St. James High School of Buenavista, Agusan, Inc.

Curato St., Brgy. 5, Buenavista, Agusan del Norte

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Telefax (085) 343-4332 343-4834

CHAPTER I

I. General Objectives

In the conduct of an intervention program, the subject teachers will:

1. identify learners who struggle in meeting the competency/ies in a specific subject
area;
2. determine the least learned topic/s in a specific subject area; and
3. design an instrument/tool that will target a specific learning need.

II. Rationale

The English language has its grammar governed by rules. Speakers of the

language have to make concerted effort to learn how words are put together to form

sentences to enable them to effectively communicate in the language.

Language teaching in the Philippine secondary education is synonymous to

grammar and the teaching of literature of various countries/continents. It is a common

observation that in the elementary and secondary levels of the Philippine educational

system, the teaching of grammar is the bulk of the instruction, if not the focus. English

teachers from both the private and public educational systems would unanimously answer

“grammar” when asked what they teach in their English classes.

“Grammar”, according to Kaplan (1995), “means the rules governing how a

language is supposed to be used” (p.1). This view, as Kaplan (1995) expounded, is

prescriptive in a sense because grammar is viewed as “a set of rigid prescriptions focusing

on error correction” (p. xi).

Radford (2004) defined grammar according to its traditional subdivisions:

morphology (the study of how words are formed out of smaller units called morphemes)

and syntax (the study of the way in which phrases and sentences are structured out of

words). He seemed to agree with Kaplan (1995) when he stated that the teaching of syntax

in the traditional sense is “described in terms of taxonomy (i.e., classificatory lists) of the

range of different types of syntactic structures found in the language” (.p.1).

 The importance of teaching grammar in schools and colleges has been emphasized

by many language teachers. Quagie (2011) emphasizes the importance of teaching

English grammar in schools and colleges and points out that there is the need to intensify

the teaching of English grammar in schools and colleges. Le Tourneau (2001) states that

one’s knowledge of grammar is most helpful at the stages of revising and editing sentences

because grammar is concerned with the units of sentences. 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 the grammatical competence.

This study aims to know how the English teachers make use of conducting an

intervention and design an instrument which will help learners to overcome their subject

verb agreement errors and to improve on their English grammar and usage in Printed

Modular Distance Learning amid the prohibition of the traditional face-to-face session

during the COVID-19 pandemic.

CHAPTER II

I. Subject of the Study

Purposive sampling is employed in this research. This is a more acceptable

sampling procedure (Ishak & Bakar, 2014), as it involves selecting participants for a special

situation or a specific purpose in mind and gaining a deeper understanding of the particular

case. The English teachers decided that in selecting students for intervention, the scores in

their self-checks and their quarterly grade in English will serves as the supplementary

criteria.

Students who struggle in internalizing subject verb agreement rules or rules of

language are those who lack vocabulary and grammar competence which they need help

to improve upon upon their performance in grammar and usage.

 Moreover, in identifying struggling students in grammatical competence, their

answers in the Grammar Workout that comes after the reading material will serve as the

main basis of this intervention

II. DATA

Subject Area: ENGLISH IX

LEAST
INTERVENTION PERSON
TIME LEARNED
/ ACTION TOOLS NEL-IN- BUDGET
FRAME TOPIC/S /
TAKEN CHARGE
SKILL

Enrichment Activities

 Vocabulary Building
Macro Skill:  Grammar Activity
Writing  Pre-Writing Activity
Fluency First Chart
Approach  Writing
Performance
Rules of
Third Activity
Language Subject
Quarter teacher
and
- None
Subject
Consultation /
Fourth Home Visitation Form Coordinat
Feedbacking
Quarter or

Multimedia
Video Lessons
Instruction

Supplementary
Grammar Modified Lesson Guide/
Lessons Activities
III. Intervention Instrument

For macro skill - writing, sentence construction following the rules of language is

said to be the main problem encountered. Thus, Fluency First Approach is the strategy

used.

The instruments used in the intervention are anchored in the Workbook published

by TechFactors Inc. Wherein the mentioned enrichment activities are found. Below is the

brief description of the activities found in the book. Refer to appendices for the detailed

sample of the said activities.

Fluency First Approach

ENRICHMENT ACTIVITIES DESCRIPTION

This section contains Vocabulary Building

Vocabulary Building activities which will lead to the
understanding of the writing topic.
This section makes use of objective type of
activity which will evaluate their grammar
Grammar Activity
competence provided that grammar lesson
was discussed prior to the activity.
This section contains graphic organizers
regarding the writing topic. Usually it
Pre-Writing Activity
involves drafting which will lead to the
making of the final activity.
This section contains the main writing
activity usually in a various writing pattern of
Writing Performance Activity
development (expository, persuasive,
descriptive, and etc.)

CHAPTER III

I. Methodology
 CHAPTER IV

I. Findings

II. Conclusion

III. Recommendations
References:

Kai Yung (Brian) Tam National Institute of Education, Nanyang Technological University,

Singapore William L. Heward The Ohio State University, USA Mary Anne Heng National

Institute of Education, Nanyang Technological University, Singapore. THE JOURNAL OF

SPECIAL EDUCATION VOL. 40/NO. 2/2006/PP. 79–93. A Reading Instruction Intervention

Program for English-Language Learners Who Are Struggling Readers.

03. Tam, p79 (ed.gov)

Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X

(Online) Vol.7, No.7, 2016

Microsoft Word - JEP-Vol.7 No.7 2016 (ed.gov)

TESOL Journal Vol. 3, pp. 99-117 ©2010 http://www.tesoljournal.com

T: (tesol-international-journal.com)

Reyna Lyn A. Sahagun. College of Teacher Education, President Ramon Magsaysay

State University-San Marcelino, Philippines. (2021).  Vol 2 No 9 (2021): International
Journal of Multidisciplinary: Applied Business and Education Research

Grammar Skills of Secondary Teacher Education Students in a State University:

Basis for Worktext Development | International Journal of Multidisciplinary: Applied
Business and Education Research (ijmaberjournal.org)

Estrella C. Sioco* Pangasinan State University – School of Advanced Studies, Urdaneta

City Pangasinan Dr. Presley V. De Vera** Pangasinan State University – School of
Advanced Studies, Urdaneta City Pangasinan. Grammatical Competence of Junior High
School Students. TESOL International Journal 82

EJ1247221.pdf (ed.gov)