CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

In this chapter, the background and rationale of the study is explained. This is followed

by statement of the problem, theoretical framework, conceptual framework, assumptions,

hypothesis, significance of the study, scope and limitation of the study, and the definition of

terms.

1.1 Introduction

This study aims to delve into the current state of knowledge among Grade 6 learners

regarding the parts of speech and the accuracy of their writing. Inability to write sentences

fluently may hinder the growth of one's writing overall and academic achievement (Datchuk et

al., 2022). The significance of this research lies in its potential to shed light on areas where

students may need additional support, leading to informed pedagogical strategies that enhance

language learning experiences. By investigating the relationship between students' knowledge of

parts of speech and their writing accuracy, educators can identify specific challenges students

may face in applying grammatical concepts to their written expression. Moreover, this research

contributes to the broader conversation on effective language instruction and the importance of

addressing linguistic challenges at the primary school level. Acquiring a robust understanding of

parts of speech is a fundamental aspect in the education of students. Parts of speech constitute

foundational components in language studies, enabling students to comprehend and utilize the

target language with increased proficiency. A deficiency in parts of speech knowledge can

impede effective communication skills, hindering one's ability to listen, speak, read, or write in

English.
 In conventional grammar, one of the nine major categories into which words are

categorized based on their roles in sentences for example, nouns or verbs is referred to as a part

of speech. The foundational units of grammar are also referred to as word classes (Nordquist,

2020). It summarizes the fundamental idea of conventional grammar, which divides words into

nine main categories that are arranged in a methodical manner and are referred to as parts of

speech. The precise activities that words perform within sentences—such as determining whether

a word is a verb or a noun—determine these categories. In essence, the division of words into

parts of speech offers an organized framework for comprehending the various roles and purposes

that words can play in a phrase.

Treating parts of speech as independent variables in the context of linguistics and

language analysis refers to viewing them as a variable that may be changed or investigated in

order to see how it affects other linguistic aspects or occurrences. Researchers may investigate

how changes in elements of speech affect different characteristics of language, such as noun,

pronoun, verb, adjective, adverb, conjunction, interjection, preposition through experimental

design or linguistic study. Researchers may, for instance, alter the frequency of specific speech

units in spoken or written language throughout a study to see how it affects linguistic

complexity, comprehension, or readability. Because researchers can manipulate or change parts

of speech to investigate their impact on dependent variables—the outcomes or behaviours under

study—parts of speech can be regarded as independent variables.

The writing accuracy instances plays a crucial role in communicating effectively with

your intended audience, enhancing readability, and establishing credibility and professionalism

(ME PubManu Team, 2023). This claim emphasizes how crucial writing accuracy is for clear

communication, improving readability, and projecting professionalism and credibility. It

highlights that effective communication with the target audience is greatly influenced by the

manner in which information is communicated, the correctness with which language is used, and

the general precision of written work. It also emphasizes the wider influence on the content's

readability and the development of a trustworthy and professional image, highlighting the

connection between accurate writing, successful communication, and a positive professional

identity.

Examining how modifications or alterations in other variables affect writing accuracy is

part of using writing accuracy as a dependent variable. To see how independent variables like

writing prompts, instructional strategies, or editing interventions affect the result that is being

measured in this example, writing accuracy researchers might vary these variables. This study

investigates the impact of different teaching approaches on the writing accuracy of students.

Researchers also analyse writing accuracy as a dependent variable by investigating such as

proper grammar, punctuation, and spelling. By measuring the changes in writing accuracy in

response to these variables, researchers can gain insights into the multifaceted nature of accurate

written expression.

Republic Act No. 11249 or Speech Language Act. An act regulating the practice of

Speech Language Pathology in the Philippines, and providing funds. It is the responsibility of

the government to provide policies, initiatives, and programs that will give speech-language

pathologists access to "world-class, internationally recognized, and globally competitive

standards of professional practices and services." The policy to enhance the use of English as a

medium of instruction in the educational system is established by Executive Order No. 210.

Section 1. Declaration of Policies. — The following policies are hereby established: English

shall be taught as a second language, starting with the First Grade. As provided for in the 2002
Basic Education Curriculum, English shall be used as the medium of instruction for English,

Mathematics and Science from at least the Third Grade level and The English language shall be

used as the primary medium of instruction in all public and private institutions of learning in the

secondary level, including those established as laboratory and/or experimental schools, and non-

formal and vocational or technical educational institutions. As the primary medium of

instruction, the percentage of time allotment for learning areas conducted in the English language

is expected to be not less than seventy percent (70%) of the total time allotment for all learning

areas in the secondary level.

The aforementioned policies aim to enhance every student's aptitude, competence, and

proficiency in the English language, thereby better equipping them for the employment

opportunities that will arise in the rising technology-driven sectors of the economy.

Understanding and mastering grammar, particularly through the identification of parts of

speech, is crucial in the realm of English (Ramadhani and Ovilia, 2022). The British Council

(2022) explains that parts of speech classify words according to their grammatical or lexical

functions. This encompasses word classes such as nouns, pronouns, verbs, adjectives, adverbs,

conjunctions, prepositions Nordquist (2020). Conversely, Waghmare (2022) recognizes only

eight categories, with determiners being the exception. Early writing proficiency is a powerful

indicator of future academic and professional success for students (Wen and Walters, 2022).

The purpose of this study is to comprehensively assess the knowledge of Grade 6 learners

in two critical dimensions of language proficiency: their understanding of the parts of speech and

their ability to demonstrate accuracy in writing. Researchers would then assess whether there is a

significant difference between the pre-test and post-test assessing the knowledge on the parts of

speech and the writing accuracy among grade 6 learners. For students in third through sixth
grade, learning the various parts of speech can be challenging (Math and Reading help, 2024). It

has been suggested that one of the hardest things about acquiring a second language (L2) would

be mastering the practice of writing (Celaya 2019). Writing requires the coordination and

juggling of several processes, as well as a variety of language and cognitive skills, making it one

of the hardest skills to master (Kim and Park, 2019). Given that grammar is a basic component of

language, learning grammar has always been an essential part of language proficiency. Learners

will be unable to communicate successfully in a language if they are unable to comprehend

grammar standards (Kumayas and Lengkoan 2023). Research on grammatical problems in

TOEFL (Test of English as a Foreign Language) tests results has demonstrated that grammar

problems are among the most difficult problems to learn English (Hampp et al., 2021). The goal

of the study is to determine how well Grade 6 students understood parts of speech and how that

comprehension related to their overall writing accuracy. Language development in Grade 6

heavily relies on mastering the elements of speech and increasing writing accuracy. It builds a

core skill set that is essential for successful academic pursuits, critical thinking, and effective

communication. Early problem identification and resolution guarantees a solid language

foundation, promoting pupils' lifetime writing and communication skills. In essence, publishing

this research ensures that the knowledge gained from the study has a broader impact, reaching

and benefiting various stakeholders in the education community.

1.2 Statement of the Problem

The researchers are intent to study, "Assessing the Knowledge on the Parts of Speech and

the Writing Accuracy among Grade 6 learners," This study seeks to answer the following

problems:

1. What level of understanding of parts of speech do the grade 6 learners possess in

terms of:

1.1 Noun

1.2 Pronoun

1.3 Adjective

1.4 Verb

1.5 Adverb

1.6 Conjunction

1.7 Interjection

1.8 Preposition

2. How important it is to determine the writing accuracy among the grade 6 learners in

terms of:

2.1 Proper grammar

2.2 Correct spelling

2.3 Punctuation

3. Is there a significant relationship between the knowledge on the parts of speech and

writing accuracy among the grade 6 learners?

1.3 Theoretical Framework

Knowledge of universal grammar and language development has been greatly influenced

by the theories put forth by Noam Chomsky. According to Chomsky's perspective, all

languages share a same structural underpinning, even though they appear to differ, because

the human mind is pre-programmed with a set of linguistic limitations known as "universal

grammar." Children seem to pick up grammatical rules and structures with such ease, which

is one of the fascinating elements of language acquisition that Chomsky studied (Main,

2023). Jones and Brown (2023) offer an alternative perspective to the theories of Chomsky.

According to their research, language development is more significantly influenced by

contextual and cultural circumstances than by "universal grammar," even though it may serve

as a basis. The research promotes a more sophisticated comprehension of the linguistic

factors influencing universal grammar.

Cognitive process theories, exemplified by scholars like Flower and Hayes, shed light on

the cognitive dimensions of writing. They emphasize the recurring nature of writing,

highlighting the dynamic interplay between planning, drafting, revising, and editing.

Comprehending these cognitive elements assists writers in refining their abilities and

addressing obstacles encountered throughout the writing process. Garcia and Lee (2022)

investigate the cultural aspects of the writing process, extending the cognitive process

theories of Flower and Hayes. Their work explores the ways in which cultural factors affect

cognitive processes and writers' decisions during the planning, drafting, and revision stages

of their work. A deeper comprehension of the sociocultural details of writing is facilitated by

the study.
 These claims demonstrate how researchers acknowledge and strengthen upon the

fundamental theories put out by cognitive process theorists such as Flower and Hayes as well

as Chomsky, recognizing their impact and investigating their implications in the fields of

language and writing studies. In order to evaluate Grade 6 students' understanding of

elements of speech, Chomsky's Universal Grammar theory offers a fundamental viewpoint

that emphasizes the innate cognitive processes involved in language learning. At the same

time, more comprehensive theories of cognition enhance this framework by providing

perspectives on how children cognitively manipulate and apply grammatical rules. This

enhances the assessment of writing precision within the framework of language development

for sixth-grade pupils. Thus, these theories are helpful in assessing the knowledge on the

parts of speech and the writing accuracy among grade 6 learners in Paniangan Elementary

School.

1.4 Conceptual Framework

This framework shows the Assessing the Knowledge on the Parts of Speech and the

Writing Accuracy among Grade 6 learners.

Independent Variable Dependent Variable

Parts of Speech Writing Accuracy

 Noun  Grammar
 Pronoun  Punctuation
 Verb  Spelling
 Adjective
 Adverb
 Conjunction
 Interjection,
 Preposition
Figure 1. Conceptual Framework of the Study

1.5 Assumptions

Grade 6 learners who demonstrate a higher proficiency in identifying and applying the

parts of speech are likely to exhibit greater accuracy in their written compositions, indicating a

positive correlation between grammatical knowledge and writing proficiency.

1.6 Hypotheses

This study aims to identify the significant relationship between the knowledge on the

parts of speech and writing accuracy among grade 6 learners.

Hı: There is a significant relationship between the knowledge on the parts of speech and writing

accuracy among grade 6 learners.

H₂: There is no significant relationship the knowledge on the parts of speech and writing

accuracy among grade 6 learners.

1.7 Significance of the Study

The following people are taken into consideration by the researchers as those who will

gain from the findings of this study:

Grade 6 Pupils. The major beneficiaries of this study will be Grade 6 students who participate,

as they will become more cognizant of the need of learning enough parts of speech and how that

information relates to writing correctness. It is anticipated that the study's conclusions will

provide them a deeper comprehension of how writing capability is influenced by the ability to
recognize different elements of speech. As a result, this information might provide a solid basis

for improving their academic achievement and language proficiency.

Teachers. Teachers are essential to this study because they may offer insightful information on

the approaches used to teach writing and parts of speech to sixth-graders. Their viewpoints can

further our understanding of successful teaching methods and aid in the creation of focused

tactics aimed at raising students' level of comprehension in these areas.

School. Through this study, the school will be able to better understand the parts of speech and

writing accuracy of Grade 6 students, which will enable them to make focused curricular

modifications and customized interventions to increase language proficiency. The results may be

used to guide instructional tactics, allowing teachers to focus on areas of weakness and create a

more productive environment for language learning.

Future researchers. This study would help future researchers understand how well-suited the

existing educational strategies are for improving Grade 6 students' writing accuracy and

understanding of elements of speech. The results may help design focused interventions and

instructional techniques to help students' language proficiency in this academic setting.

1.8 Scope and Limitation

Due to differences in language development, evaluating students' knowledge of parts of

speech and writing correctness in Grade 6 creates difficulties in determining the depth of their

comprehension. Since students may have trouble understanding abstract ideas, it can be

challenging to recognize and correct mistakes regarding elements of speech. It is also a difficult

task to evaluate writing correctness since it involves closely examining both syntactical and

grammatical components. But this approach also provides a means of customizing instructional
tactics to meet the requirements of each individual student, resulting in a more focused and

productive learning environment. Including lively and interactive exercises can improve the

evaluation procedure even further and offer a dynamic method of language skill development.

The primary focus is on students in the sixth grade, aiming to assess their understanding of parts

of speech and the correlation with writing accuracy.

The course of study explores the understanding of basic grammatical components, such

as conjunctions, pronouns, nouns, verbs, adjectives, adverbs, prepositions, and interjections. For

pupils, there are several compelling advantages to comprehending each of the parts of speech

and how they function. Without a solid understanding of the many elements of speech, pupils

will find it difficult to understand language in its whole. This is crucial for the growth of their

writing abilities as well as their comprehension of what they read (Mac Donnchaidh, 2024).

Specificity and certainty are increased in language-related research when parts of speech

components are included. The research is strengthened and made more insightful by these

elements, which provide an organized and methodical approach to evaluating and analysing

language ability.

Writing accuracy—that is, using proper grammar, spelling, and punctuation—enhances

the study by giving measurable and useful information on the language and writing skills of the

respondents. This increases the study findings' relevance and suitability for educational and

language-focused situations. The precision and consistency of the evaluation instruments utilized

for assessing writing accuracy and parts of speech knowledge are necessary for the study to be

effective. The technological integration, motivation, age, religion, and income levels are all

limited in this study.

1.9 Definition of Terms

 This section provides concise definitions for key terms to ensure a clear understanding of

the essential ideas in the study.

Noun. A term used for describing a certain individual, location, object, or idea.

Pronoun. A term that is used as a substitute of a noun to prevent repetition.

Adjective. A word that either describes or changes a noun.

Verb. A verb is a word that describes an event, an action, or an attitude.

Adverb. A word that expresses how, when, where, or to what extent an adverb, verb, or

adjective is modified.

Conjunction. A term used in sentences to join words, phrases, or clauses.

Interjection. A strong-emotional word or phrase that is not actually connected to the other

words in a sentence.

Preposition. A word in a phrase that indicates how a noun or pronoun relates to other words or

components.

Proper Grammar. Following to the established rules and structures of a language.

Punctuation. It is the use of marks in writing to indicate pauses or ends and to clarify meaning.

Spelling. It is the proper arrangement of letters inside a word.

Parts of Speech. These are categories that words are placed into according to their roles and

connections within sentences.

Writing Accuracy. It is the precision and correctness with which one uses spelling, grammar,

punctuation, and other language components when writing.