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TABLE OF CONTENTS

Title Page Page

Acknowledgement i
Table of Contents ii
List of Tables iii
List of Appendices iv

Chapter
I. INTRODUCTION
Background of the Study 1
Statement of the Problem 4
Theoretical Framework 4
Significance of the Study 12
Scope and Limitation 12
Definition of Terms 13

II. REVIEW OF RELATED LITERATURE 14

III. METHODOLOGY
Research Locale 33
Research Procedure 33
Research Instrument 34

IV. PRESENTATION OF RESULTS AND DISCUSSION 35

V. SUMMARY, FINDINGS, CONCLUSION AND

RECOMMENDATION
Summary of Findings 40
Conclusion 41
Recommendation 41

REFERENCES 43

CURRICULUM VITAE
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ACKNOWLEDGEMENT

We would like to extend our deepest appreciation to all those who have

contributed to the successful completion of this thesis.

Foremost, we would like to express our profound gratitude to our thesis

advisor, Mr. Santiago Abrea, for his unwavering support, guidance, and invaluable

insights throughout the entire research process. His expertise and unwavering

commitment to excellence have played a pivotal role in shaping the quality and

direction of this work.

Additionally, we would like to convey our heartfelt appreciation to the experts

involved in this study, namely Mr. Federico Paler, Ms. Christine Casangcapan, and

Mrs. Teresa Olayon, for their valuable feedback and constructive criticism. Their

expertise and thoughtful input have significantly enriched the content and depth of this

thesis.

Furthermore, we would like to acknowledge the Education Department at

Southern Leyte State University- San Juan Campus for providing a stimulating

academic environment and granting us access to essential resources for conducting

this research. The encouragement and assistance from the department staff have

been instrumental in fostering a conducive research atmosphere.

Our sincere appreciation also go to our family for their unwavering support,

understanding, and encouragement throughout this academic journey. Their

unwavering belief in our abilities has served as a constant source of motivation.

Moreover, we are grateful to our friends and colleagues who have offered their

support, encouragement, and engaging discussions during the course of this

research.

Lastly, we want to express our gratitude to all the participants who generously

shared their time and insights, contributing valuable data to this study. This thesis
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represents the culmination of the efforts and support of numerous individuals, and for

that, we are genuinely thankful.

LIST OF TABLES

Page

Table 1. Frequency Distribution of the Respondents 35

Table 2. The Result of Voice of the Verb

used by the Students in Answering Essay 35

Table 3. The Result of Type of Sentences

used by the Students in Answering Essay 36

Table 4. The Result of Structure of Sentence

used by the Students in Answering Essay 38
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LIST OF APPENDICES

Page

Appendix 1. Students’ Answers in their Essay 46

Appendix 2. Letter of Validation 51

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 Syntactical Analysis of Students’ Answers
in T heir Essays

A Thesis
Submitted to the Faculty of the College of Teacher
Education Southern Leyte State University
In Partial Fulfillment of the Course
Requirement for the Degree of

BACHELOR OF SECONDARY EDUCATION

Major in English

ANA MARIE N. GUATNO

KLIERVY M. GEDY
KHATE FELIMINIANO
JESELLE LAUDERES
 Chapter I
INTRODUCTION

Background of the Study

One of the most effective ways to express opinions and thoughts and answer

questions is through writing. Writing allows people to convey messages and interact

with each other, especially as members of society. Using good language when writing

is crucial for anyone to communicate ideas and interact powerfully with others.

Whether you express your thoughts verbally or in writing, clear and concise

communication is important. Writing and grammar are two interdependent subjects

that English language majors must master to produce exceptional written work. These

skills are critical when completing final assignments as a graduation requirement, and

later when teaching students. As such, English department students must acquire

writing proficiency in addition to other skills. Fareed et al. (2016), states that writing is

a crucial skill for language development, but it is particularly challenging in the context

of English as a second language (ESL), as students often encounter various writing

difficulties.

Writing in English as a foreign language can pose significant challenges for

students due to their limited vocabulary and knowledge of English grammar.

According to Debata (2013), grammar is the study of words and how they function

within sentences. To produce high-quality writing, students must prioritize correct and

appropriate grammar usage. Additionally, Thornbury (1999) emphasizes that grammar

includes understanding the possible forms and structures of a language, highlighting

the crucial role of grammar in organizing language for effective communication.

According to Putrayasa (2014c), it is important to understand the meaning of a

sentence, which is a series of words that express a complete idea. For a student,

writing is one of the most effective ways to express their thoughts and ideas when

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 answering questions on quizzes and tests, especially essays.

Graham and Perine (2007) determined that an individual's writing ability is an

important predictor of academic and professional success. As Ferris, Eckstein, and

DeHond (2017) point out, effective writing requires multiple steps, including

brainstorming, organization, persuasion, rhetorical style, and the use of several

complex linguistic features. Moreover, effective writing requires an understanding of

grammatical and syntactic principles, commonly known as structural rules, and

spelling and punctuation rules, also known as mechanical rules.

The study of syntax focuses on how morphemes and words work together to

create sentences and other longer units. Carnie, A. (2021) defined syntax as the study

of the rules and procedures that determine how sentences are put together in a given

language. Bloomfield defines syntax as the study of free forms made up only of other

free forms. According to David Crystal, syntax is the study of how words fit together to

produce phrases, clauses, sentences, and other longer language units. Additionally,

the researchers in this study concentrate on examining the voices of the verb, types of

sentences, and sentence structures that students typically use. The voices of the verb

are known as the active and passive voices, and they convey different information

about an action. In active-voice sentences, the action is carried out by the sentence's

subject.

In contrast, sentences in English often have a subject-verb-object (SVO)

structure. Accordingly, the subject should nearly always come first in a phrase,

followed by the verb and the object. When it comes to grammar, it is crucial to know

how to recognize subjects, verbs, and objects in order to determine the function of

each word in the sentence and ensure that it is grammatically correct. Knowing the

distinction between independent and dependent clauses is another essential step in

comprehending sentence structure. As their titles imply, they can either make sense

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independently or dependently on another statement. Sentences can be broadly

divided into two categories based on the number of predictions and their function.

Declarative, interrogative, imperative, and exclamatory sentences are among the

functional types. Concurrently, sentences are categorized as simple, compound,

complex, and compound-complex depending on how many predictions they

include.This study do not focused on functional categories in when it comes to the

types of sentences, such as declarative sentences, interrogative sentences,

imperative sentences, and exclamatory sentences but only focused on describing

sentence types according to the number of predicates. Apart from general trends,

recent research mainly focuses on sentences, sentence types, and sentence

structures used in literary works.

The study about the Syntactical Analysis of Essays published in 2019 only

looked at sentence structure, unity sentence, and sentence types (functional) present

in elementary school students' essays (Putrayasa, 2019). The next study published in

2022 focused solely on analyzing the different types of syntactic errors made by third

grade students and the causes and effects of these errors on their writing skills

(Haddad, 2022).

However, this study aims to delve into a distinct realm. The reseachers’ primary

objective in this study is to discern the prevalent voice of the verb, sentence

structures, and types of sentences, not functions but predications, that are commonly

employed by college students when responding to essay exam. Furthermore, the

researchers' study was motivated by a prevailing aspiration to find out whether

students were adequately familiar with a variety of verb voices, different sentence

types, and complex sentence structures. By carefully examining students' essay

responses, this study aims to identify dominant usage patterns of verb voice,

sentence structure, and sentence type. Understanding these patterns provides

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actionable solutions to help students become familiar with a broader range of

sentence components. The purpose of this study is to equip students with the tools

they need to construct sentences effectively and persuasively in terms of grammar

and style. Therefore, this study is a valuable resource not only for teachers but also

for students seeking guidance on essay writing skills. Recommendations based on

our research provide practical insight into sentence construction to help students

express themselves clearly and sophisticatedly in the context of exam essays.

Therefore, this study seeks to make a meaningful contribution to the ongoing

discourse on effective pedagogical approaches for developing language skills and

expressiveness in academic writing.

Statement of the Problem

This study aims to syntactically analyze the answers of the students on their
essays.

Specifically, it sought to answer the following questions:

1. What voice of the verb used by students in answering essays? (active or

passive)

2. What type of sentences did students used in answering their essays?

3. What is the structure of sentences in the answers of the students?

The Conceptual and Theoretical Framework of the Study

In this study, the researchers make use of Piaget and Chomsky's theories. According

to Piaget, cognitive development must occur before language development because it will

be impossible for children to express what they do not yet understand. For example, a

young child without a sense of time will not be able to express thoughts in the future tense

or speak hypothetically, no matter how much language is taught.

Piaget proposed that cognitive development can be divided into four stages:

sensorimotor, preoperational, concrete operational, and formal operational. Piaget's

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sensorimotor activity, especially in the preoperational stage, depends on holistic pattern

recognition, intuitive reasoning and representation, and a partial or incomplete logical

system. Piaget points out that children, at this age, function without a well-organized,

formal, and analytical conceptual system.

This is akin to asserting that cognitive functioning is primarily under control of the

right hemisphere, although language sequence in verbal syntax is undoubtedly largely a

left hemisphere function as well, even early in the child's development. Yet even adults

continue to use language intuitively, being facile in oral and written communication but

largely unaware of the formal logic of the language syntax used.

Noam Chomsky's ideas and work on the human language faculty and how language

is acquired opened new territory on which a whole new framework in non-native language

acquisition was established: generative second language acquisition, or GenSLA.

Investigating Chomsky's principles and parameters within the GenSLA framework has

brought additional and convincing evidence for the essential validity of Chomsky's original

insights. Noam Chomsky (1957) suggests that children are born with an instinct or drive

to learn language, which he calls the language acquisition device (LAD). He argued that

even if a child is not educated in his or her native language, he or she will develop a

linguistic communication system as long as he or she is raised in a normal environment.

Therefore, language acquisition must have an innate biological component. Chomsky

suggests that the language acquisition device (LAD) should be located somewhere in the

brain and act as an encoder that provides a basic understanding of grammatical

structures. Chomsky believed that, like legs and arms, children are born with a certain

level of language knowledge, but that it must be nurtured in their own environment.

Therefore, despite the presence of innate knowledge, it is only limited, and this knowledge

must be supported by the ecological imprint and scaffolding of others who are more

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knowledgeable. As children learn new words, they can independently incorporate those

words into their speech. Chomsky argues that this independent "construction" of

language is evidence that language acquisition is biological and not simply the result of

learning or copying from guardians. Noam Chomsky's theory of language acquisition,

specifically his theory of Universal Grammar, has implications for understanding how

students construct sentences. Chomsky proposed that humans are born with an innate

ability to acquire language, and this ability is governed by a universal grammar that is

hardwired into the human brain. According to Chomsky, this universal grammar provides

a set of principles and rules that underlie the structure of all languages.

Chomsky's linguistic theories offer valuable insights into the manner in which

students apply and cultivate their language skills. The implications of these theories

extend to the construction of sentences and the act of writing itself. By delving into

Chomskyan principles, researchers gain a nuanced understanding of the intricate

processes underlying students' essay composition, facilitating a comprehensive analysis

of the reasons that influence their writing styles.

The relevance of Chomsky's theories becomes particularly evident in the

examination of how students harness linguistic structures to articulate thoughts and ideas.

Through the lens of Chomskyan linguistics, one can discern the intricate interplay

between syntax, semantics, and pragmatics in the students' language utilization. This, in

turn, sheds light on the cognitive mechanisms at play as they navigate the complexities of

sentence formation and essay writing.

Furthermore, Chomsky's theories contribute significantly to deciphering the

underlying patterns and principles that govern language acquisition and development.

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Understanding the linguistic frameworks proposed by Chomsky aids researchers in

comprehending the processes through which students internalize and apply language

rules. This knowledge is instrumental in unraveling the factors that shape their linguistic

competence and proficiency, thereby providing a holistic view of their language-related

endeavors.

In essence, Chomsky's theories serve as a theoretical foundation for investigating

the intricate relationship between linguistic theory and practical language application in

academic settings. By applying these theories to the analysis of student essays,

researchers gain a nuanced understanding of not only how students construct sentences

but also the cognitive and linguistic factors that influence their writing, contributing to a

more comprehensive comprehension of language development and application in

educational contexts.

On the other hand, SLA theory suggests that L2 learners acquire grammar rules in

two possible ways. Acquisition and training. Acquisition occurs under unprepared

conditions as a result of natural language use. L2 learners receive comprehensible

information (Krashen, 1981, 1985; Krashen & Terrel, 1983) Learning occurs in the form of

form-focused instruction by presenting learners with grammar tasks appropriate for

acquisition (Ellis, 1997). So we offer more grammar lessons. In order to present these

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form-centered activities, a systematic method is recommended and the teacher's

creativity is required.

Piaget and Inhelder (2000) noted that subjects at the formal operational stage

(middle school and high school) are able to free themselves from the concrete. This

meant students could think abstractly. Therefore, according to Piaget, essay writing can

become one of the formal stages of students' work. This occurs from age 12 until

adulthood. At this stage, the child or student can engage in higher-level reasoning,

thinking, and conversation about abstract concepts such as hypotheses, morality, and

political systems.

One of the most effective ways of expressing opinions and thoughts and answering

questions is by writing. The use of writing in our lives can help us deliver our message

and interact with others, particularly as members of society. Using good language in

writing is very important for everyone to deliver the idea and to interact with other people

intensively. For students, writing is one of the most effective ways to express thoughts

and ideas when answering questions in quizzes and exams, especially in the essay part.

Writing is the primary basis upon which the work, the learning, and the intellect will be

judged in college, in the workplace, and in the community. Helping students acquire

academic writing skills—the knowledge needed to write the various parts of a research

paper—is becoming increasingly common in higher education. However, academic

writing in foreign languages has been recognized as a problem in higher education

(Dolores et al., 2003). Moreover, reading, writing, and content area learning are

inextricably intertwined across the curriculum (Shanahan & Shanahan, 2008; 2012). As a

result, students must create and evaluate interpretive statements using disciplinary

strategies and assessment standards in reading and writing (Ferretti and De La Paz,

2011). Effective writing, especially argumentative writing, requires perspective: a

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sociocultural perspective and a cognitive perspective.

The sociocultural perspective focuses on the interactions that occur between

people across time and situations and how writing creates shared meanings and

understandings for participants (Bazerman, 2016; Beach et al., 2016). On the other

hand, the cognitive perspective (Graham, 2018; Hayes, 1996; Hayes & Flower,

1986; MacArthur & Graham, 2016) views writing as a problem-solving process that

requires self-regulation to achieve the writer's rhetorical objectives (Bereiter &

Scardamalia, 1987; Graham & Harris, 1997). This means that professional writers

have fluent language skills, knowledge of genre and topic (McCutchen, 1986; 2011),

and the ability to set goals to guide the writing process. On the other hand,

beginners are less fluent, have less knowledge of the genre and topic, and have

difficulty strategically regulating the writing process (Graham, Harris, & McKeown,

2013). Unlike experts, novices record relevant information that is used to generate

relevant information (Bereiter & Scardamalia, 1987).

From student responses, researchers aim to analyze the verb voice, sentence

types, and sentence structures that students most frequently use when responding to

essays. The voice of a verb indicates the connection between the subject and the action.

When a verb has an active voice, the subject performs the action. When a verb is in the

passive voice, action occurs in the subject. In the 20th century, the passive voice was a

dominant feature of scientific writing. However, there has been a notable change in the

notion in recent years. Most writing guidelines (e.g., APA [6th edition, section 3.18]) support

the active voice for clarity and brevity. The active voice is preferred in scientific writing,

where accuracy and clarity are emphasized.

Active voice emphasizes the logical flow of sentences and makes writing feel vivid

and relevant, which is crucial for use in formal academic writing assignments to achieve top

grades (Belin, 2022). However, in some cases, the passive voice is acceptable. For

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example: (1) when the reader knows who the characters are; (2) in the case of explanatory

text, the purpose of the discussion is to provide background, context, or a detailed

explanation. (3) when the writer wants to focus on the consequences of the subject's or

actor's actions; (4) or change the sentence structure. According to Geare (2015), he

succinctly summarizes the necessary balance: “In academic writing, the passive voice is

used to describe a process, research results, or similar material that is objective in nature.

Voices are used to describe actions.”

The Walden Writing Center encourages students to use the letter "I" in the first

sentence of a paragraph. Then, in the remaining sentences, if it is clear to the reader that

the student (writer) is the agent, use active and passive voice appropriately to achieve

precision and clarity (if applicable). APA recommends the active voice for clarity. However,

the passive voice can be used as a way to intentionally de-emphasize the subject and

change sentence structure.

Structure is an important feature of academic writing. Well-structured text allows

readers to follow the argument and navigate the text. In academic writing, a clear structure

and logical flow are essential for a coherent text. Most English sentences have a subject-

verb-object (SVO) structure. This is also called sentence structure theory. According to

Hogue (1995:8), a sentence is a set of words that contain a subject and a verb and express

a complete idea. Frank (1972) provided a more specific explanation of the ruling. In his

opinion, sentences are generally divided into two types, depending on their function and

the number of predicates. Types of sentences according to function are called declarative

sentences, interrogative sentences, imperative sentences, and exclamatory sentences.

Sentence types, according to the number of predicates, are divided into simple sentences,

compound sentences, complex sentences, and compound-complex sentences. In this

study, there is no need to describe the types of sentences by function: declarative

sentences, interrogative sentences, imperative sentences, and exclamatory sentences.

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However, only the type of sentence varies depending on the number of predicates.

A simple sentence consists of a subject and a verb that can be combined with other

elements such as objects, complements, and adverbs, although these elements are not

required (Alwi et al., 2003; Oshima & Hogue, 2007). A simple sentence consists of one

complete subject and one complete predicate. Sentences can be short or long. A simple

sentence is a sentence that consists of one subject and one predicate. A compound

sentence consists of at least two simple clauses or two independent clauses connected by

subordinators (e.g., and, but, so, or) (Oshima & Hogue, 2007). A compound sentence is a

type of sentence that combines one independent clause and one or more dependent

clauses with a dependent relative pronoun (Oshima & Hogue, 2007). Finally, a complex

sentence is a type of sentence that has at least three clauses made up of a combination of

dependent and independent clauses. We can also say that a complex sentence is a

combination of a complex sentence and a complex sentence with one or more dependent

clauses.

However, writing style cannot yet be said to be good enough because, according to

Hogue and Oshima, good writing style can be achieved not only by using one type of

sentence structure but also by mixing sentence types. You can improve your writing skills

by learning through repetition (repetition theory). If teachers know the writing process, it will

help them teach appropriate strategies and improve students' writing skills (Oberman &

Kapka, 2001).

Three intervention studies (Harris, Ray, Graham, & Houston, 2018; McKeown et al.,

2018; Ray, Graham, & Liu, 2018) were inspired by the Self-Regulatory Strategy

Development (SRSD) model of writing development (Harris & Graham, 1985, 2009, 2016;

Harris et al., 2011). The SRSD approach is based on several theoretical and empirical

studies that address cognitive, social, and motivational aspects of writing (Harris &

Graham, 2016). The cognitive component addresses the limitations in students' knowledge

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and abilities previously mentioned by explicitly teaching writing strategies that enable

students to plan, write, and revise essays. The social component includes the dialogic

interactions that occur between teachers and students and promotes independent

problem-solving by students. The motivational aspect emerges from the use of instructional

procedures designed to increase students' self-efficacy, increase expectations of success,

and attribute success to effort and other controllable aspects, especially writing.

Chomsky
Piaget

Theory of
Cognitive
Development
by

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 Answers in Essays

Type of Sentence
Sentences Structure
Voice

Guidelines in Writing
Sentences for Essay Answers

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Significance of the Study.

This study was beneficial to the following

Students. Learners are the most important of this study. This study aims to give

students guidelines in writing sentences that they can utilize in any academic work

like essays.

Teachers. It can help teachers with regards to their teaching strategies for them

to teach their learners in writing sentences effectively, especially in an essay.

School. The data gathered from the study will be a basis for actions to give

students a quality guidelines in writing sentences.

Administration. The output of the study may provide enough information

needed to improve the exposure of the students in knowing the right way in writing

and constructing sentences that would be beneficial to any academic writing. This is

also to help the administration orient the teachers on what possible teaching

strategies should be integrated in teaching that will used to improve the skills of the

students when it comes to writing.

Researcher. The conducted studies will further open doors for future

researchers to refine and expand studies in relation to syntax and writing sentences.

This may serve as a source of information about how students construct their

sentences in answering essays.

Scope and Limitations

This study is aims to syntactically analyze the 1st year BSED students answer

in final term exam. The respondents' were consist of the 1st year BSED Major in

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English in Southern Leyte State University- San Juan Campus.

To be able to formulate guidelines in writing sentences for students, the

researchers will examine how students construct sentences based on their essay

i n terms of voice of the verb, type of sentences, and sentence structure.

Definition of Terms

Important terminologies were defined to understand the study.

Essay. It refers to a piece of writing containing the student's own arguments on a

specific question.

Respondents. In this study, the respondents are the BSED 1st year student

Major in English, Math, Science and Filipino.

Syntax. It refers to the arrangement of words in the sentence.

Syntactic analysis. It examines the relationship between words and

sentence grammatical structure.

Voice of the verb. It refers to the form of a verb that indicates whether a

grammatical subject performs or receives an action.

Types of sentences. It refers to a variety of sentence used in writing; either

simple, compound, complex, or compound complex.

Sentence Structure. It refers to the physical nature of a sentence and how the

elements of that sentence are presented.

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 Chapter II
REVIEW OF RELATED LITERATURE

Theory of Cognitive Development

Jean Piaget's theory of cognitive development postulates that children progress

through four unique stages of mental maturation. The central focus of Piaget's theory

revolves around examining how children acquire knowledge and understanding the

nature of intelligence. Piaget asserts that children actively participate in the learning

process, resembling little scientists as they conduct experiments, state objective facts,

and explore the world around them.

According to Piaget, intelligence is not a fixed trait but rather a dynamic process

that evolves through various stages. Contrary to the belief that older children simply

think faster than younger ones, Piaget argued that children possess a unique way of

thinking that differs from adults. In light of his observations, Piaget concluded that

children are not less intelligent than adults; they simply approach problems and

concepts in a distinct manner (Fancher, 2012). Piaget's stage theory serves as a

framework for understanding the intellectual growth of children, encompassing

changes in cognitive processes and abilities. Through his meticulous observations of

children, Piaget formulated a stage theory consisting of four distinct stages:

Stage 1 – Sensorimotor Stage (0 to 2 years) – This stage is comprised of six

distinct sub-stages. During this period, children begin to utilize their reflexes.

According to Piaget, this ability to use reflexes is what distinguishes humans from

animals.

Stage 2 – Preoperational Stage (2 to 7 years) – In this stage, children start

engaging in symbolic play and learn how to manipulate objects. However, Piaget

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observed that they have not yet fully grasped the concept of concrete logic.

Stage 3 – Concrete Operational Stage (7 to 11 years) – At this stage, children

acquire the ability to reason. Their reasoning becomes more organized and logical.

Stage 4 – Formal Operational Stage (12 to 15 years) – The final phase of

Piaget's theory involves an increase in logical thinking, the capacity to employ

deductive reasoning, and an understanding of abstract concepts. During this stage,

teenagers can anticipate the outcomes of different actions and make informed

judgments.

To gain a deeper understanding of the cognitive development process, it is

crucial to examine the various concepts and ideas put forth by Piaget. These factors

significantly influence how children learn and develop.

In contrast to Piaget’s Theory of Cognitive Development, Lev Vygotsky, a

Russian psychologist, outlines three distinct phases of concept formation in his book

"Thought and Language." The first phase, known as the initial syncretic stage,

involves the child associating word meanings with a vague combination of individual

objects that have merged into an image. The second phase, referred to as "thinking in

complexes," signifies a more coherent and objective form of thinking, although it does

not fully capture objective relationships like conceptual thinking does. Lastly, the final

stage involves the development of a genuine concept.

It is an arduous task for the typical elementary student to derive any meaningful

insights when tasked with reading ten consecutive comic books and attempting to

infer the core values of one of the main characters solely based on the information

provided in the tenth volume. In essence, these students encounter significant

challenges in drawing logical conclusions or developing abstract concepts from the

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material they read. Instead, their tendency is to merely describe the characters or,

more frequently, swiftly abandon the analysis of comic book characters after a few

sentences and transition to expressing their own perceptions of these characters'

values.

However, Vygotsky also highlights that despite adolescents acquiring the ability

to generate concepts, they do not abandon their basic form. They persist in operating

and exerting dominance over numerous aspects of their thinking for an extended

period. The transitional nature of adolescent thinking becomes especially apparent

when we observe how the newly acquired concepts actually function. Experiments

specifically designed to examine the cognitive activities of adolescents reveal a

significant difference between their capacity to form concepts and their capacity to

define them accurately.

Vygotsky draws a clear distinction between two types of concepts:

"spontaneous" concepts, which arise from ordinary, everyday experiences, and

"scientific" concepts, which are primarily developed through the process of learning.

The students described by Vygotsky share similarities with students who are exposed

to comics, as they all possess the ability to formulate spontaneous concepts.

However, they struggle to detach themselves from these concepts, to abstract from

them, or to transform them into the scientific concepts that are essential for successful

college work. In my experience, students who are learning the fundamentals of

writing tend to operate predominantly in what Vygotsky refers to as the "complex

thinking" stage and the stage of spontaneous concept formation, rather than

progressing to the stage of true concept formation. These students may encounter

minimal difficulties when solving familiar everyday problems that require abstract,

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concept-based thinking, but they remain unaware of the cognitive processes they

employ. Consequently, they often lack the capacity to derive general principles from

their own experiences, hindering their ability to develop the "scientific concepts"

necessary for effectively mastering educational materials.

Theory of Language Acquisition

Chomsky's perspective on language acquisition posits that the process is

biologically driven, utilizing neural circuits in the brain that have evolved to store

linguistic signals. Chomsky's theory emphasizes the significance of children's inherent

abilities, referred to as the language acquisition apparatus, in the acquisition of

language. Essentially, humans possess an innate language 'hardware' that enables

them to acquire proficiency in all human languages. Prior to Chomsky, the prevailing

belief was that language acquisition occurred through experiential learning. However,

his theory asserts that the structure of the human brain inherently facilitates the

natural learning and utilization of language.

Chomsky posits that language acquisition occurs through the unconscious

assimilation of knowledge in one's mind, which can later be utilized in various forms of

communication, both written and oral. He advocates for the importance of effective

language development at an early age, as it allows children to thrive within their

societies, foster their communication skills, and acquire new knowledge. Additionally,

Chomsky introduces the idea of Universal Grammar, which is comprised of a set of

categories, mechanisms, and constraints that are typically innate and common to all

human languages. This system incorporates both formal universals and principles, as

well as specific options and parameters for altering grammar rules and functionality

between languages. Therefore, Chomsky's theory of Universal Grammar argues that

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all language systems are characterized by specific structures and rules.

It is believed that a person's mind possesses inherent language properties that

form a universal grammar. This grammar is not composed of specific rules or a

particular grammar, but rather a collection of general principles that are applicable to

all grammars while leaving certain parameters open. Universal Grammar establishes

boundaries on the extent to which human languages can differ. Native speakers of

English are aware that the sentence "The train is arriving" is grammatically correct,

while "arrives the train" and "arrives" are not. One of the parameters present in

Universal Grammar is the pro-throw parameter, which pertains to the control

relationship between the subject and verb, roughly speaking (Chomsky 1981a).

English made the decision not to allow pro-drop, meaning that a subject is

required in every sentence and cannot be interchanged with the verb in a statement.

Consequently, a particular grammar system encompasses a method of selecting from

the various possibilities inherent in the universal grammar. The grammar of a

language can be seen as a collection of specific values for these parameters, while a

comprehensive set of rules, principles, and parameters can be regarded as a

Universal Grammar (UG) (Chomsky 1982). The Universal Grammar, which exists in a

child's mind, develops into the linguistic knowledge of an adult and is acquired

differently from learning activities such as riding a bike or playing the guitar, as long as

certain environmental stimuli are provided. According to Chomsky (1980: 33), a

significant aspect of what we commonly refer to as "learning" is actually better

understood as the growth of cognitive structures through internally directed processes

influenced by triggering and potentially shaping environmental factors. Therefore, in

order to acquire a language, children require information about the specific language

20
as well as the universal grammar. They need to listen to English sentences in order to

understand how to modify the parameters of the verb, subject, and object order. The

evidence they encounter can be either positive or negative (Chomsky 1981a).

Students on Answering Essays

The essay test is designed in a way that requires students to answer questions

using their own words. This type of test is beneficial for teachers as it allows them to

evaluate their students' abilities and helps students develop their skills in expressing

their opinions.

Christian, Timothy, Richard, and Bud (2002) emphasized the significance of essays

in education as they have the potential to showcase students' abilities in reasoning,

creating, analyzing, synthesizing, and evaluating. In contrast, Rios (2018) highlighted

three key distinctions between essay items and selected-response items, such as

multiple choice or true/false questions. Firstly, essay items allow for the assessment

of more complex learning outcomes, including analysis, synthesis, and evaluation.

Secondly, students have the freedom to select the information they wish to include

and determine how to organize it; and (3) students are expected to respond to

questions without any prior exposure, thereby minimizing the likelihood of guessing.

Employing an essay test is highly recommended for evaluating students'

comprehension and critical thinking skills, while also enhancing their writing

proficiency. Through this approach, students are encouraged to articulate their

thoughts in a well-crafted manner.

There are both positive and negative aspects associated with this test.

According to Rios (2018, p.5), there are three main advantages of using an essay

test: (1) it reduces measurement error caused by random guessing, (2) it eliminates

21
unintended corrective feedback, and (3) it enhances the construct validity of the test.

Additionally, an essay test prevents students from guessing the answers and allows

them to express their opinions in an organized manner. However, Rios (2018, p.5)

also highlights the disadvantages of using an essay test. Grading essay items can be

expensive, time-consuming, and less objective and accurate compared to selected-

response items. Furthermore, essay items limit the ability to ask a large number of

questions on a wide range of subject materials within a given time frame.

A research conducted at George Washington University in 2007 revealed that

students who struggle with reading comprehension, analytical skills, and writing skills,

such as grammar, sentence structure, and spelling, as well as planning a writing

strategy, communicating ideas clearly and concisely, constructing a reasoned,

demonstrable argument, effectively marshaling evidence, and using sources

appropriately, may produce unsatisfactory writing in various aspects. This could range

from poor grammar and syntax to unclear organization and weak reasoning and

arguments. The issue is compounded by the fact that a significant number of

students have poor reading skills. This presents a challenge as they are unable to

comprehend the main argument in their reading, which in turn affects their ability to

respond in writing. Furthermore, students may not possess the meta-cognitive skills

required to identify their own knowledge gaps and determine which areas they need to

work on.

Voice of the Verb

Over the course of numerous years, there has been an ongoing debate among

researchers regarding the utilization of either the active or passive voice. In order to

obtain an unbiased viewpoint, certain journals during the 1990s explicitly

22
recommended the use of the passive voice, as it allowed researchers to distance

themselves from their work. However, as time has progressed, there has been a shift

in perspective, and nowadays, journals typically advise the use of the active voice.

Before delving into a discussion about the various types of voices, the

researcher aims to address the concept of voice itself. According to Murthy (2003),

the voice of a verb indicates whether an object or a person is performing an action or

if they are the recipients of an action. In simpler terms, voice refers to the

characteristics of a verb that distinguish between subjects who act as agents of the

verb (active voice) and subjects who undergo the actions of the verb (passive voice)

(Ehrlich & Murphy, 2014).

According to the Oxford Learner's Pocket Dictionary (1991:5), there are two

types of voice: active voice and passive voice. In the active voice, the subject of a

phrase performs the action, and the verb form used reflects this. Hurford (1994:6)

explains that the entity most affected by the action is typically expressed as the direct

object, while the subject of the clause represents the doer of the action or the person

or thing primarily responsible for it. When an active clause is in an unusual context,

such as when a verb like "recall" or "know" is employed and there is no apparent

action, it can still be identified by its basic form, which is comparable to that of more

common active clauses. The active and passive voices are mostly in opposition. While

there is a passive clause that corresponds to most active clauses and has a similar

meaning, it emphasizes something different. The active voice is usually employed

(Greenbaum, 1991:52).

The regular relationship between subjects and direct objects can be expressed

in terms of actives and passives. In an associated active sentence, the direct object is

23
the noun phrase that functions as the subject in a comparable passive sentence. For

example, in the sentence "Dracula kissed the bride," the direct object is "the bride,"

which becomes the topic in the passive sentence "The bride was kissed by Dracula."

In languages with case systems, the subject and direct object are equivalent to

nominative and accusative case, respectively. Therefore, case can also be utilized to

indicate the relationship between actives and passives. A clause's typical form is its

active form, while its passive form often presents the perspective of the person

performing the action in a slightly unconventional manner. As stated in the Oxford

Learner's Pocket Dictionary (1991: 300), the passive form is employed when the

subject of a sentence is affected by the action.

According to Hurford (1994:154), the recipient of an action is usually mentioned

as the subject in a passive clause. The provision may refer to the practitioner of the

activity. English passives are constructed by combining the past participle of the main

action verb with a form of the auxiliary verb "be". In the passive voice, the object of a

verb becomes the subject of the passive form. The subject of a verb in the passive

voice changes to the object of the passive form. The passive voice is used exclusively

with transitive verbs, which are followed by an object. Intransitive verbs such as

"happen," "sleep," "come," and "seem" cannot be used in the passive voice (Azar,

1989: 120). According to Greenbaum (1991:52–53), the passive voice is a sentence

construction technique that avoids attributing the activity directly or indirectly to the

subject.

Consequently, the verb phrases and the placement of certain noun phrases

differ between the passive voice and the corresponding active voice. If the subject is

retained, it appears after the verb in a by phrase, and the direct or indirect object of

24
the active sentence becomes the subject of the passive sentence. Krohn (1986:206)

states that a form of the verb "be" precedes the main action word in a passive phrase.

In the passive voice, the following forms of "be" represent the strained: available am,

is, are; past was, were. The passive sentence utilizes the past participle form.

Engaged phrases are employed when the object of the action word is the focus of the

conversation. Detached sentences are used when the speaker or writer wants to

postpone or discontinue discussing a certain topic.

Thomson and Martinet (1960:263) state that to form the passive voice of an

active tense, the past participle of the active verb is added and the verb to be is

conjugated in the same tense as the active verb. Furey (1993:148) explains that in

passive constructions, the object of the active phrase becomes the subject of the

passive voice when using a form of the verb be and the past participle of the main

verb. In cases where the subject of the active sentence is unclear or irrelevant, it is

often omitted in the passive sentence. Passive constructions are more commonly

used in writing than in speaking, whereas active sentences are typically more direct

and forceful. The passive voice is formed by using the auxiliary verb "to be" followed

by the past participle, which is created by adding "-ed" to the base form of the verb. In

a passive sentence, the subject of the verb becomes the object of the sentence. If the

active sentence has an object, it becomes the subject of the passive sentence

preceded by the preposition "by." However, if the active sentence does not have an

object, both the subject and the object of the sentence remain the same in the passive

voice. In other words, the passive voice is a sentence structure in which the subject

and object are reversed.

According to Ater (1986:10-12), the active voice describes the subject as the

25
doer of the action, while the passive voice describes the subject as the receiver or

sufferer of the action. Understanding the mechanics of passive-voice sentences is

essential for effective English writing. When transforming an active sentence into

passive voice, it is important to identify the agent responsible for the action conveyed

by the verb. This agent should then become the subject of the sentence, preceded by

the phrase "by the...". The action itself should be the focus of the sentence, and the

verb should be changed to the form of be + past participle. Passive voice can serve

various discourse functions and downplay the role of the agent (Yannuar et al.,

2014:1401). The object or doer can be omitted if unknown, using phrases such as by

him, by her, by them, by someone, etc (Djauhari 1986; Widjaja 2013). For instance,

the active sentence "We make butter from milk" can be transformed into the passive

sentence "Butter is made from milk" (Murphy, 2007:243).

The passive voice is used when the agent is uncertain, when mentioning the

agent is inappropriate, or when it is necessary to emphasize the object or person

receiving the action rather than the one carrying it out (Al-Raba'a, 2013:210).

According to Alexander (1990:182), in the active voice, the subject of the verb is the

person or thing performing the action. For example, "Last night, John burned the

food." However, in the passive voice, the action is done to the subject. For example,

"Last night, the food caught fire." By using an appropriate form of "be" + past

participle, we can form the passive voice. Only transitive verbs, or verbs that have

taken an object, can be used in the passive voice.

Type of Sentences

Identifying repeated sentence structures can prove challenging. Repeated use of

a particular sentence type, such as length or topic, may disengage readers from the

26
text. Downing and Locke propose that "sentence" traditionally refers to the highest

grammatical unit on the ranking scale.

In a 2018 study on grammatical errors in writing compound sentences with coordinate

conjunctions, Deviyana (2018) noted that sentences can merge independent and

dependent clauses using conjunctions.

It is important to note that a careful understanding of the construction of

sentences and its predicate is important. As per Knapp and Watkins, a sentence is

considered comprehensive when it contains a subject and predicate, which consists of

a finite verb and subject. The four categories of predicates include simple, complex,

compound, and compound-complex sentences, each defined by the usage of

independent and dependent clauses, as well as conjunctions.

Simple Sentence: According to Knapp & Watkins, a simple sentence is composed

of an independent clause without a conjunction or dependent clause. This implies that

it contains the fundamental components: a subject, a verb, and a completed action.

Two typical formulas are available for framing simple sentences:

Subject + Verb + Complement (For example, "Andin is a beautiful doctor")

Subject + Verb + Object (For example, "I need a paper and a pencil")

Compound Sentence: According to Oshima and Hogue (2006:165), a compound

sentence comprises two or more independent clauses melded together. There are

three methods of connecting these clauses: coordinators, conjunctive adverbs, and

semicolons. Generally, conjunctions (like "and", "but", "or", "for", "nor", "yet", and "so")

are used to link two independent clauses and form a compound sentence (Azar,

2000 :87). However, Syarif's (2018) study on the Analysis of Compound Sentences in

Students' Writing revealed that even students specializing in English education face

27
difficulties when writing compound sentences. Their primary challenges include

selecting the appropriate conjunction and determining the correct placement within the

sentence.

Complex Sentence: A complex sentence comprises an independent clause that

can function as a simple sentence on its own, alongside one or more dependent

clauses. For instance, the sentence "Maria practices classical piano music every day

because she likes it very much" has an independent clause, "Maria practices classical

piano music every day," and a dependent clause, "because she likes it very much." In

this case, the word "because" serves as a subordinate conjunction, as stated by Azar

(1999) and Rubin (1983). Recent research has revealed a close correlation between

children's cognitive development, language mechanisms, and their capacity to

construct complex sentences. Van Valin's (2001) study highlights that the utilization of

complex sentences is indicative of the communicative function of language, which is a

fascinating discovery.

Compound-Complex Sentence: According to Noor and M.Hum's (2021) study on

student essay writing shed light on the construction of compound-complex sentences.

The research highlights that these types of sentences comprise a combination of both

compound and complex sentences. Compound sentences consist of two independent

clauses joined by coordinating conjunctions such as "for," "and," "nor," "but," "or,"

"yet," and "so" (FANBOYS). In contrast, complex sentences consist of one

independent clause and one or more dependent clauses connected by subordinating

conjunctions such as adjective clauses, noun clauses, and adverb clauses, according

to Eastwood (2002), Swan (2005), and Rosa et al. (2007). In a compound-complex

sentence, there are at least two independent clauses and one or more dependent

28
clauses (Andersen, 2014). To simplify, an independent clause can function as a

complete sentence, whereas a dependent clause cannot.

For students learning English as a second language, constructing appropriate

compound-complex sentences can present significant challenges. One of the primary

reasons for this difficulty is the lack of understanding of sentence types. As a result,

many students write without considering the type of sentence they are using. While

they may be familiar with the formation of a sentence, they may not be well-versed in

the correct placement of punctuation and conjunctions. Consequently, acquiring

knowledge of sentence structures and errors is essential for enhancing their writing

skills (Noor and M.Hum, 2021).

Sentence Structure

`Sentence structure refers to how all the parts of a sentence fit together. The

nature of the English language determines the need to understand the nature of

English sentence structure. According to Qi Yucun's Linguistic Encyclopedia,

hypohysis refers to a combination of sub-linguistic units with related words and main

linguistic units. At the sentence level we can see that some scientists propose a broad

sense of hypoxia at the word level.

The categories of English grammar can all be given form in English (Huang

Dexian 2004: 19) [11] English sentences pay attention to hypotaxis, that is, words or

clauses in a sentence are connected by linguistic forms, such as conjunctions and

related words to express grammatical meaning and logical relations. Sentence pays

attention to form, structure integrity, and meaning presentation by form (Wu Jingni

2000: 25) [12] which determines some notable features of English sentence structure.

As cited by Aquino (2009), human languages are immensely complex systems of

29
convention for linking symbols with meaning for the purpose of communication.

Language is a system. It is so structured that the collection of sounds makes

meaning; various units combine to form meanings. There are two dimensions to this:

use and structure. (Brunning, Schraw, Norby, & Roning, 2004).

Structurally, English sentences can be divided into four types, but the number

of structures for each type is infinite. Classification is determined by the number of

independent and dependent clauses in a sentence. An independent clause forms a

complete sentence on its own, while a dependent clause requires another clause to

form a complete sentence. By exploring these types, writers can add complexity and

variety to their sentences. The nature of the English language determines the need to

understand the nature of English sentence structure. According to Qi Yucun's

Linguistic Encyclopedia, pituitary refers to a combination of sub-linguistic units with

related words and main linguistic units. At the sentence level we can see that some

scientists propose a broad sense of hypoxia at the word level. For example,

hypostasis refers to combining words or sentences through linguistic forms (including

lexical and morphological means).

A recent study on the English language reveals that its word order follows a

strict pattern, allowing minimal room for flexibility. This is due to the limited endings in

English that indicate person, number, case, and tense. Consequently, English relies

heavily on phrase order to convey relationships between words in a sentence. The

study investigates how word order structures individual words to form sentences,

determining the placement of the subject, predicate, and other elements of a

sentence. Additionally, the meanings of individual phrases are determined through

context and phrase order.

30
 English declarative sentences typically follow a primary word order pattern

known as Subject + Verb + Object (SVO). This means that the subject comes before

the predicate, which is followed by the object. Adverbial modifiers are placed after the

object (or after the verb if there is no object), while adjectives are placed before their

corresponding nouns (with prepositional attributes following their nouns). Examples of

this structure include "Tom writes memories" and "The dog sees the cat."

All categories of English grammar can be expressed in English (Huang Dexian

2004: 19) [11] English sentences focus on hypotaxis. That is, words or clauses in a

sentence are joined by linguistic forms such as conjunctions and cognates. Expresses

grammatical meaning and logical connections. Sentences pay attention to form,

completeness of structure, and expression of meaning according to form (Wu Jingni

2000: 25) [12]. This determines some surprising features of English sentence

structure.

When communicating ideas through writing, students often have difficulty

constructing sentences. The composed sentences did not have a clear structure,

making it difficult to understand the conveyed ideas. Therefore, it has become very

important to understand and assimilate sentences when conveying ideas through

speech or writing. A sentence is a series of words that have meaning (Reyner, 2016;

Collins & Stabler, 2016; Robert-Burton, 1997).

Another study showed that a sentence is a connection between one word and

another. These relationships create understanding (Putrayasa, 2014a; 2014b; 2014c).

Meanwhile, other experts found that the phrase is a series of words that convey a

complete idea (Collin & Stabler, 2016, Osborne, et.al, 2012). A set of words

represents an idea expressed through at least subject and predicate elements

31
(Batterink & Neville, 2013). Sentence elements have harmony between the formers,

subject-predicate harmony, predicate-object harmony, and predicate-adverb harmony

(Robert-Burton, 1997; Putrayasa, 2014a).

Besides harmony, other aspects of sentences to consider are the type of

sentence used, the unity of the sentence, and the sentence structure used to convey

the idea (Clifton & Frevier, 2010; Putrayasa, 2014b). Harmony of sentence elements,

sentence unity, and sentence structure are things that must be understood and

learned when communicating. However, in both oral and written communication,

strings of words were often found without being fully understood. One of these written

messages was written by a student. A composition is a collection of several related

sentences containing an idea. Writing was only used as a means of analyzing the

sentences students wrote in their essays. When writing, students used a series of

words to convey their ideas, but some of the words did not contain a complete idea

(understanding). This incomplete concept appeared without a subject and predicate.

This is what sparked my interest in analyzing students' essays in terms of unity and

sentence structure. These aspects can enhance students' exploration of syntax in

their writing. In the study of syntax, especially sentences, Putrayasa (2008) found that

students still had some difficulty in identifying the function of words in sentence

structure, such as subject, predicate, object, object, or adverb in a sentence.

Guidelines in Writing Sentences

Writing is an essential language skill that students must acquire, according to

Purba (2018). He emphasizes that writing is a deliberate process that allows students

to express their knowledge effectively. In simple terms, writing serves as a means of

communication, enabling students to convey their ideas and opinions through written

32
form (Purba, 2018). Similarly, Nunan (2003: 88) defines writing as the physical act of

translating thoughts or ideas into various mediums, such as hieroglyphics on

parchments or email messages on computers. Additionally, writing involves the

mental effort of generating ideas and organizing them into coherent statements and

paragraphs that can be easily understood by the reader.

Effectively training students to acquire such a skill has proven to be a

significant challenge for many teachers. They must be creative in selecting teaching

approaches that yield results (Hammer, 2004, p.11). It is evident that traditional

teaching methods for writing have not been successful, necessitating a shift in focus

from the end product to the writing process. This means that students should prioritize

understanding 'what' to write rather than 'how' to construct the text. Teachers play a

crucial role in encouraging and guiding students to explore their creativity in writing.

Additionally, they should grant students the freedom to express their ideas and

successfully complete writing tasks by providing relevant information, real-life

examples, and clear instructions (Purba, 2018). In light of this situation, the purpose of

this study was to examine the existing literature on narrative essay writing and

propose a method to assist both teachers and students in effectively composing such

a literary piece.

Hayes (2012) proposed a model of skilled writing development that diverges

from other perspectives by emphasizing cognition and motivation. This viewpoint is

rooted in the cognitive process theory of writing introduced by Flower and Hayes

(1981). Hayes primarily examines the individual cognitive and affective processes and

abilities that writers possess, including their motivational resources. According to

Jamian and Abu Zarin (2008), the challenges in mastering writing skills have resulted

33
in students losing interest and motivation in learning language and improving writing

skills. Therefore, it is crucial for teachers to guide their students in creating essay

outlines using the thinking-map technique, which simplifies the process of narrative

essay writing. Additionally, Osman, Sarudin, Janan, and Omar (2016; 2019)

emphasize the significance of an authentic approach that incorporates genuine

materials, activities, and assessments to enhance student learning. The assertion

carries weight as the authentic approach fosters student-centered, active, contextual,

and higher-order learning. In addition to this, there has been a contention regarding

the integration of these models, as they enable the creation of writing environments

that are both supportive and motivating. These environments are characterized by

codified roles and routines, and they also contribute to the enhancement of

handwriting, spelling, typing, sentence construction, and compositional skills to a point

where conscious attention is minimized (Graham et al., 2019).

34
 Chapter III
METHODOLOGY

Research Locale

The researchers conducted the study at Southern Leyte State University-College

of Business and Management. It is located at Brgy. San Jose, San Juan, Southern

Leyte. The school is one of the five campuses of Southern Leyte State University

which was created through Republic Act 9261, enacted and approve by Congress and

Senate on March 7, 22004.

The university offers seven degree programs such as Bachelor in Secondary

Education major in Filipino, English, Mathematics, Science and TLE. Bachelor of

Science in Office Administration (BSOA), Bachelor of Science in Accountancy (BSA),

Bachelor of Science in Management Accounting (BSMA), Bachelor of Science in

Entrepreneurship (BSEntrep), Bachelor of Science in Information Technology (BSIT)

major in Programming and Networking, and Bachelor of Science in Industrial

Technology (BSINDU) major in Automotive and Electricity.

Research Procedure

In this study, the researchers analyze and gather information about what voice of

the verb, type of sentences, and sentence structure the students used in answering

their essays. The researcher secured a written permit from the school to conduct the

study and request permission from the campus dean and subject adviser to use the

1st year Bachelor of Secondary Education Students Majoring in English as the

research respondent.

The researcher gathered papers from the 1st year BSED English Major Students.

35
The papers were then checked and analyzed. Following the paper analysis, the

researchers gathered and tallied the data for interpretation. The researcher seeks a

statistician to examine the data collected and comes up with conclusions and

recommendations for this study.

Research Instrument

The research instrument that was used in this study were observation and

analysis.

The first instrument is observation. The researchers observed how the students

answer their essay in their final term examination. The second instrument is analyzing

the students answers in their essay. The researchers analyzed what voice of the verb

students usually use, what type of sentences students usually use, and what sentence

structure students usually use using a criteria for fair judging.

The analysis and observations were recorded and tallied. The researchers

identified what voice of the verb, types of sentences, and sentence structure are

usually used by the students in answering their essay quizzes.

36
 Chapter IV
PRESENTATION OF RESULTS AND DISCUSSION

Demographic Profile of the Students

Table 1. Frequency Distribution of the Respondents

Year Level and Section Number of Students Percentage

1-A 10 25%

1-B 10 25%

1-C 10 25%

1-D 10 25%

Total 40 100%

Based on the data collected, this table serves as a summary of the

demographic profile of the respondents. All respondents, totaling 40 students, are

enrolled in the first year of the BSED program, representing 100% of the sample.

There is an equal distribution of 25% among the subgroups BSED-1A, BSED-1B,

BSED-1C, and BSED-1D.

Table 2. The Result of Voice of the Verb used by the Students in Answering
Essay.
Student Active Voice Passive Voice
1 1 0
2 6 1
3 6 0
4 2 0
5 6 0
6 2 0
7 4 0
8 5 1
9 3 0
10 4 1
11 1 0
12 1 0

37
 13 2 0
14 2 0
15 4 2
16 2 4
17 1 0
18 3 1
19 1 0
20 2 1
21 1 0
22 2 0
23 1 2
24 2 0
25 2 0
26 2 0
27 2 1
28 2 0
29 3 0
30 1 1
31 3 2
32 1 0
33 2 2
34 6 1
35 0 3
36 1 1
37 6 1
38 3 0
39 1 0
40 1 1
TOTAL: 100 26

The data in the table reveals that the active voice is the preferred choice for

students, with a total of 100, while the passive voice is used much less frequently,

with only 26 in total. This indicates that students tend to write essays using the active

voice, as demonstrated by the results in the table.

Table 3. The Result of Type of Sentences used by the Students in Answering

Essay.
Student Simple Compound Complex Compound-
Sentence Sentence Sentence Complex
Sentence
1 0 1 0 0
2 3 2 0 2

38
 3 2 1 2 1
4 1 1 0 0
5 3 1 0 2
6 0 1 0 1
7 2 0 1 1
8 3 3 0 0
9 0 2 0 1
10 0 5 0 0
11 0 1 0 0
12 0 0 1 0
13 1 0 1 0
14 1 0 1 0
15 3 0 2 1
16 3 0 1 2
17 0 0 1 0
18 2 0 0 2
19 0 1 0 0
20 2 1 0 0
21 1 0 0 0
22 1 1 0 0
23 1 0 2 0
24 2 0 0 0
25 0 2 0 0
26 1 1 0 0
27 1 0 1 1
28 0 0 1 1
29 2 0 1 0
30 0 1 1 0
31 4 1 0 0
32 0 0 1 0
33 2 0 1 1
34 6 0 1 0
35 1 0 2 0
36 1 1 0 0
37 1 3 1 2
38 0 1 0 2
39 0 0 0 1
40 0 1 0 1
TOTAL: 50 32 22 22

Based on Table 3, the four types of sentences, namely simple, compound,

complex, and compound-complex are all used by the students in answering essays.

However, based on the result of the analysis and how the researchers identify,

39
describe, and classify the types of sentences contained in an essay, the majority of

the students used simple sentences in their essay, having a total of 50. This leaves

compound-complex sentence to be the second-most used type of sentence, having

32 in total, compound sentences with 22, and lastly, complex sentences with the

same total of 22. This means that students answer their essays in simple sentences

with an independent clause and no conjunction or dependent clause.

Table 4. The Results of Structure of Sentence used by the Students in

Answering Essay.
Student S+V S+V+O S+V+ADJ S+V+ADJ S+V+O+OC S+V+ADJ+
+O O+OC
1 0 0 1 0 0 0
2 0 0 6 0 1 0
3 1 2 2 1 0 0
4 0 0 1 0 0 1
5 0 1 4 0 1 0
6 0 0 1 0 1 0
7 0 0 3 1 0 0
8 0 1 4 0 0 1
9 0 0 3 0 0 0
10 0 1 1 0 3 0
11 0 0 1 0 0 0
12 0 0 1 0 0 0
13 0 0 2 0 0 0
14 0 0 2 0 0 0
15 0 2 2 0 2 0
16 0 1 2 1 2 0
17 0 0 1 0 0 0
18 0 2 1 0 1 0
19 0 0 1 0 0 0
20 0 0 1 1 1 0
21 0 0 1 0 0 0
22 0 1 0 1 0 0
23 0 0 1 0 2 0
24 0 0 0 1 1 0
25 0 0 1 0 1 0
26 0 0 2 0 0 0
27 0 0 2 0 1 0
28 0 0 0 1 0 1
29 0 0 2 1 0 0
30 0 0 1 0 1 0

40
 31 0 2 3 0 0 0
32 0 0 0 1 0 0
33 0 0 3 0 1 0
34 0 2 5 0 0 0
35 0 0 1 1 0 1
36 0 0 1 1 0 0
37 0 4 1 2 0 0
38 0 1 1 1 0 0
39 0 0 1 0 0 0
40 0 0 2 0 0 0
TOTAL: 1 20 68 14 19 4

Based on the analysis that has been done by the researchers, the majority of

the students used "S+V+Adj" as their sentence structure or pattern in answering the

essay, for a total of 68. The sentence structure "S+V+O" follows having 20 of the

students using it, "S+V+O+OC" with 19 in total, "S+V+Adj+O" having a total of 14,

"S+V+Adj+O+OC" with 4 and "S+V" with only 1 student using it. The result of the

analysis means that most of the students write their sentences with the verb followed

by an adjective that functions as the subjective complement. This can be proven by

the result of the student's answer in their essay.

41
 Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RRECOMMENDATIONS.

This chapter summarizes the result of the study followed by the conclusion

based on the findings and recommendation.

Summary of Findings

The primary objectives of this study was to find out what voice of the verb, type of

sentences, and sentence structures do students usually used in answering their

essay. The researchers analyzed essay answers of 40 students from BSED 1st year

of Southern Leyte State University- San Juan Campus. The researchers gathered ten

(10) essay answers from the four Majors–English, Filipino, Math, and Science.

The presented study came out with the following results:

1. Majority of the students used Active Voice in constructing their answers in essay

quizzes. Among 40 students, 34 uses Active Voice (85%) and 6 students uses

Passive voice (15%).

2. Majority of the students used Simple Sentence in constructing their answers in

essay quizzes. Among 40 students, 12 uses Simple Sentence (30 %), 10 uses

Compound Sentence (25%), 7 uses Complex Sentence (17.5%), and 11 uses

Compound-Complex sentences (27.5%).

3. Majority of the students used S+V+Adj rules in constructing their answers in essay

quizzes. Among 40 students, 14 uses S+V+ADJ (35%), 3 uses S+V (7.5%), 8 uses

S+V+O (20%), 10 uses S+V+ADJ+O (25%), 3 uses S+V+O+OC (7.5), 1 uses

S+V+O+ADJ (2.5%), and 1 uses S+V+ADJ+OC (2.5%).

42
Conclusions

1. The results indicated that most students used active voice rather than passive voice

in answering their essays. This finding highlights the fact that students, instead of

employing impersonal writing, make the subject of the sentence the performer of the

action.

2. Based on the findings, the type of sentence that students commonly use in

answering their essays is a simple sentence. This indicates that the sentences in the

students' essay mostly consist of one independent clause and no dependent clause.

3. The results show that the majority of the students used the S ＋V＋ADJ sentence

pattern in constructing answers in their essays.

Recommendations

Based on the findings of the study, the following recommendations were

formulated:

1. Teachers should teach the students how to transform an active voice sentence into

a passive voice sentence allowing students to vary their writing style and effectively

communicate their ideas. Aside from active voice, passive voice is also particularly

useful when discussing sensitive or delicate topics where it may be more appropriate

to focus on the action rather than the person performing it. By teaching students how

to transform active voice sentences into passive voice sentences, teachers are

equipping students with a valuable tool for effective communication.

2. Teachers should introduce students to compound, complex, and compound-

complex sentences, in addition to simple sentences. These sentence structures help

students to develop their grammar style and word order, resulting in more effective

written works. By having a solid understanding of different sentence types, students

43
can create more complex and captivating composition.

3. Teachers should teach students new sentence structures to help them write more

effectively. By learning different patterns of sentence structure, students will gain

insights into how ideas are combined and arranged into sentences.

4. On this basis, future researcher should examine or conduct related studies to

enhance students writing skills and expand their language skills and their knowledge

when it comes to grammar, specifically the voice of the verb, types of sentences, and

sentence structure.

44
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Appendix 1. Students’ Answers in their Essay

Student Answer
Student 1 The word myth is the core or the center of the illustration of the
school culture because the word myth consider as the belief and the
tradition of the school, which is very important on having/making a
school culture.
Student 2 It is at the center or myth is at the center of school culture
because leaders found the grounding and vision of what the school
ought or might to become. It is the basis of every school. The myth is
an important thing in the levels of school culture because it is the
driving force fowards the positive school culture. It is said that it is the
vision or outlook of the school. Myth is the image of what the school
want to become in the future. It completes the school culture and have
a significant meaning. In different schools the myth is at the core.
Student 3 Myth is in the core it's because leaders are aiming what ought to
become. People are keep aiming or believe things impossible to be
possible. There's nothing wrong about believing myths. Because it
helps us to be remain positive in our lives. It reminds us that no matter
what happens theres a tendency that imposible become possible when
we believe. Myth is something that is vital for us to become what we
might ought to become. Believe and you will see.
Student 4 The core or the center of the illustration of the levels of school
culture is the word myth since it is the main or most important factors in
school. Myth is the innermost reason to students on how the school
operates, the organization of school, the programs in school, the
policies in school, the goals of the school that want to achieve and
lastly, the beliefs of school; that's what makes as a core of the levels of
school culture.
Student 5 Myth is the core/center of the illustration of the levels of school
culture. Because it means that " it is ought to happen", "it is somewhat
a prospect of worthwhile brevity. As the saying goes, "we cannot direct
the wind but we can adjust the sail. Our bright future live in our own
hands. Just like the myth as the center of the school culture, it aims for
a greener pasture of its school. Thrive, Strive, Survive Fire is the tent
of gold while adversity is the tent of strong nun.
Student 6 The reason why the word myth is in the core or the center of the
illustration of school culture it is because it is the school has ought to
become. There are lots of processes to attain in the myth from
operation to the next level which is the organization, programs, policies,
and purpose in simpler words myth is in the center because that is
what the school has ought to become.
Student 7 The word myth is the meaning, beliefs that found in their school
vision on what their school might or ought to become the myth is the
center of the school culture because it is important in viewing what
outcome be like for the example you don't know that the future waits
ahead of you. The levels of school culture start from operations,
organizational, programs, policies, beliefs, goals the center is myth.
Then after myth is purposes, policies, programs, organizational, and
operation. It is important to set it on your mind.

48
Student 8 The myth is at the core or center of the levels of school culture. It
is the core of myth, learning and belief. It is the grounding vision of the
school that might help us ought to become in the culture. It is embodied
in the school culture or story. It includes beliefs and assumption, goal
and purposes, policies, programs, organizations, and operations. It is
also important to guide the school for the future.
Student 9 Myth is the core of the school culture because myth is the roots of
our beliefs, we cannot believe something that does not exist yet in our
minds. Myth is something that exist abstractly but we are not sure if it is
real or not. This serves as our vision in the future, this serves as
motivation in order for a school to stand and other levels of school
culture to exist.
Student 10 It is because leaders find the grounding vision of what the school
might or ought to become. Myth is literally a beliefs and not
scientifically proven. It began their belief that education is a key to
success that's why they have set their goals and purposes which are
the vision and mission. They have already established their goals so
the next step is policies, implementing of rules and regulations. Next is
the program that will improve the school and encourage everyone to be
part of the school culture or sense of belongingness.
Student 11 the core or the center of the illustration of the levels of school
culture is the word "myth" because there is nо assurance and direct
guess.
Student 12 Myth is the core or the center of the levels of school culture
because they serve as an assumption and beliefs of school culture
Student 13 The core of the center of the illustration or the levels of school
culture is the word myth it is because along with the operation,
organization, programs, policies goals, beliefs, assumption, purpose,
programs, organization and operation is the core myth because there is
no certain idea in the school. That's why it becomes myth.
Student 14 For me, the word myth is in the core or the center of the
illustration because it summarizes it all. Mythy are beliefs, practices,
and programs that we makr or follow and value.
Student 15 Levels of school culture have a significant meanings and roles that
each levels corresponds. It is now a compelling question" why is myth
at the center of School Culture" What does that mean? Well there is
only one thing that we are all certain on this world, and that is: we don't
have any assurance that the things that we plan, desire, and invision
will be at hand on the near future. Because life is a sort of a gamble,
which means that there is no assurance of winning. so does the School
Culture, the school's vision, mission, objectives, and expected
outcomes do not have an assurance whether it will be attained by the
school. There is no assurance for everything, that is why in the middle
of the school culture has the "myth". All the school's desires and
Objectives are just assumptions and beliefs that do not have any
assurance at all whether it will be attained or not.
Student 16 Myth is placed as the core of the center of the illustration of the
levels of school culture because everything that is written in the
illustration are all planned but it will only be proven after a matter of
time. The goals and objectives that are set on the illustration still needs
to be proven. Meaning it is still not sure. The results could only be seen

49
 after years. Everything that sorrounds the core of the illustration only
serves as guide and are the levels of school culture. To put in simple
terms, it is called myth beacuse it is just like a vision, an objective a
goal or a purpose that requires time in order to be fulfilled or achieved.
Student 17 Myth is the core or the center the illustration of the levels of
school culture because as we know every myth in all aspects of life is
not permanent can be change and change, so that myth is core of
illustration of levels a school culture.
Student 18 The core or the center of the illustration of the levels of school
culture" is the word myth because before we could have our school
culture, we first believe on something that is somewhat not time. We
were just visualizing something. Percieving something sure of. Having
beliefs on something that we tend to find its purpose to make policies,
create programs and organization and start our operations in
implementing school culture. Because of our beliefs in myth we were
able to make school culture.
Student 19 The core or the center of the illustration of the levels of school
culture is the word myth because all of the said or discuss things
culture of the school is not so sure that it be really happen.
Student 20 The reason behind why the word "myth" is the core of the levels
of school culture is that it indicates what the school wants to become
and simply embodies the school itself. Myth is like the drive of the
school in order to become better and accomplish their shared goals. By
deliberately supporting the operations, organization, programs, policies,
goals and belief the school will eventually accomplish the goal they
want to become.
Student 21 Myth, because all the words outside the myth, that all are not sure
to become truth without working or one person and myth, because
those are mythical prediction words or makers.
Student 22 It is myth because there's no assurance that those level of culture
will be achieve or not. The goals, beliefs, policies, rograms,
organization and operation are just a stepping line to improvement but
there's no possibility if we can achieve the foundation elements of the
school.
Student 23 It is called Myth for I believe that all levels of the the school
culture started of as a myth until the other myth follows. Myth means
the behind of something or the starting point. As you can see on the
illustration the myth was followed by beliefs, goals until the operations
because in order to have a beliefs it is important to have a myth where
everything is started.
Student 24 It's because the word myth defines as a starting point in which
levels completed. The word myth also Cover the origin that work
through to the other level of school culture.
Student 25 As the word myth is in the center because myth is the higher
aspect and myth also a guide. by myth we know what are belong to the
core and by myth we understand the purpose of the myth the beliefs
and the goals thats why the word myth in the center because she is the
guide of the teachers and the important details is in the centers that's
why the myth is in the center.
Student 26 The center of the illustration of the level of school culture is the
word myth because it start from the goals to the administration, its the

50
 important so that it's in the center of illustration. Myth will be the guide
for you what will you'll gonna be do after and what processing you're
apply during your journey in school.
Student 27 The core or the center of the illustration of the level of school
culture is the word myth because their policies, beliefs organization and
etc. is based from the past. They said that myth is long long year but
they believe. And additionally why the core is myth because they don't
have basis old generation from the past.
Student 28 The core or the center of the illustration of the levels of school
culture is the word myth because everything around is just an
assumption of the projected outcomes. There's no exact result to be
promise nor time myth is something we do not see but still we believe
like the school culture we have goals, we believe to accomplish not
instantly but through time for time.
Student 29 The myth is the core or the center of the illustration of the levels
of school culture because it is the root of all levels of school culture:
This is the first and important part that connect to each levels of school
culture. Myth is the One thing that significant to create school Culture.
Student 30 For me the core of the center of the illustration of the levels of
school culture is the word myth because all the aspects under of the
levels of school culture is a complex like a web in which different
shared belief, values and norms that affects the school culture. From
the operation, organization, policies, programs goals and belief it will
Fall into myth which a certain leader create all of this in a certain
organization and from this it is shared to others.
Student 31 The word myth is the core or the center of the illustration of the
levels of school culture because they do not know what is has really to
be. Myth word consider as not still proven. It is myth in the center
because it is still process whether the action the school plan will be
implemented or not. It may fail the action or succeed. It is myth for a
reason that or for the purpose of not yet being proven it still remain as
myth.
Student 32 The core or the center of the illustration of the levels of school
culture is the word myth because all the belief, goals, policies,
programs, organization and culture are just assumptions of a School.
Student 33 It is because all the things and found in illustration are made out
of myth. They are just ideas that was made by someone's idea and
there all myths. They were just assumptions of school culture that they
wanted to achieve and develop. There things are the possible
outcomes they are true but they were all myths.
Student 34 The core or the center of the illustration of the levels of school
culture is the word myth because it signifies that everything can or will
be change. Operations, Organizations, programs, policies, goals,
beliefs, and purposes, and assumptions are not permanent. They are
all temporary. Anytime they can be eliminate and will be substituted
from others. Myths is powerful. Everything evolves around myth. Lastly,
myth can give answers to your questions.
Student 35 The core or the center of the illustration of the levels of school
culture is the word myth because from the word "myth it is not really
true it was just a story a theory about the levels of school culture. It was
just for basis in school culture. It is in the center because the operation

51
 policies etc. are only part of the myth in school culture.
Student 36 It is because myth is the reason why there is formed a belief,
assumptions, goals and policies. Because myth is at the center in order
to have a organizations, programs and operation to be made or to be
exist.
Student 37 So, myth is in the center or the core because they shape our
convictions, our beliefs, and our attitudes most of things. Myth includes
the story or explaination of a certain things and places. It can also be
story of a god and a goddesses. Because of myth, we reach the
consensus of our beliefs. In other words, myth is important in order to
produce belief and assumptions: Because of the existing of the myth,
there are levels of school culture. Without the presence of the myth,
there is no belief and assumption will be created. If there is no belief
and assumptions, there is no goals and purposes, and so on.
Student 38 The core of the illustration of the levels of school culture is the
word myth because this can sum up all the level of school culture,
knowing that myth can be the assumptions or the belief that we cannot
prove. Just like other other levels of school culture we cannot yet prove
it. Myth are the belief or the assumptions of others just like in culture
these are just a shared values and beliefs that we practices or these
are the things that we use to do because these wete past by generation
through generation.
Student 39 The word myth is the core or the center simply because all of the
outer core such as the bellefs, assumptions, policies, traditions, and
other are just possibles or really might happen.
Student 40 The myth is the core or the center of the level of cultures because
myth are the things may or may not exist but are continously shared
through different generations. Myths can be fact of bluff.

52
Appendix2. Letter of Validation

53
54