RESEARCH

PROPOSAL
GUINAYANGAN NATIONAL HIGH SCHOOL - SHS
GUIANYANGAN, QUEZON
GRAMMATICAL AND LEXICAL FEATURES OF
ACADEMIC WRITING OF GRADE 11 STUDENTS
OF GUINAYANGAN NATIONAL HIGH SCHOOL

Presented by:
Leader’s Name
Member
Member
Member
Research Adviser:
Mary Joan Charllote A. Roldan
CONTENT

1. The Problem and Its Background 3. Methodology

Introduction Research Design
Background of the Study Respondents
Statement of the Problem Sample
Significance of the Study Locale
Scope and Limitation Instrumentation
Data Gathering Procedure and
2. Theoretical Framework Analysis
Conceptual Framework Statistical Treatment
 INTRODUCTION

 Writing provides the ability to articulate ideas, argue opinions, and synthesize multiple perspectives.
 Writing is one of the four macro-skills in English language that has to be acquired by the students in school.
 The content standard of writing in K to 12 English Curriculum (2016), is to enable students to express their ideas
effectively in formal and informal compositions to fulfill their own purposes for writing.
 Furthermore, as stated in K to 12 English Curriculum, Senior High School Students should be able to integrate
communication and language skills for creating meaning using oral and written texts, various genres, and
discursive contexts for personal and professional purposes.
 In High School, students are required to perform academic writing tasks (George, 2011).
 In K-12 Senior High School Program, academic writing is a part of written activities.
 Writing an academic paper requires the students to follow a certain structure.
 However, many studies have made it clear that after having studied English as well as academic writing for years,
non-native students experience a great deal of difficulty in their writings (Baleghizadeh and Gordan, 2012)
 Students give much importance to the amount of information and tend to forget the main features of academic
writing.
BACKGROUND OF THE PROBLEM

 In High School, students are required to perform academic writing tasks (George, 2011).
 In K-12 Senior High School Program, academic writing is a part of written activities.
 Writing an academic paper requires the students to follow a certain structure.
 However, many studies have made it clear that after having studied English as well as
academic writing for years, non-native students experience a great deal of difficulty in
their writings (Baleghizadeh and Gordan, 2012)
 Students give much importance to the amount of information and tend to forget the main
features of academic writing.
STATEMENT OF THE PROBLEM

This study aims to determine the grammatical and lexical features of academic writing
of Grade 11 Students in Guinayangan National High School, Guinayangan, Quezon, school
year 2018-2019.
The study will seek to answer the following questions:
1. What are the grammatical features of the Position Paper and Concept Paper written by
the Grade 11 students in terms of the following:
• Tense
• Simple Present Tense
• Simple Past Tense
• Passive Voice
2. What are the lexical features of the Position Paper and Concept Paper written by the
respondents in terms of the following:
• Reporting verbs
• Nominalization
• Impersonal constructions
• Conjunctions

3. Base on the findings, what L2 writing concepts in academic writing in English Subject
in Senior High School can be devised?
SIGNIFICANCE OF THE STUDY

• The findings of this study will redound to the benefit of Senior High School English
Curriculum considering that academic writing is a part of written activities in Senior High
School. As Senior High School are expected to produce varied academic paper as part of
the requirements in subjects like Reading and Writing and English for Academic and
Professional Purposes justifies the need to evaluate the grammatical and lexical features
of academic writing of the students to improve instructions of teachers and practices of
students.
• Determining the grammatical and lexical feature of academic writing of Grade 11
students will be beneficial to the following:
• Senior High School Students
• English Teachers
• School Administrators
• Curriculum Developers
• Future Researchers
 SCOPE AND LIMITATION

• corpus-based inquiry
• The study will focus mainly on Grade 11 students from ABM, HUMSS, STEM and GAS. Five students will be
selected from each strand except GAS where 10 students will be selected which will consist a total of 25
students.
• The corpus of the study will be 50 academic papers which will be chosen from the class. Twenty-five samples for
Position Paper and 25 samples for Concept Paper
• The study will pay special attention to grammatical features: Present Tense and Future Tense and Passive Voice;
and lexical features: Reporting Verbs, Nominalization, Impersonal Construct and Conjunctions
 THEORETICAL FRAMEWORK

• Dynamic Model of L2 Writing (Matsuda, 1997)

The context of writing is dynamic and bidirectional and that the discourse community is shared by both the
writer and the reader.
• Systemic Functional Linguistics (Halliday, 1960)
The theory is a tool for understanding how language works, and for analyzing language in use. It is a theory
of language which is concerned with the relationship between language and its function in social settings.
(Halliday as cited in Chiang, 2013)
• The Input-Process-Output Model
The system approach to do something systematically. In educational industry, to teach systematically
teachers must consider input, process and output and decide objectives, contents, methods and assessment.
(Salam, 2015)
CONCEPTUAL FRAMEWORK
METHODOLOGY

• Research Design
 Qualitative research and Descriptive-analytic research

• Locale
 Guinayangan National High School – SHS in Guinayangan, Quezon

• Participants
 Grade 11 Academic Track students (ABM, HUMSS, STEM and GAS

• Corpus of the Study

 Position Paper and Concept Paper
• The Specialist Informants
 Master of Arts and Education, Major in English
 Master of Arts in Linguistics

• Data Gathering Procedure

• Secure permission to conduct the study
• Gathering of students’ academic writing output
• Coding and analyzing of students’ written text
• Validation of results
• Proposal of L2 writing concepts for inclusion for inclusion in Senior High School English subjects
• Data Analysis
• Grammatical features
• Lexical Features
End of presentation.
Thank you!