their present and future

learners.

Learners. The study will provide knowledge about the existing condition of their

grammar competence in terms of the eight parts of speech. This way, they will

realize the essential learning attitudes and responses toward learning the eight

parts of speech.

Parents. The parents serve as the first-line responding agent for the child’s

survival, care, and learning. Thus, the result taken from this study will give them

an idea about the grammar competence of their children. In addition, it will

enable them to understand the grammar proficiency of their children.

Community. The result will help and be used as an inspiration as they

encountered that same situation and could be a reference to have awareness of

such needs.

Future researchers. This research paper will serve as proof and reference for

future researchers in their further studies of grammar competence.

Definition of Terms

The following terms are defined enable to facilitate the understanding of

this study:

YS-8 Learners refers to the researchers’ respondent.

Laura Vicuña Center refers to the place where the researchers conducted the

study.

English for Specific Purposes (ESP) refers to teaching the English language

to university students or people which already in employment, with reference to

the particular vocabulary and skills they need.

Grammatical competence refers to the unconscious knowledge of grammar

that allows a speaker to use and understand language.

Grammar deficiency refers to which the researchers conducted a study to

determine the respondent's deficiency in grammar.

Grammar proficiency refers to the respondent's expertise in a specific lesson

or topic in grammar.

Instructional activities are small, routine segments of instruction that specify

how the teacher and students will participate and how they will interact with

materials and content.

Intervention program refers to a program that helps the researchers to obtain

the result of their study.

Needs analysis pertaining to the step and process the researchers undergo to

measure the grammatical competence of the respondents

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies both from foreign

and local sources. This also synthesis the available literature regarding

grammatical competence.

On Grammar and Grammatical Competence

Grammar may be roughly defined as the way a language manipulates and

combines words to form longer units of meaning. There is a set of rules which

govern how units of meaning may be constructed in any language: one may say

that a learner who knows grammar is one who has mastered and can apply these

rules to express him or herself in the acceptability of the language forms (Chung

and Pullum, 2015). In addition, Ur (2009) describes grammar as the way a

language operates and combines words so as to express certain kinds of meaning,

some of which cannot be conveyed adequately by vocabulary alone. These include

the way ideas are grouped and related, and the purposes of utterances such as

statement, question, request, etc. Grammar may also serve to express time

relations, singular or plural distinctions and many other aspects of meaning.

There are rules which govern how words must be manipulated and organized so

as to express these meanings such as when a competent speaker of the language

will be able to apply these rules so as to convey his or her chosen meaning

effectively and acceptably.

The study of Parts of speech by Sharma (2018) affirms that Knowing the

grammar of a language will not enable fluency in your speaking or writing, but it

helps. Knowing the grammar of a language doesn't always imply proficiency in

speaking or writing, but it can contribute. Knowing the functions of language

forms assists us in their correct and accurate use.

Moreover, grammar may speak even louder and more insistently than

those of its denotation; most of the connotations carry a negative overtone, and

yet many of the connotations are based on misunderstandings of the basic

definitions of the word. Developing an awareness of the multiple connotations

associated with the subject of grammar may help English teachers to understand

students’ potential aversion to studying grammar, as well as their own difficulties

7
or confusions about the subject (Allen, 2013). Furthermore, Burns (2009) says

that grammar is essentially about the systems and patterns people use to select

and combine words. By studying grammar people come to recognize the structure

and regularity which is the foundation of language and people gain the tools to

talk about the language system.

According to the study by Merza (2022), It stated that Filipino freshmen at

Don Mariano Marcos Memorial State University, Mid-La Union Campus, have

mastered the fundamentals of English grammar usage and students are proficient

in determining the correct use of conjunctions, applying the correct use of

prepositions, determine the possessive form of nouns, and check verb tenses, but

they have not mastered the bare minimum skills in the use of rules on pronoun-

antecedent relationship, pluralization of nouns, subject-verb agreement, and

reviewing verb tenses. Hence, Worktext in Basic English Grammar may be

utilized to enhance their basic grammar skills. The study of grammar should not

be the ultimate end but also must meet its role in the actual use of language, that

is to be a tool that contributes to successful communication (Amelina S.N., 2014).

While grammatical knowledge depends on the rules of grammar, grammar skills

depend on the intensity of training exercises, and grammatical intuition depends

on the breadth and scope of the communicative experience of the students.

Watching the students, you will notice that the best results are obtained when the

communicative experience of students is supported by targeted training and

language patterns are explained with the help of rules. (R.P. Millrood, 2014).

According to Nassaji and Fotos (2011), grammatical competence is the

speakers’ knowledge of the forms and meanings that exist in grammar, and a

theoretical knowledge of how to use them. This type of knowledge is reflected in

the grammar rules. In other words, competence is in the head. Tasks that are

sentence-based typically develop grammatical competence. Likewise, Eisenmann

and Summer (2012) state that not only has grammatical competence focus long

been considered a necessary part of language instruction; it has also even to this

day often been considered a sufficient condition for successful language learning.

In formal grammar teaching, the classroom contents are typically organized

mainly based on analysis of language forms, rather than language functions and

real communication. The language is often divided into parts and taught in

isolation.

However, Larsen-Freeman (2010) explains that grammatical competence

has a different starting point than formal grammar, and the focus is mainly on

social interactions, communication and why some forms are more appropriate

than others. Some say that language is not considered to be a set of rules, since

language used is important. This is somewhat problematic because grammar does

have to do with rules and the structure of the language. It cannot be claimed that

grammar is purely functional, although it has functions, and these functions are

of utmost importance. Also, Ur (2009), defines grammatical competence as

anything the learners are asked to do that produces a clear outcome and that the

function of the task is simply to activate the learners in such a way as to get them
to engage with the material to be practiced in an interesting and challenging way.

Other terms used in relation to grammar tasks are exercise and activity. The term

exercise often refers to the conventional textbook procedure, which focuses much

on correct forms, and can be done correctly without much understanding and

meaning.

On the other hand, Hymes’ (1972 as cited by Mojabi, 2014) view was

thought to be more realistic wherein he defined grammatical competence as the

ability to use grammatical competence in a variety of communicative situations,

thus bringing the sociolinguistic perspective into Chomsky’s linguistic view of

competence. Finally, Ellis (2007) explicates grammatical competence in relation

to implicit and explicit knowledge. Ellis distinguishes two senses of grammatical

difficulty: 1) the difficulty learners have in understanding a grammatical feature,

and 2) the difficulty learners have in internalizing a grammatical feature so that

the students are able to use it accurately in communication. Ellis further argues

that the first sense of grammatical difficulty relates to explicit knowledge, while

the second sense relates to implicit knowledge.

Lastly, based on the results and discussions of the study of Sumalinog

(2018), one of the common grammatical errors of the students is identifying

nouns and pronouns which are aforementioned in the findings of this paper. One

of the factors that cause students to commit this error is the shift of a singular

pronoun to a plural pronoun because of the misconception that word choice

which gives confinement to the students.

The Development of Learning Material

Patel (2017) emphasizes the significance of materials development in

language program. According to her, teachers should not be discouraged if

textbooks are not available as long as they have the objectives of the teaching-

learning process or they are familiar with the needs of the learners because they

can develop their own materials to achieve their objectives. However, she advises

that materials that are appropriate for a particular class need to have an

underlying instructional philosophy, approach, method, and technique which suit

the needs of both the students and teachers.

Similarly, Kellough (2009) states that the detailed planning for teaching

and learning is carried out for several reasons, but the most important one is to

ensure curriculum coherence. The workbook or learning material in particular,

serves as an agenda for the teacher, a helpful aid for substitute teachers and a

useful record for use in the future when teaching similar lessons and classes.

Further, it provides information on the quality of teaching and learning, and what

the teacher and students could do to improve the standard of their performance.

Tomlinson (2016) pioneered an MA course in materials development in

1993. According to him, with the increase in the recognition of the importance of

materials development, there has been a dramatic increase in the number of

universities delivering MA courses and modules on materials development and in

the number of PhD students researching aspects of materials development. And it

is now recognized as one of the most important undertakings in applied research.

According to Tomlinson (1998) (as mentioned in Patel 2017), materials

development refers to anything which is done by writers, teachers or learners to

provide sources of language input in ways which maximize the likelihood of

intake.

According to Baherimoghadam, T., Hamedani, S., mehrabi, M. et al.(2018)

A combination of cognitive, emotional and physiological characteristics might

indicate how a student can learn, which is generally defined as learning style [8].
The presence of various learning styles is related to the different ability and

individual preference of students to learn [1]. The knowledge of learning styles

grants pedagogical approaches and would provide imperative insights for

students and teachers regarding either their strengths or their weaknesses in both

teaching and learning practice

Conditions Affecting Grammatical Competence

According to Arcelo (2003) found that the Philippines is very

accommodating of female students wherein 59.03 percent of enrollees in public

higher education was female during the years 1996-1997.Torres (2011) as cited by

Few (2013) when he found out that the functional literacy rates of Filipino boys

are lower than those of Filipino girls. It is also reported that boys'

underachievement in primary education is driven by the following factors:

parents’ and teachers’ low academic expectations for boys, the economic viability

of working, passive classroom experience, gender bias and stereotyping.

10
Moreover, Kohli (2014) stated in an online article that electronic books (ebooks),

tablets and computer-based learning might be pervading elementary and middle

schools throughout the United States of America, but college students are still

old-school. She conducted a survey of about 1,200 students in 100 American

colleges in October and found that for almost every type of schoolwork, students

prefer to use a book rather than a computer.

According to Andrea T (2009), Boys and girls tend to use different parts of

their brain to learn some fundamental parts of grammar, according to a new

study "Sex has been virtually ignored in studies of the learning, representation,

processing and neural bases of language," said lead author Michael Ullman, a

neuroscientist at Georgetown University. This study shows that differences

between males and females may be an important factor in these cognitive

processes."

(Singleton & Munoz, 2011), the influence of the age of exposure on second

language acquisition is a widely debated topic in Applied Linguistics. It is

generally believed that there is a restricted “window of opportunity” early in life

when human beings exhibit increased sensitivity to learning a language. If the

exposure to a target language happens beyond this phase – termed as the Critical

Period – the ultimate attainment in the target language will remain deficient.

Among several factors that enrich this debate over the effects of age of exposure

on second language acquisition (i.e., types of knowledge, types of tasks, types of

stimuli, language features), the issue of context – second or foreign – holds a

pivotal position. Researchers generally believe that age effects are limited to

naturalistic second language settings, where the target language is used as the

first language in the society, for example, English in the US. Hence, if learners are

exposed to English as a second language (SL) at an early age (e.g., 2 years) in a

context like the US where there are unlimited opportunities to be exposed to and

practice English, they will achieve a higher proficiency in English as compared to

those who are exposed to it at a later age (e.g., 16 years; DeKesyer, Alfi-Shabtay &

Ravid, 2010; Granena, 2012), for foreign language (FL) settings.

From study of Sanberg (2016), it stated o his study that with an

overrepresentation of low interactional answers among the young year intervals, a

relationship between age and the willingness to participate in a survey can be

discussed. This study shows an indication that there could be a positive

relationship between age and the level of interaction whilst filling out a survey.

However, to establish a more certain relationship a bigger study must be made.

To further research this subject and rule out other possible causes multiple angles
should be included. This research would also benefit from examining other fields

where age and the level of participation are put together. To summarize; it

appears to be a relationship between the age of the respondent and the

willingness to interact in a survey, although a larger quantity of surveys should be

examined to fully establish this relationship.

Finally, Sicat (2013) wrote in an article in a newspaper that learning from

the books was thus a heavily and unnecessarily burdened activity. Waiting time to

read in the library was long for many. Few students could afford to buy their own

books. The learning process was more difficult just from the scarcity of supplies of

reading materials. Today, the photocopy machine, the internet and electronic

editions of standard books are available more cheaply. The technology for copying

is easily at hand.
 CHAPTER III

METHODOLOGY

This chapter describes and discusses how researchers gathered the

necessary information that will be used in the entire study. The researchers

presented the methods that will attempt to present some of the specific tools and

experiences that will be utilized to communicate the design of the research, the

locale, the respondents/ population, the instrumentation, and the data collection

process of the study.

Locale of the study

The research study was conducted at Laura Vicuna Foundation located at

Purok Pag-asa, Barangay Macarascas, Puerto Princessa City. It is a foundation

that accommodates children to stay and learn. This place was selected for this

research to determine the other needs of the learners regarding grammar

specifically the parts of speech.

Research Design

Research design refers to the overall strategy that the researchers choose

to integrate the different components of the study in a coherent and logical way,

thereby, ensuring researchers will effectively address the research problem.

Research design constitutes the blueprint or the roadmap for the collection,

measurement, and analysis of data. According to Kothari (2004), research design

is a plan, a roadmap and blueprint strategy of investigation conceived so as to

obtain answers to research questions.

The researchers used quantitative approach in this study. This approach is

used to determined how broad that the respondents know about grammar.
According to Williams (2021), that they are designed to make predictions,

discover facts and test existing hypothesis. It is used to assess a problem or

answer the "what" or "how many" of a research question.

Respondents of the Study

The target population of this study is the learners at Laura Vicuna

Foundation. They are the YS- 8 learners from the said foundation consisting of 8

learners which total of two (2) males and six (6) females.

Sampling Procedure

The researchers used the purposive sampling method to select a sample

that is most useful for the purpose of the research. According to Arikunto (2010:

183), purposive sampling is the process of selecting a sample taken based on a

specific purpose. Thus, the purpose of this research is to know whether the

selected respondents from Laura Vicuna center have enough knowledge about the

eight (8) parts of speech and grammar competence.

The researchers replicated the data collection procedure of Taya (2004)

and Llamson (1997). The study implemented purposive sampling where students

are chosen for inclusion in the sample based on their characteristics. The

researchers are subjective and selective in choosing the respondents.

Data Gathering Procedure

A letter had been written to obtain permission to conduct a study in the

Laura Vicuna Center coordinator/head, College of Education Dean, as well as

Western Philippines University. The researchers had allotted a thriving time,

effort, and collaboration in developing questionnaire questions to serve as

intended. A questionnaire checklist was created by the researchers. The

questionnaire checklists are then validated by the subject's professor then the

questionnaire checklist is distributed. The researchers explained to the

respondents the significance of their responses to the survey and clarifies some

terms for the respondents in order for them to answer the given questionnaire

with full knowledge and understanding of their responsibility as the subject of the

study. The researchers asked the respondents to answer truthfully.

The formal gathering of data about the respondents’ profiles and the rest of

the procedure was in written form. The researchers select the respondents based

on the specific purpose of the study. The respondents were asked to answer a pre-

assessment prepared by the researchers containing questions regard to grammar

and literature. It was then followed by the conducting of teaching which the

researchers find them have difficulty with and post-assessment.

The data and information gathered from the respondents will be analyzed,

tallied, and computed for interpretation according to the respondent’s answers.

Statistical Treatment

According to Kalla (2009), statistical treatment of data is essential to make

use of the data in the right form. Raw data collection is only one aspect of any

experiment. The organization of data is equally important so that appropriate

conclusions can be drawn.

To interpret the data effectively, the researchers will employ the following

statistical treatment. The frequency, percentage and weighted mean are the tools

used to interpret data.

 1. Frequency and Percentage Distribution - frequency and

percentage distribution is a display of data that specifies the percentage of

observations that exist for each data point or grouping of data points.

The demographic profile of the respondents will be determined using the

formula of frequency and percentage.

P=F x100 where:

N P= Percentage

F= Frequency

N= Total number of respondents

 CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter presents the research findings of the data collected in this

paper. The main source of data is the pre-test and post-test of the respondents.

Furthermore, the findings are presented in relation to the research objectives

stated in the study. The method used to analyze the data is already discussed in

the methodology chapter.

Demographic Profile of the YS-8 Learners

This study sought to know the demographic profile of the YS- 8 Learners in

terms of their age and gender, enable for the researchers to know if the

demographic profile of the learners can affect their scores in the pre-test and

post-test.

Table 1. The Demographic Profile of YS- 8 Learners

Profile Frequency (f) Percentage
N=8 (%)
Sex 6 75
Female 2 25
Male
Age
13 5 62.5
14 1 12.5
15 2 25

The Table 1 shows that there are 8 participants that consists of six (6)

females which is 75% of the participants and 25% for the males that consists of

two (2). 62.5% of the participants are 13 years old, while the 25% are 15 years old,
18
and lastly the remaining 12.5% are 14 years old.

Demographic characteristics refer to attributes that describe the status of

people or a person such as age, gender, ethnicity, or income. This study used

gender, college, and status of students as demographic characteristics. Gender

denotes biological differences in being male or female. According to the study of

El Refae (2021), it shows on his study that he considers first-and second-year

students as junior, while third-, fourth-, and fifth-year students are considered

senior. Prior studies have suggested that demographic characteristics such as

gender, these can have an impact on academic performance of the learners

(Christmann, 2017; Amparo et al., 2018). According to Andrea T (2009),

highlights that Boys and girls tend to use different parts of their brain to learn

some fundamental parts of grammar, according to a new study "Sex has been

virtually ignored in studies of the learning, representation, processing and neural

bases of language," said lead author Michael Ullman, a neuroscientist at

Georgetown University. This study shows that differences between males and

females may be an important factor in these cognitive processes.

Race, ethnicity, address, and family status were not included o the study

due to a lack of time and the capacity to obtain the learner's other demographic

profile. The researchers only collected sex and age for the demographic

information.

The researchers suggest that when studying the grammar competence of

the students, all of the components observed in the demographic profile must be

included, as it may be one of the factors affecting and influencing the learner's

grammar competence.

Aspects of Grammars

The presentation of data is a replication of the (Simon, 2006), the

researchers used a sampling frame for data gathering in which the respondents

consist of 6 females and 2 males. The data are gathered through surveys and

questionnaires in the respondents’ places.

 This research aims to determine the knowledge among students with their

grammatical competence in terms of parts of speech. A student who identifies YS-

8 with a total of eight (8) respondents was given a pre-test to identify the

knowledge of students regarding parts of speech. The data were collected

individually by giving them a fifty (50) items pre-test. The researchers presented

below the results of a conducted study regarding grammatical competence in

terms of part of speech using diagnostic test.

Table 2. Grammar Proficiency of the YS- 8 Learners based on the

Diagnostic Test
Parts of speech Pre-test Percentage Interpretation
(%)
Noun 14 35 Beginner
Pronoun 25 62.5 Beginner
Verb 51 63.75 Beginner
Adverb 31 38.75 Beginner
Adjective 6 37.5 Beginner
Preposition 18 45 Beginner
Conjunction 11 68.75 Beginner
Table 2 shows the scores and percentage of results in the pre-attained by the

learners. Based on the diagnostic test of the learners conducted by the

researchers. The chart above is the result of the learners’ assessment which the

high score is twenty-nine (29) and the lowest score is sixteen (16). The following

are the findings:

The assessment is composed of fifty (50) items. It is in the multiple-choice

form of assessment which consists of topics related to communicative

competence, such as parts of speech and context clues.

The Table 2 shows the result that YS-8 learners aren’t familiar with the basic

parts of grammar. Upon analyzing the table 2, the researchers conclude that they

got a prior knowledge or high score in the parts of speech Conjunction, Verb and

Pronoun, and they got a lowest score in Noun, Adjective and Preposition. The

researchers’ findings (Table 2) are based on the K-to-12 standard and

competency-based grading system where the learners should have a passing

grade of 75%, based on the curriculum a grade that is 74% below is considered

failed.

In fine, none of the YS-8 learners passed the standard grading system which

the researchers concluded that they have no knowledge of or were unaware of in

terms of Grammatical properties.

Upon analyzing the diagnostic result of the learners, it has been revealed that

the learner’s foundation in Parts of speech are poor that leads them to get

confused on the usage of each part of speech.

According to Baherimoghadam, et al. (2018), a combination of cognitive,

emotional, and physiological characteristics might indicate how a student can

learn, which is generally defined as learning style. The presence of various

learning styles is related to the different abilities and individual preference of

students to learn. The knowledge of learning styles grants pedagogical approaches

and would provide imperative insights for students and teachers regarding either

their strengths or their weaknesses in both teaching and learning practice

Due to the limited time and lacked of resorts to be used during the team

teaching, the researchers decided to mainly focus on grammar which undeniably

they have a poor knowledge specifically the eight (8) parts of speech because

which is commonly known as the basic aspect of learning grammar and

enhancing the level of grammatical competence. As the researchers observed this

aspect needs to be prioritized to broaden the participants’ knowledge about the

aspects of grammar.

As indicated in the data above, the result of test results of the participants, the

researchers proposed that the teacher should be focused on the different aspects

of grammar to broaden the knowledge of the YS-9 learners as well as use a variety
 of teaching methods to make the lesson more interesting to the learners

Additionally, YS-8 learners of Laura Vicuna Center are really in need of teaching

services and other Instructional Materials as well as a comfortable facility

learning.

Grammar Proficiency

The following table below presents the results pre-test and post-test of the

learners as well as their level of proficiency.

Table 3. Grammar Proficiency of the YS- 8 Learners based on the Pre-

test and Post- test

Parts of Pre-test Post-test Interpretation

speech
Frequency Percentage Frequency Percentage

(f) N=8 (%) (f) N=8 (%)

Noun 14 35 20 31.25 Beginner

Pronoun 25 62.5 26 43.75 Beginner

Verb 51 63.75 29 51.79 Beginner

Adverb 31 38.75 20 35.71 Beginner

Adjective 6 37.5 22 45.83 Beginner

Preposition 18 45 22 39.29 Beginner

Conjunction 11 68.75 33 59.93 Beginner

Legend: Level of Proficiency:

Beginner 74% and below

Developing 75%-79 %
Approaching Proficiency 80-84%
Proficient 85%- 89%
Advanced 90% and above
 The data presented in Table 3 indicate the overall scores of the YS- 8

learners in Laura Vicuna Center in their Diagnostic and Post-test. Based on the

findings of the research, in terms of identifying the grammar competence of the

learners in terms of parts of speech, the researchers found out that the learners’

level of grammatical competence are poor. Furthermore, the researchers

evaluated the grammar competence of the students by the results of their

examination, and the data shows that the parts of speech that the learners got a

high score on their post-test are conjunction (59.93%), Adjective (45.83%), and

Pronoun (43.75%), followed by the lowest score in Noun (31.25%), Adverb

(35.71%), and Preposition (39.29%).

The researchers evaluated the result of the learners’ test based on the

grading system of Dep-ed which is 75% of the total number of their test are

considered passed and 74 below are considered as failed. Moreover, upon

evaluating their score on the test given by the researchers, it shows that none of

them passed the test.

Based on the scores of the YS-8 learners the researchers concluded that 5

out of 8 students were not yet familiar with identifying what in these grammatical

properties specifically in identifying parts of speech.

As observed on the table presented above it reveals that the learners are

poor in identifying the usage of each part of speech. In which it concludes that it

is the reason why the learners always commit mistake.

According to Ace (2014), He stated that educators can increase students’

language acquisition and understanding by adding additional context and

utilizing students’ background knowledge and first language. This can be done,

with the use of visuals, props, facial expressions, and gestures (Ace, 2014).
Krashen’s third hypothesis suggests the lower a student’s affective filter (or

anxiety) the more likely they are to acquire new langue skills. Creating an inviting

and accepting environment for all increases language acquisition.

However, analyzing the results of Table 3, shows that the learners need

more attention and foundation regarding the parts of speech to increase their

level of grammar competence in the English language.

Table 4. Action Plan

The researchers propose an action plan to achieve the objectives. It

composed of suggested activities to broaden and enhance the grammatical

competence of the YS-8 learners.

Action Activities Personnel Resource Time Expected

Plan involved s frame outcome

Objectives

To uplift the Reading Facilitator Donations Academi Students

grammatica English Students Fund c Year will able to
l Books and Researcher Raising 2023- know and
competency Vocabulary s Program 2024 master the
of students Clinic usage of
in terms of parts of
the eight (8) speech.
parts of The
speech. learners
will able to
distinguis
h
the words
in the
manner of
speech.
To improve National Faculties Fund Academi The
the learners’ Reading Students Raising c Year learners
ability in Month 2023- will
reading and Celebration 2024 enhance
be familiar their
with reading
grammar. skills and
 they will
know
something
about
grammar.
To increase Literary Teachers Fund Academi To
and compositio Students Raising c Year enhance
improve n Donations 2023- the
students' : 2024 grammar
awareness • Poetry competenc
of the • Poem y level of
importance • Short the
of grammar. stories. learners
 CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

This study attempts to determine the grammatical proficiency of YS- 8

learners and to raise that proficiency by offering remedial lessons and

intervention programs. The researchers' ability to think critically and responsibly

about the English for Specific Purposes (ESP) topic is improved by this study. It

enables the researchers to improve their grammatical awareness and proficiency,

which motivates them to carry out this kind of study. known as "A Needs

Analysis." The research aims to determine the knowledge among students with

their communicative competence in terms of parts of speech.

Based on the data gathered by the researchers it shows that 5 out of 8

pupils were still unfamiliar with determining what in these grammatical features,

specifically in distinguishing parts of speech, based on the results of the YS-8

learners.

Conclusion

The researchers conclude that the YS- 8 learners of Laura Vicuna Center

are poor in grammar competence. Based on the results and findings:

1. The demographic profile of the YS- 8 learners in terms of their age and

gender, does not affect the scores of their pre-test and post-test. It shows

that both females and males the level of their proficiency are all the same,

which is Beginner.

2. Based on the results and finding of the pre-test that the YS-8 learners of

Laura Vicuna Center only know the basic parts of speech. They are most
 familiar with Verb, Adverb, Noun, and Pronoun but the rest of the parts of

speech seems hard for them to know and familiarize.

3. The result of the post-test and pre-test is the proof that the students

having a hard time knowing and learning about parts of speech. The result

of the post-assessment clearly indicates that even though the researcher

provided a presentation and discussion of eight (8) parts of speech they

still got a score lower than they got in their pre-test. It appears that they

are so overwhelmed by all the information that they ended up being

confused.

4. Lastly, the researchers assumed that the lower post-test scores of the

students were due to the lack of time spent in teaching to the learners and

the absence of learning materials during the discussion with the learners.

The YS-8 learners lack knowledge in grammar competence of writing. The

researchers believed that they need more attention, especially in English

subjects. Grammar competence is important to the foundation of learning

of second language specifically the identification of parts of speech that

make the learners more aware of the use of the English language.

Recommendation

Analyzing the needs of the learners in grammar is one of the main

contributions of ESP. The following are the recommendation of the researchers

after knowing the results.

For the students, after knowing the results of the study, for them to become

competent in grammar we suggest that you read more books, that contains story

or poem or anything that may help you improve your grammar. Be familiar with
the basic types of grammar like the part of speech as you will encounter them in

your everyday life, specifically at your school as they use English as the medium

of instruction. The researchers encourage you to read and write as it is an easy

way to learn about language and its other concepts.

For the Parents, guide your children in their education, assess them if they

needed help in their study. Help them address their weakness and guide them to

improved their strengths on grammar or/and language learning

For the Teachers, help the student to enhance their ability about language

learning, help them have self - confidence to actively interact in your classes.

Used different method that matches the learning style of your students. As you

teach them properly, they will become motivated to do good in school.

To the Community, the community must unite in learning about language. Be

the scaffolding that the learners need as they grow up. The community should

guide the learners in learning and tutor them in anything related to language

learning.

Establishing a better foundation for learners provides necessary material

such as reading textbooks perhaps could help the young learners to be interested

in engaging in grammar competence. Facilitating the accordance of the

knowledge competencies of learners could give assistance to the learning of the

learners. Moreover, building processes such as Having them read aloud,

providing books at the right level, rereading to build fluency, asking questions,

supplementing their class reading, talk about what they're reading could help the
learners to strengthen their comprehension which could help grammar

competencies

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 Appendix A
Letter of Request

TO BE FOLLOWED!

This document hasn’t

got from Ma’am Susan
Eager.

THANK YOU PO!

 Appendix B

Cover Letter

Dear Respondents;

Good day!

We, the researchers in the Second Year of College of Education Major in

English, are conducting a study about “Communicative Competence”. We are

here to conduct an assessment to evaluate your knowledge about communicative

competence, we respectfully want to ask questions to you about this matter, the

information that you will provide will be beneficial for our study.

With that, we would like to ask for your utmost cooperation, pure honesty,

and sincerity in answering the questions with all your best. In return, we assure

you that your response will remain confidential.

In connection with this, we would like to ask for your help with our Pre-

assessment questions.

Thank you for your cooperation

Sincerely yours,

The Researchers
 Appendix C

Diagnostic/ Pre- Test

TO BE FOLLOWED!

This document is in a
separate file.

THANK YOU PO!

Appendix D
Post- Test
 Appendix E

Evidences/ Documentation

TO BE FOLLOWED!

The Photographs during

the event haven’t been
obtained from sir Bucad.

THANK YOU PO!

 Appendix F
Curriculum Vitae

Curriculum Vitae

BACALING, NICOLE ANGEL ESPEÑA

Brgy. Teneguiban, El Nido, Palawan
Cell Number: 09814909635
E-mail Address: coldwellnicole12@gmail.com

PERSONAL INFORMATION

NICKNAME: Nicole
BIRTHDAY: November 12, 2002
BIRTHPLACE: Maranlao, El Nido, Palawan
AGE: 20 years old
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
MOTHER’S NAME: Kristine Espeña

EDUCATIONAL BACKGROUND:

TERTIARY: Second Year, Bachelor of Secondary

Education Major in English
Western Philippines University
Sta. Monica, Puerto Princesa City
2020-Present

SECONDARY: Humanities and Social Sciences

Palawan National School
Puerto Princesa City
2018-2020
2015-2018

PRIMARY: Maranlao Elementary School

Sto. Maranlao, Teneguiban,
El Nido, Palawan
2009-2015
 Curriculum Vitae

LEAH MAY N. LINGATING

PPC Purok San Francisco II, Brgy. Tiniguiban,
Puerto Princesa City
Cell Number: 09814909635
E-mail Address: lingating.leahmay17@gmail.com

PERSONAL INFORMATION

NICKNAME: Leigh
BIRTHDAY: May 17, 2002
BIRTHPLACE: Brgy. Pianaglaban, Quezon,
Palawan
AGE: 20 years old
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Noel Lingating
MOTHER’S NAME: Alma Nalica

EDUCATIONAL BACKGROUND:

TERTIARY: Second Year, Bachelor of Secondary

Education Major in English
Western Philippines University
Sta. Monica, Puerto Princesa City
2020-Present

SECONDARY: STI- College Puerto Princesa City

2nd Floor CSD Building, Lacao St.
Puerto Princesa City
2017-2019

PRIMARY: Sta. Monica Elementary School

Sta. Monica, Puerto Princesa City
2008-2014
 Curriculum Vitae

MARIEL M. PANUNCIO
New Guinlo, Taytay, Palawan
Cell Number: 09197699383
E-mail Address: panunciomariel15@gmail.com

PERSONAL INFORMATION

NICKNAME: Mars
BIRTHDAY: July 15, 2002
BIRTHPLACE: New Guinlo Taytay Palawan
AGE: 20 years old
NATIONALITY: Filipino
RELIGION: Born-Again
CIVIL STATUS: Single
FATHER’S NAME: Marocel Panuncio
MOTHER’S NAME: Marilou Panuncio

EDUCATIONAL BACKGROUND:

TERTIARY: Second Year, Bachelor of Secondary

Education Major in English
Western Philippines University
Sta. Monica, Puerto Princesa City
2020-Present

SECONDARY: Bato National High school

Brgy. Bato, Tayta, Palawan
2014-2020

PRIMARY: New Guinlo Elementary school

Brgy. Bato, Taytay, Palawan
2008-2014