Technological Institute of the Philippines freshman grammar study

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES MANILA
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
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1
Background of the Study
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2
Theoretical Framework
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Conceptual Framework
Input Process Output
1. SP #1
Database on
2. SP #2 Data Gathering ______________
Analysis
3. SP #3 ______________
Interpretation of
Data ______________
4. SP #4
5. SP #5
Feedback
Figure 1. The Research Paradigm of the Study
The input of the study includes
________________________________________________________________________
________________________________________________________________
The process contains the data gathering, analysis and interpretation of the data. It
includes the gathering of the data of the respondents and other variables of the research
study, analysis of the gathered data and the interpretation to attain the results of the study.
The output includes the __________________________________________
The diagram shows the conceptual paradigm of the study.
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Statement of the Problem
This study was an attempt to determine the
________________________________________. Specifically, the study sought to
answer the following questions:
1. SP #1
2. SP #2
3. SP #3
4. SP #4
5. Last statement of the problem should include if there is a significant difference or
significant relationship or if there is none with your study.
Hypothesis:
There was no significant difference between
_________________________________________________________________
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Scope and Delimitations of the Study
The study covered the Marine Engineering and Marine Transportation of
Technological Institute of the Philippines-Manila.
These programs were chosen because students need to enhance and develop their
grammar skills in able to produce globally competitive graduates.
The respondents were the 140 freshman students of the College of Maritime
Education of TIP-Manila.
The study focused on the following variables: (1) perceptions of freshman TIP
Maritime students in grammatical problems in terms of (a) forms, functions and
meanings of parts of speech (b) subject-verb-agreement (c) tenses of the verb (d)
sentence structure. (2) level or degree of grammar proficiency of Maritime students.
The study was conducted during the second semester of school year 2014-2015.
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Significance of the Study
The researcher viewed that the following benefits may be derived from the study:
To the Maritime Students. This research is intended to help the Maritime students know
their degree of grammar proficiency and their weaknesses so they will learn how to
enhance their grammar skills.
To the English Faculty. This study will help them to determine which particular lessons
in grammar require more focus and to attend the needs of the students in terms of
grammar proficiency. This can also be used as an emphasis to determine an approach that
will help the professors in teaching grammatical rules.
To the Dean and Head of Humanities and Social Sciences Department. The output of
the study will help to achieve higher quality of education because of the well-trained
faculty members and good performance of the students. It will also serves as a basis for
syllabus revision.
To Other Researchers. This research can be a reference material for the future studies
related to the stated problem.
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Definition of the Terms
These terms are defined as these give emphasis in the study in order for the reader
to better understand the concept of the study.
Advanced. It is the determined level of comprehension of the students by attaining
the score of 8 to 11 points.
Approach. It is something that reflects a certain model or research paradigm in the
teaching process.
Beginner. This is the level of comprehension of the students by the score of 0 up to 3
points.
Discourse. It is a mode of organizing knowledge, ideas or experience that is rooted in
language and its concrete contexts.
ELD. It is an abbreviation for English Language Development which refers to
improving the English skills of students especially with those who are learning
English as a second language.
ELL. It is an abbreviation for English-Language Learner which is defined as a
linguistically and culturally diverse student who has an overall English Language
Proficiency,
ESL. This is an abbreviation for English as Second Language which is an
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instructional program for students whose dominant language is English.
Explicit Grammar. It is a fully developed and formulated grammatical rules without
vagueness and leaving no question.
FL. This is an abbreviation for Faculty of Language which pertains to the properties
of the brain that causes it to learn language.
Grammar. It deals with the rules on correct usage of words and sentence
construction. This is used in this study including the parts of speech, tenses of the
verb, subject-verb agreement and sentence structure.
Intermediate. This is the level of comprehension of the respondents by attaining the
score of 4 to 7 points in the diagnostic test.
LTEL. It is an abbreviation for Long-term English Learners which refers to formal
educational classification given to students who have been enrolled in American
schools for more than six year.
Morphology. It is the identification, analysis, and description of the structure of a
given language’s morphemes and other linguistic units, such as root words, affixes,
parts of speech, intonations and stresses.
Mother Tongue. It is one’s native language or first language acquired.
Passive Knowledge. It is an understanding of the language skill particularly in
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listening or reading.
Phonology. It is the study of sound patterns that occur within languages.
Proficient. It is the highest level of comprehension of the respondents in the study. It
can be determined by the score of 12 to 15 points.
Semantics. It is the study of meaning that gives a wide subject within the general
study of language.
Syllabus. It is a summary outline of a course of study.
Syntax. It is the study of the principles and processes by which sentences are
constructed in particular languages.
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Chapter 2
REVIEW OF RELATED LITERATURES AND STUDIES
This chapter presents the significant findings of foreign and local literatures and
studies, which is related to the study. It gives facts as to how the researchers came with
the ideas that they incorporated in the study. It likewise gave direction to the study and
substantially supported the conviction of the analysis.
Foreign Literatures
Scrivener (2005) claims that there seems to be some difficulty in moving
language from passive knowledge into active usage. Without experience in using the
language, learners may tend to be nervous about trying to say things. Partly they may fear
seeming foolish in front of others; they may worry about getting things wrong they may
want to avoid teacher’s comments or correction and so on. It takes quite a long time for
some students to express themselves, which leads to long embarrassing pauses while
learners are trying to find out how to say what they really want to say. This may be one of
the causes of why learners didn’t become proficient in the proper use of grammar.
Ehrenworth (2004) suggested two possible reasons why students did not learn
grammar through the direct instruction method to which Shuman (1991) referred. First,
the researcher noted that most direct grammar instruction is confusing and filled with
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exceptions, which renders students unable to think independently about grammar
schemes on a sentence level. Secondly, the researcher noted the resistance theory
research conducted by Heshusius (1989, as quoted in Ehrenworth, 2003), who claimed
that “resistance theory provides a framework for understanding these children’s behavior
as active resistance to a situation they find threatening, boring, or otherwise intolerable”.
Some of the observations made show that there are various factors which influence the
students in their struggle to learn grammatical rules.
Weaver (2005) referred to learning theory to support why students did not learn
grammar in the traditional method. She argued that grammatical concepts were so
complex that the traditional behaviorist strategies of repeated skills practice done in
isolation do not work. She cited Harris and Rowan (1989) who showed “quite
convincingly that a conscious grasp of grammatical concepts requires a depth of
understanding that is often not gained through practice exercises alone.
Einarsson (2004) stated in his The Place of Grammar in the Language Arts
Curriculum that the history of grammar instruction includes two approaches: the
handbook approach, which is practiced today, and the textbook approach. The handbook
approach focuses on rules for correct writing and is an error-based view, while the
textbook approach would treat grammar holistically and interpretively and would
systematically explain new concepts in light of previous ones. One current example
related to textbook approach envisions a creative, activity base classroom, but asserts that
no theory should be thought. Knowing grammar is a holistic and theoretical way,
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however, cannot be harm in students writing, and studies are showing benefits to
heightened awareness of language on student’s composition.
Generating the awareness of grammar knowledge is not an easy process. The
variety in forms and usages confuses English as second/foreign language (ESL/EFL)
learners. They learn new grammar rules every day, but they have difficulties applying
them when they speak or write in English. Shatz and Wilkinson (2010) argue that second
language (L2) learners “often cannot express complex thoughts because of their inability
to construct complex sentences showing complicated relationships”. They emphasized
that the students need to focus on sentence structure to express their thoughts through
clear and well-structured sentences. Shatz and Wilkinson also highlight some of the
common grammar problems that face English language learners (ELLs) such as the
misuse of prepositions, articles, past tense, and the third-person singular.
Nonetheless, it is necessary for ELLs to master grammar in order to be competent
in the four language skills because incorrect use or lack of understanding of grammar
might hinder communication either in speaking, writing, listening, or reading (Savage,
Bitterlin, & Price, 2010). Therefore, teachers should be able to identify the most common
grammar problems and try to adapt their teaching. Employing the correct grammar helps
ELLs create “clear, well-structured, unambiguous sentences” (Derewianka, 1999 as cited
in Shatz& Wilkinson, 2010).
Different factors affect the learning process of the students in grammar. Thus,
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different approaches and concept were also introduced to resolve the issues.
According to Tournend and Walker (2006), knowledge of syntax is important in
writing English grammar. Meaning is transmitted through the order of words in phrases,
clauses and sentences. They believe that what matters in effective teaching and learning
English grammar is how clearly and easily understandable all grammar rules are
explained and whether adequate supportive exercises with real life content are practiced
to master that material. Conventional communicative English teaching that include
adequate regular long-term practice in listening comprehension and speaking English
yield effective results.
English grammar is very essential in different skills especially in writing and in
order to understand grammar; one must explained clearly the rules and well-prepared
exercises must be promoted in order for the students to internalize the structure.
Dutro and Moran (2004) affirmed the remarks of Tournend and Walker that only
through meaning practice will students internalize the structure for fluency and
automaticity. “Practice makes perfect” applies in language teaching and learning if
practice is meaningful, purposeful and productive. The research coalesces around a
central idea – language need direct language practice and support and guidance to
develop the social and academic language critical for success in the classroom as well as
the work world.
Through various meaningful practices, students can learn explicit grammar rules
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and see how grammar is being applied.
Musumeci (2005) mentions the idea of connecting form and meaning in grammar
teaching as a developing trend in reference to the proficiency oriented curriculum. She
points out that students should be able to learn explicit grammar rules as well as have a
chance to practice them in communication in the authentic or simulation tasks.
Interestingly, Musumeci advocates giving students a chance to look at the language on a
sentence level to see how certain grammatical rules are applied.
Rockett (2009) stated that grammar instruction needs to be couched in meaningful
contexts, which includes appropriate student support. For example, teachers should make
effective use of visuals that are engaging and appropriate for students. They should
involve students in learning experiences that encompass whole class instruction, a small
group instruction, collaboration in pairs, as well as independent work. In addition, he
suggests that the instruction should emphasize the skills that students can transfer to other
academic contexts as well as to other aspects of their lives.
Crompton (2011) stated that grammar learning is emphasized by communication
through the approaches of ‘learning by doing’, through students’ supportive completion
of teaching tasks between or among students and teachers. By this motivation grammar
can be acquired naturally by learners.
Grammar is not only part of the school’s concept but also it is a way to gain
success. It is an important part in order for one to become competent in the professional
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world.
Scarcella (2004) declared that the importance of instruction in academic language,
social language and grammar should be emphasized so that English learners develop the
high levels of communicative competence necessary for success in school and beyond.
Wien (2012) affirmed Scarcella’s proposition that grammar proficiency is
essential in the workplace. He believes that it is important to take into account an
applicant’s grammatical abilities, regardless of the job they are applying for. He believes
that people who are diligent about their grammar tend to be diligent about everything
they do.
Concordia University blog (2012) stated that educators agree that students are
better writers when they have an understanding of grammar. To be effective writers in
school and to effectively communicate in the workplace, students need to use proper
grammar. Hillocks and Smith (1991) as cited in this blog, teaching grammar in a class
session dedicated to grammar alone is a waste of time. In the book, Grammar and Usage,
research over a period of nearly 90 years has consistently shown that the teaching of
school grammar has little or no effect on students.”
Cleary (2014) stated in her blog that hundreds of researches’ findings confirmed
that traditional grammar lessons don’t help and may even hinder students’ efforts to
become better writers. It is true that they need to learn grammar but not the old-fashioned
way.
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Hinkel (2004) claimed that even after many years of L2 learning and use,
advanced NNS students may have difficulty with the conventionalized uses of tenses,
aspects and the passive voice in written academic discourse.
Barrett (2010) as quoted by Kelley (2012), stated in her blog “Texting, Twitter
contributing to students’ poor grammar skills, profs say” that poor grammar is the major
reason why students fail. She believes that if a student has problems with articles,
prepositions, verb tenses, that’s a problem. She added that some students in public
schools are no longer being taught grammar. This statement was supported by Budra
(2010). He too blames poor – or no – grammar instruction in lower schools.
Local Literature
Menoy (2010) in his book entitled “Study and Thinking Skills” stated that a
student must not only master the rules in grammar, mechanics and organization but also
know the principles of unity, coherence, emphasis and order besides the subject matter.
Granada (2014) in his article “Basics Skills Needed for a Call Center Job”
mentioned that English grammar proficiency is the most important skill needed in many
BPO and call center jobs. Because the majority of clients are from English-speaking
countries, it’s important to have excellent English skills if one want to stand out from
other applicants. He also added that there’s no need to sound like a native speaker,
focusing on fundamentals such as grammar and pronunciation is enough.
Moreover, he also stated that one of the best ways to improve English proficiency
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is by reading English-language materials. One will learn more about sentence structure,
grammar, and syntax by reading.
Suelto (2011) stated in her article “Pursuing English Language Proficiency
Among Filipino Students” that students nowadays are highly exposed to music and films
that are using English language although it has been observed that songs of today have a
lot of grammatical error. Students still tend to adopt the way native speakers deliver the
language.
King (2010) mentioned that English has less elasticity and flexibility so one can
say exactly what he wants to say and not argue about the meaning. If one get the tenses,
plurals and prepositions wrong, then he’s not going to be accurate. He also added that
proficiency in English is a huge advantage for every job seeker.
McArthur (2004) stated that grammar influenced the development of Philippine
English. The problems occur are loss of the singular inflection of verb, use of tenses and
proper use of articles.
Foreign Studies
Vahdatinejad (2008) study found that students committed errors in tenses, word
choices and prepositions. Errors in writing such as tenses, prepositions and weak
vocabulary are the most common and frequent type of errors that are committed by
learners. Since grammar is seen only as a means to an end, some learners tend to re-
emphasize its importance and in the process, they make many more errors. The learners
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usually face difficulties in learning the grammatical aspects of the Target Language (TL),
such as in subject-verb agreement, the use of preposition, articles and the use of correct
tense.
Such errors can be seen clearly in the learners’ written performance. The
problems that the students are bound to encounter would be weak vocabulary,
inappropriate use of grammar in sentences etc. Thus, rekindling interest in the area of
learner errors can be considered a timely move. Teachers who can analyze and treat
errors effectively are better equipped to help their students become more aware of their
errors.
In relation with Vahdatinejad study, Pathak (2006) in his well-researched article
on the Status of English in India today also holds that the major sources of errors in
English of Indian students are interference of the mother-tongue and incomprehension of
the rules of the target language.
Dorn (2000) as cited in Nayan (2009) in his research study entitled A Study of
Subject-Verb Agreement: From Novice Writers to Expert Writers, he stated that the
sentences created by words and phrases are the essential blocks of meaning that allow us
to communicate thoughts. If they are not constructed carefully, they can make reading
difficult. He further stated that major basic usage and grammar flips in written English
are those associated with verbs. Based on the fact that subject-verb agreement area is
very important to express ideas especially in writing, where non-verbal communications
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is absent, the students really need to master this rule in order to write effectively. As a
result, they can convey their message clearly and effectively. By writing a piece of work
that is error free, it shows that learners have mastered the English grammar rules and it
will give a good impression to others who read their work.
Bose (2005) studied the Tamil learners of English as second language‘s use of
modal auxiliary verbs like may, might, shall, should will, would, can, could etc. Data
were obtained from 150 VIII, IX and X class students, which included 75 from the rural
area and remaining from urban area Tamil medium schools. The analysis showed that for
all the classes urban students displayed better competence of modal auxiliaries in English
than the rural students. The differences in performances of the urban and rural students
were attributed to the urban students’ knowledge of importance of English language and
access to private classes and to the rural students’ illiterate parents and their lack of
motivation to learn and speak the language respectively.
Khansir (2008) made a study of Syntactic Errors in English committed by 100
Business Communication second year students in several colleges of University of
Mysore, India. An English grammar test based on the textbooks of the studied colleges
and including areas like auxiliary verbs, passive and tenses was developed and used by
the researcher.
The study revealed that the areas of highest to lowest percentage of errors made
by the sample were Tenses (39), use of Auxiliaries (33) and Passive Voice (28); and the
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major source of errors was learning strategies of the learners.
Na (2005) analyzed the translations produced by 95 Vietnamese speaking students
and found five major types of errors were committed in the specific task of locating and
translating the sentence’s subject. These were: Omission of Subject, Repetition of
Subject, Inappropriate Choice of Subject, No Logical Connection between Subject and
Predicate, Inappropriate Connection between Subject and Passive Verbs.
The data revealed that ‘Omission of Subject’ was the most frequent type of error,
with the second most frequent type being ‘Repetition of Subject’ and ‘No Logical
Connection between Subject and Predicate’. However, it is worth noting that these errors
were not the most frequent of all kinds of syntactic errors. Although the students did have
errors because of this typological difference, they seem to have more problems in the task
of handling the relationship between the subject and the verb.
In South Korea, Lee (2005) made a study to identify and examine in what
different ways native speakers of Korean (ESL) and native speakers of English write
English argumentative compositions regarding error types, textual organization, and
cohesion device.The study involved 46 American students and 46 Korean students who
were enrolled in Southern Illinois University at Carbondale. The findings from this study
suggest that, in general terms, the Korean ESL students wrote shorter essays and showed
more errors, more textual organization patterns, and less use of cohesion devices.
However, a similarity between the two groups was also found.
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The Korean students made article errors most often, and the American students'
errors were, to a lesser degree, with preposition and article errors. Analysis also showed
the nationality variable significantly accounted for essay length and total errors.
In the study made by Takahashi (2005) on the efficacy of grammar instruction in
EFL Classes in Japan, she found out that grammar play a vital role in learning English in
Japan. Students who study English as school subject and do a lot of grammar translation
have turned out to be “Japanese With English Abilities” later. Thus, those who didn’t
study much grammar rarely turn out to be “Japanese With English Abilities”. She also
found out that students are learning English in order to pass university entrance exams
not for communicative purposes. She emphasized that language professionals should be
well aware that the key to successful EFL is explicit grammar instruction.
This finding can be supported by the study of Menkel et.al (2009), stating that
explicit grammar instruction is critically important to address the needs of a growing
population of “long term English learners” – English learners who have been attending
U.S. schools for more than six years and are still not proficient in English Language.
They stressed the need of a stronger emphasis on explicit instruction by connecting the
way people use language with the grammar they need to use in a communicative process.
As a confirmation with the explicit grammar teaching, Stathis and Gotsch (2008)
examined ESL/ELD teacher attitudes toward and perceptions of grammar instruction.
Their survey found that most ESL/ELD teachers believe that English learners should
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receive direct instruction in the rules of grammar and writing conventions. However,
slightly more than half of the respondents said most ESL/ESD teachers do not have the
grammatical knowledge and writing skills to provide instruction. This pointed to the need
to provide teachers who are delivering explicit grammar instruction with background
information about grammatical forms.
Olsen’s 2010 research focuses on long term English learners (LTELs), a
population of students that comprise upwards of 60% of the English learners in
California. She defines LTELs as “students who enroll in the primary grades as ELLs and
arrive in secondary schools seven or more years later without the English skills needed
for academic success, and having accumulated major academic deficits along the way.
According to Marlow’s (2004) research study, Grammar Revisited, English
Curriculum students need to study grammar that is useful and functional. Good teaching
emphasizes proceeding from the concrete to the semi-concrete in teaching –learning
situations, then the abstract phase of learning needs to be emphasized.
Clark (2009) identifies the elements of a successful program for ELs, including
LTELs, as one that provides specific instruction in discrete grammar skills. This recent
research underscores the important of explicit grammar instruction in providing an
effective instructional program for English learners
Menken and Kleyn (2009) also looked at LTELs with a specific focus on what
schools can do to meet their needs. They emphasize the importance of teaching language
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skills to LTELs through the use of academic content. They cite the example of
incorporating instruction on comparatives to help students to master academic language
structures required to compare objects and ideas.
Slobin (2003) research illustrates how speakers of different language are
predisposed to attend to certain aspects of experience due to obligatory categories in
grammar, but it does not address the question of the cognition implications resulting from
the use of particular languages.
Holmes (2012) in her study Generations and Proficiency in English Grammar
noted that English grammar instruction has improved over time. The research focuses on
discovering whether there is or there’s no relationship between English grammar
proficiency and age. Several critics have argued that the older generation is better at
grammar because of the recent flaws within the school systems and flaws which are
external from the school, such as cultural differences. For the grammar survey, the
participants aged 20-29 answered 57% of the questions correctly and those over 30 years
of age answered 49% of the questions correctly. From these results, it seems that
participants aged 20-29 are more proficient in English Grammar.
Grammarly (2013), conducted a study of the grammar used in LinkedIn member
profiles. The study found out that people with fewer grammar errors in their profiles
ascended to higher positions, got more promotions and changed jobs more often. The
implication: better grammar correlates with greater success.
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Bitchener, Young, and Cameron (2005) study revealed that the three most
frequent grammatical errors are prepositions, past simple tense and definite article.
In a more recent study made by Abushibab, El-Omari and Tobat (2011), it was
revealed that the 62 Arab EFL respondents showed in their writing course that the largest
number of errors were related to prepositions, morphological errors, articles, verbs, active
and passive verb and tenses of the verb.
Local Studies
According to Masangya and Lozada (2009), students with high exposure in the
English language commit less grammatical errors in their output. The errors that were
acquired by the students on their essays show how writing skill at times maybe
overlooked. English grammar often possesses difficulties for many people especially for
the young learners. Mastery of the grammar rule takes time. The results manifested that
as language learners expose themselves on other mediums of language (media, literature
and technology) and active participation from teachers, parents as well as peers will help
them in sentence formation and standard structure thus lessening errors on their written
works.
Gutierrez (2012) on her study Competency Level of College Students on the Use
of Articles in Written Discourse found that the competency level of grammar skills
especially of articles is highly dependent on the English background of the students. It is
clearly stated that the removal of grammar subjects in College of and International
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Hospitality Management exceedingly affects their competence.
Daño and Parreño (2011) study concluded that students in private schools are
privileged enough to gain access in intensive training in language and grammar.
However, public schools still never fail to give quality education to its students. But,
there are certain areas that are still in need of great attention and focus. They believe that
schools must have intensive review of the subject-verb agreement because of too many
errors in the verb usage.
Cabansag (2013) research study entitled “Written Language Proficiency of
Laboratory High School Students in a State University in Cagayan Valley Philippines”
revealed that the persistent errors committed by 140 high school respondents in their
written compositions are the use of verbs, verb tenses and proper use of capitalization.
Synthesis and Relevance of the Reviewed Literatures and Studies
Scrivener, Ehenworth, Weaver and Einarsson stated the different factors that
influence the students in learning the grammar like the insufficient explanation and
understanding of the rules.
However, Tourmend and Walker, Dutro and Moran, Musumeci, Rockett and
Crompton’s statements are all about grammar teaching. To become proficient in
grammar, one needs to practice the language directly. They proposed various ways on
how grammar should be learned.
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Scarcella and Wien believe that if one is proficient in grammar, he has a higher
chance to be successful in the professional world. They noted that grammar determine
one’s success.
Concordia University blog and Cleary both stated that the old teaching style of the
teachers in teaching grammar is not effective. Thus, educators must propose a new and
interactive way of learning to develop the grammar proficiency of the students.
Hinkel believes that students have problems in grammar in written discourse.
While Barrett as quoted by Kelley believed that the main reason why students fail
because of lack of grammar proficiency.
On the other hand, Menoy believes that mastering of the whole structure of
grammar should be the focus of the learners to be proficient in the field.
Granada claimed that non-native speakers must exert extra effort in learning the
fundamental English knowledge particularly grammar and pronunciation rather than
focusing to be like native speakers. He also added that this can be achieved by reading
English materials.
Suelto stated that contemporary music and films influenced the students in
committing grammatical errors.
King believed that a student can be well-understood if he make use of proper
grammar. He also confirmed that employers tend to find for proficient English speaking
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employees.
While McArthur mentioned that proper use of grammar influenced the
improvement and advancement of the Philippine English.
Different studies conducted by Vahdatinejad, Pathak, Khansir, Na, Bose and Lee
focus on the common errors in grammar committed by the students like tenses, sentence
construction, parts of the speech, etc. It simply shows that students do not really
understand the basic grammatical rules.
Some researches like the studies of Takahashi, Menkel, Olsen, Clark, Menken and
Kleyn, Statis and Gotsch show that in order for the students to be proficient in grammar,
the teachers must be well-educated. Teaching grammar is very essential in learning
English Language thus the instructions must be emphasized properly.
Holmes study proved that instruction improved over time and younger population
is more proficient in grammar than the old generation.
The survey conducted by Grammarly shows that people who have fewer errors in
grammar have higher position in the professional world.
Bitchener, Young, and Cameron and Abushibab, El-Omari and Tobat studies
revealed that students commit grammatical errors specifically with prepositions, verb,
tenses of the verb, and articles.
Masangya and Lozada’s study shows that students who are more exposed in
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English commit less grammatical errors in their outputs.
Guttierez stated that competency level of grammar skills depends on the prior
knowledge of the students in English Language.
Daño and Parreño put the burden in the school. They said that school is
responsible for giving intensive review about grammar especially with subject-verb-
agreement in which the students commit higher percentage of errors.
While the study of Cabansag revealed that high school respondents commit errors
with the verb, its tenses and the proper capitalization.
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Chapter 3
RESEARCH METHODOLOGY
This chapter contains the methods of research which will be used in this study,
source of data and data gathering procedure. It also includes the population, sample size
and sampling technique, description of respondents, research instrument and statistical
treatment of data.
Method of Research
This study used the descriptive method of research. This made use self-
constructed questionnaire and those retrieved from the internet to generate needed
information from the respondents.
Descriptive research method refers to the process that goes beyond mere
gathering and tabulation of data. It involves the elements or interpretation of the meaning
or significance of what is described. Thus, description is often combined with comparison
and contrast involving measurement, classification, interpretation and evaluation
(Calderon and Gonzales, 1993). The purpose of this method is to describe accurately the
situations or events, such as the characteristics of a population, a social condition or
particular topic.
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Population, Sample Size and Sampling Technique
The desired population for the study consists of the freshman Maritime students
of TIP-Manila.
In the selection of sample for the 700 students, the following were the sampling
strategies considered: (1) Simple random sampling was used in such a way that each
selected respondents had a sufficient number of representatives to provide sample
numbers for analysis; and (2) the target sample size was selected randomly. Below is the
table showing the population and sample size of the respondents according to program.
Table 1
Population and Sample Size of Respondents According to Program
N
Program Sample Size
(total no. of respondents)
Marine Engineering 213 43
Marine Transportation 487 97
Total 700 140
This study applies random sampling. Gay (1976) as quoted by Corpuz (2009)
proposed a sample table. For descriptive research 10% of the population serves as sample
size. In this study after examining several researches and after going through the book of
Gay it adhered to the 20% sample size.
31
Description of Respondents
Marine Engineering and Marine Transportation freshman students of TIP-Manila
who are currently enrolled in their respective English courses like ENGL 113/001 were
the respondents of the study. These respondents willfully extended the needed assistance
without any influence, which is very significant in determining the appropriate response
to the questions raised in the instrument.
Research Instrument
The main tool used in the study was questionnaire, which was in checklist form.
The questionnaire was used to attain the required data that answered specific questions in
the study.
The questionnaire was in English with the items arranged in sequence and it was
designed to be self-administered.
The respondents were assured of the confidentiality of their response to make
them feel free to express views to provide immediate answers. The questionnaire was
divided into three parts; Part I which included the demographic profile of the
respondents, Part II was comprised of survey questions regarding the perception of the
students towards grammar skills and Part III was the diagnostic test which was divided
into four stages. The first stage contains the questions about forms and functions of parts
of speech. The second stage included the subject-verb-agreement exercise. The questions
about the tenses of the verb comprised the third stage and sentences structure exercise
32
was included in the fourth stage.
Each response option was weighted and each respondent’s response was added to
produce a single score on the topic.
A rating scale of 1 to 4 was used in Problem No. 2 which meant: 1 – Strongly
Disagree (SD), 2 – Disagree (D), 3 – Agree (A), and 4 – Strongly Agree (SA). The
arbitrary scale was used for the interpretation of the average of the data are as follows:
1.0 – 1.49 Strongly Disagree
1.5 – 2.49 Disagree
2.5 – 3.49 Agree
3.5 – 4.00 Strongly Agree
In Problem No. 3, two scales were used to determine the degree of proficiency of
the respondents through their scores in the diagnostic test. Below are the index of
proficiency and the Likert Scale that were used:
0–3 Beginner (B) 1.0 – 1.49
4–7 Intermediate (I) 1.5 – 2.49
8 – 11 Advance (A) 2.5 – 3.49
12 – 15 Proficient (P) 3.5 – 4.00
To validate the instrument, two English professors were consulted for their
33
remarks and recommendations and for the content validity of the constructed
questionnaires. The draft was presented to the researcher’s adviser for editing, critical
evaluation and clarifications. All suggestions of the experts were included in the
preparation of the draft of the final instrument.
Data-Gathering Procedure
After the validation of the instrument, the researcher secured the permission of the
school authorities through a written request to conduct survey at the identified program.
After getting the approval, the researcher immediately proceeded to the target
respondents. The researcher herself explained and expounded the contents of the
questionnaire to the respondents so that she could get the desired appropriate answers.
After the retrieval of the questionnaires, the data was tallied and applied the
appropriate statistical tools.
Finally, the presentation and interpretation of data was made.
Statistical Treatment of Data
1. Weighted Mean. It was used to determine the perceptions of the respondents
in grammatical problems in terms of parts of speech, subject-verb-agreement,
tenses of the verb and sentence structure and to determine the level or degree
of proficiency of the students in terms of forms and functions of parts of
34
speech, subject-verb-agreement, tenses of the verb and sentence structure.
The formula is:
fx
x̅ =
N
Where: x̅ = Weighted mean
f = sum of all scores
x = variable
N = Number of cases
2. T-Test. It was used to determine the significant difference between the levels
of grammar proficiency of Marine Engineering and Marine Transportation
freshman students.
The formula used is:
̅̅̅−
x 1 x̅̅̅
2
t=
2 2
√ S1 − S2
n1 n2
√∑(x− x̅)2
𝜎=
N−1
35
Where:
x̅1 = mean of the first group
x2 = mean of the second group

̅̅̅
S1 = standard deviation of the first group
S2 = standard deviation of the second group
n1 = number of respondents in the first group
n2 = number of respondents in the second group
𝜎 = standard deviation
36
BIBLIOGRAPHY
A. BOOKS
Alcantara, R. D., &Cabanilla, J. Q. (1999). Essentials of english grammar. Malabon:
Katha Publishing Inc.
Kolln, M., & Gray, L. (2010). Rhetorical grammar: Grammatical choices, rhetorical
effects. (6thed.). USA: Pearson Education Inc.
Wilson, P., & Glazier, T.F. (2012). The least you should know about english; Writing
skills, Form A. USA: Wadsworth Cengage Learning.
Elbaum, Sarah N. (2010). Grammar in context (5thed.). Massachusetts: HeinleCengage
Learning.
Clark, Irene L. (2012). Concepts in composition: Theory and practice in the teaching and
writing (2nded.). NY: Routledge Printing Co.
Soles, Derek. (2010). The essentials of academic writing (2nd ed.). USA: Wadsworth
Cengage Learning
B. THESIS/DISSERTATION
Corpuz, Ronald M. (2009). Extent Usage of Traditional and Progressivist Approaches in
Teaching Rizal Course and Philippine History. Doctoral Dissertation. Polytechnic
37
University of the Philippines-Manila.
C. ELECTRONIC SOURCES
Mat, A.C., & Soon, G.Y. (2010). Grammar in the Classroom: Students Expectations and
Reality, 4(1), 51-63. Retrieved July 27, 2014 from
http://www.novitasroyal.org/Vol_4_1/mat_soon
Hu, Ruyun. (2012). Theory and Practice in Language Studies: Should Grammar be
Taught?, Vol.2, No.3, pp. 596-604. Retrieved August 14, 2014 from
http://ojs.academypublisher.com/index.php/tpls/article/viewFile/tpls0203596604/
4432
Enric, Llurda. (2000). On Competence, Proficiency, and Communicative Language
Ability, Vol. 10, No.1.Retrieved August 17, 2014 from
http://www.nus.edu.sg/celc/resources/resourses/llurda.
Remesh, Ambili. (2013). Microteaching, an efficient technique for learning effective
teaching. Retrieved February 17, 2015 from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3724377/
Cleary, Michelle. (2014). The Wrong Way to Teach Grammar. Retrieved February 17,
2015 from http://www.theatlantic.com/education/archive/2014/02/the-wrong-
way-to-teach-grammar/284014/
Cabansag, John. (2013). Written Language Proficiency of Laboratory High School
Students in a State University in Cagayan Valley Philippines. Retrieved March 4,
2015 from www.researchersworld.com
38
Granada, Gilrenald James. (2014). Basic Skills Needed for a Call Center Job. Retrieved
March 4, 2015 from http://www.likejobs.com/tag/english-grammar/
Suelto, Sherry Lyn C. (2011). Pursuing English Language Proficiency Among Filipino
Students. Retrieved March 4, 2015 from https://bsuexegesis.wordpress.com
King, Andrew. (2010). Retrieved March 4, 2015 from www.planetphilippines.com
McArthur, Tom. (2004). Philippine English. Retrieved March 4, 2014 from
www.encyclopedia.com/doc/1O29-PHILIPPINEENGLISH.html
Kelley, Susanna. (2012). Texting, Twitter contributing to students’ poor grammar skills,
profs say”. Retrieved March 4, 2015 from
www.theglobeandmail.com/technology/article4304193
39

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TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES MANILA

Background of the Study

Input Process Output

Figure 1. The Research Paradigm of the Study

The input of the study includes

The output includes the __________________________________________

The diagram shows the conceptual paradigm of the study.

Statement of the Problem

This study was an attempt to determine the

________________________________________. Specifically, the study sought to

answer the following questions:

5. Last statement of the problem should include if there is a significant difference or

significant relationship or if there is none with your study.

There was no significant difference between

Scope and Delimitations of the Study

The study covered the Marine Engineering and Marine Transportation of

Technological Institute of the Philippines-Manila.

grammar skills in able to produce globally competitive graduates.

Maritime students in grammatical problems in terms of (a) forms, functions and

sentence structure. (2) level or degree of grammar proficiency of Maritime students.

Significance of the Study

enhance their grammar skills.

will help the professors in teaching grammatical rules.

related to the stated problem.

Definition of the Terms

to better understand the concept of the study.

Advanced. It is the determined level of comprehension of the students by attaining

the score of 8 to 11 points.

Approach. It is something that reflects a certain model or research paradigm in the

Beginner. This is the level of comprehension of the students by the score of 0 up to 3

Discourse. It is a mode of organizing knowledge, ideas or experience that is rooted in

language and its concrete contexts.

ELD. It is an abbreviation for English Language Development which refers to

English as a second language.

ELL. It is an abbreviation for English-Language Learner which is defined as a

ESL. This is an abbreviation for English as Second Language which is an

instructional program for students whose dominant language is English.

Explicit Grammar. It is a fully developed and formulated grammatical rules without

vagueness and leaving no question.

of the brain that causes it to learn language.

verb, subject-verb agreement and sentence structure.

Intermediate. This is the level of comprehension of the respondents by attaining the

score of 4 to 7 points in the diagnostic test.

LTEL. It is an abbreviation for Long-term English Learners which refers to formal

educational classification given to students who have been enrolled in American

schools for more than six year.

Morphology. It is the identification, analysis, and description of the structure of a

parts of speech, intonations and stresses.

Mother Tongue. It is one’s native language or first language acquired.

Passive Knowledge. It is an understanding of the language skill particularly in

Phonology. It is the study of sound patterns that occur within languages.

Proficient. It is the highest level of comprehension of the respondents in the study. It

can be determined by the score of 12 to 15 points.

Syllabus. It is a summary outline of a course of study.

constructed in particular languages.

substantially supported the conviction of the analysis.

Scrivener (2005) claims that there seems to be some difficulty in moving

exceptions, which renders students unable to think independently about grammar

research conducted by Heshusius (1989, as quoted in Ehrenworth, 2003), who claimed

as active resistance to a situation they find threatening, boring, or otherwise intolerable”.

students in their struggle to learn grammatical rules.

convincingly that a conscious grasp of grammatical concepts requires a depth of

understanding that is often not gained through practice exercises alone.