Thesis Chapters 1-5

CHAPTER I
Introduction
Filipino students are known to be skilled and competitive internationally.

But the previous educational system hinders people from being competitive in
any aspects (Cruz, 2010). The implementation of K12 leads students to gradual
development. Unlike graduates of K12 program, graduates of previous
curriculum or Basic Education Curriculum (BEC) are not prepared for college
because of lack of practical application. K12 program addresses learner
centered approach wherein the source of knowledge are the students and
learners learn by themselves. In contradiction with K12 curriculum, BEC use
traditional way of teaching or teacher centered approach wherein the learner is
passive processor of information. Learners are more engage in practical
application of skills and knowledge. With this new curriculum, memorization is
lessen and promote critical thinking. Subjects were thought based on its
practical use (Abueva, 2015).Because of that the quality of education is being
enhanced in this program. Students spend more time to master the knowledge
and skills. One of the common observation of the companies is that graduates
of BEC are not fitted even on a simple job. Even a clerical jobs, messengers
and technicians require college degree. It is one of the reason why the K12
program aims to prepare the student in college and deal with the demands of
global standards (Cruz, 2015).
On March 2018, about 1.3 million of students graduated as first batch of

K-12 program after the DepEd added two years on basic education. Before its
implementation, Philippines was the only country in Asia which was not
implementing the K12 program and one of three countries in the world including
Angola and Djibouti (Geronimo 2013). The K-12 program covers Kindergarten,
six years of primary education, four years of Junior High School and two years
of Senior High School to develop lifelong learners and aims to provide enough
time for the mastery of concepts and effective communication skills or the four
macro skills. One of which is writing (Sharma, 2018).
ENGLISH 112 – LANGUAGE RESEARCH, BILANO, BILLONES, PAQUITA BSED 3A 1

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K-12 program will lead or give way for a brighter future of Filipino
students by equipping them with basic education to international standards. The
goal of K-12 program is to equip every graduates with information, media and
technological skills to supply the needs of industries and deal with the demands
of international standards. It aims to build national competitiveness. It prepares
students to tertiary level and provide better ways to the development of skills
and education. It also extend the content of high school curriculum to enable
students to master the materials and skills (Aquino, 2013).
According to Richards and Renandya (2002: 303) as cited by Cabansag

(2013) among the skills in English, writing is considered to be the most complex
and difficult skill because it takes time to master. It is not just gathering and
organizing ideas, we also need to translate this idea into readable text. You
have to put words on paper. It is an evaluation of memory, language, and
thinking ability. According to Kern (2000) as cited by Nadzrah and Norsimah,
literacy traditionally is viewed as the ability to read and write. These two skills
are often emphasized at the beginner and intermediate levels of language
learning and followed by literature and cultural knowledge at advanced level.
Writing skills are vital part of communication. It allows you to communicate with
clarity and at ease than oral communication. Competency is an ability of
individual to use and apply particular related skills and knowledge which is vital
in a particular work setting. According to Nunan (2003:88) as cited by Yolanda
& Al-Hafizh (2014) writing is an invention and expression of idea through text.
In academic, writing competence of a person can be seen on

presentations, journals, formal letters, school publications and so on may affect
their reader's transmission of ideas that they have read. Writing is an important
element of the development of learning materials. (Cabansag 2013).People
encounter writing every day and it is important nowadays. Being able to write
well is a skill which will get you along in the school or workplace both print and
web. Writing notes, minutes of formal meeting, and preparing reports require
skill in writing. English language is often used as a medium in various materials.
The use of English is not just present on how it will be uttered but also on how
it will be written. It is one of the skill that lots of people lack, particularly in

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management and other occupational environment. According to Rumsey
(1998), writing skills are vital component of literacy; students must become
proficient writers for them to participate in our literate society. Literacy
requirements of our society are gradually increasing as time passed by and
continue to rise. They will need powerful literacy skills to participate in society
and in the workplace. Guliman and Timbang (2016) concluded in their study
that written outputs have a huge effect on the credibility of their respondents
whom are future police officers. Knowledge in writing will definitely give them
many opportunities. It is not easy to store many informational thought in mind
at the same time. When we write down, ambiguous ideas become clear.
Without writing, ideas are scattered. If the ideas are on paper, we are able to
formulate better thoughts. Therefore writing can make us smarter (Elbow,
1973). Students whom are skilled in writing have an advantage over others. For
instance during examination they often get high score than others because they
are able to expand/express what they have learned in written exam. College
students are more engage in writing and such skill is a must. Skills in writing
allows us to communicate clearly and easily rather than communicating orally.
According to Yolanda & Hafizh (2014) one of the language skills to be

developed during high school is writing. The researchers come up with the
research because some of us cannot avoid to compare the BEC to the K-12
program and question how proficient these graduates in terms of writing.
Researchers are products of the last batch of BEC. Researchers have observed
that most of the college students are having difficulty in writing formal letters,
communications, and reports and so on. The writing skills of a student reflects
on his/her written output. Errors in writing may give negative impression from
the readers. Thus, this study focused on measuring the level of grammatical
competence of K12 pioneer graduate in terms of writing. Each respondents are
given questionnaires and task to write an essay and identify the common errors
such as basic rules of subject-verb agreement, punctuations, spelling and
proper use tenses. Researchers attempted to determine their level of
grammatical competence to provide possible invention to improve their skills in
writing.

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Importance of Study
This study aimed to benefit the following:
Students. They are the one who will benefit most in this study. This study will
somewhat provide strategies to improve their skills in writing.
English Teachers. They are responsible in shaping the students competency

particularly in writing. Possible strategies or product outcome will help the
teacher in teaching/improving the student's grammatical competency in writing.
However, teacher can revise these strategies depending on the need of English
Teachers.
Future Researchers. This study will give additional ideas about writing
competence or possible strategies to improve their level of skills in writing. It
will serve as a motivation to other researchers in as much as it is the first of its
kind in the said college.
Curriculum Planner. This study will serve as a guide on how to plan a

curriculum effectively.
Administration. This study will give them additional ideas in providing

programs that will enhance the grammatical competency in writing of the
students. Moreover, this study will serve as a reference of the problem that
needs to be addressed.
Commission on Higher Education. This study can somehow help in the

operation of the higher education in assessing the outcome of the
implementation of the k-12 in terms of the grammatical competency in writing
of the pioneer graduates.
Statement of the Problem
This study aimed to know the level of grammatical competence in writing

of K12 curriculum graduates. Specifically, this study aimed to answer the
following question:

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1. What is the level of competency in writing of the K12 curriculum pioneer
graduates?
2. What are the common errors that affect writing competency of K12
graduates
3. What possible intervention can be done to improve the writing

competency of K12 graduates?
3. Objectives of the Study
The major objective of this study is to identify the level of writing

competence of K12 graduates. Moreover, researchers also identified the
common errors that may affect the student’s level of writing competency. At the
end of this research, it is expected to produce a product that may enhance the
student’s writing skills.
Scope and Delimitation of the Study
The respondents of the study was consist of thirty (30) College of Education
students from first year of different majors (English, Math, Biological Science,
and Social Science), pioneer graduates of K-12.
This study did not test the effects of their writing competence in their major
ship. Moreover, this study focused on the common errors in writing such as
basic rules of subject-verb agreement, the use of prepositions, punctuations,
spelling and tenses of verb.
Time and place of study
The study was conducted at Camarines Norte State College- College of

Education located at Pasig, Daet, Camarines Norte for the Academic year
2018-2019.

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Notes
Abueva,A.(2015) Why Does the Philippines Need K-12 Education System?
Aquino,B(2013) Philippines Creates Opportunities . Gulfnews

University Press.
Cabansag,J.N.(2013) Written Language Proficiency of Laboratory High

School Students In State University. Cagayan Valley. Philippines.
Cruz, I. (2010) The K12 Debate. The Philippine Star. Retrieved
Cruz,E.S. (2015) Phl needs K to 12 now. Philstar Global
Elbow, P. (1973). Writing without Teachers, pp. 12–75. New York, NY: Oxford
Geronimo, J. (2013) Infographic.Rappler
Gulliman,R.S. &Timbang B.M(2016)Shared Experiences of Proficient English

Writers: Criminology Students in Focus. Matina Campus, Davao City
Moreno, C. (2013) Writing competencies. LinkedIn Corporation
Rumsey,T.A.(1998) Improving the Skills of At-Risk Students Through the Use

of writing Across Curriculum & Writing Process. Grand Valley University
Wiktionary. CC BY-SA 3.0 license
Yolanda,G. & Al-Hafizh, M. (2014)Teaching a Descriptive Text by Using

Toothpick Game to Junior High School Students. State University of Padang
Retrieved from: https://classroom.synonym.com/four-macro-skills-

communication-8313176.html
Retrieved from www.k12philippines.com

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CHAPTER II
Review of Related Literature and Studies
This chapter shows the collection of some written facts, related literature
and studies that served as guide for the researchers’ to further understand the
study.
Writing as a Complex Cognitive Skill
Success in reading is invisible to others, unless knowing how to write.

Wilson (2002) explores the importance of writing as cited in the four major
principles:
1. Writing means construction.

Writing is considered to be an activity of self-expression, in
which the ideas are put spontaneously and inspirationally. In other
words, writing is a process of composition, in the sense of making
up or building.
2. Writing is a constant process of reconstruction:

The gestation of ideas mentally for a long time before writing
them down is one of the characteristics which is attributed to a
minority of writer
3. Writing is a way of thinking.
Writing process is the tool or the “transferable skill that you
carry to express in a written form what you think about in a certain
situation.
4. Writing is different from speaking
Wilson (2002:5).
Writing is a different skill from speaking. When speaking, fair number of

mistakes is permitted while in writing, mistakes become more obvious and

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permanent. As student write, they always try to see what mistakes they are making
and instantly improve them. But, it is too difficult to proofread own work because it
always ended up thinking one have done a good job and construct a perfect
sentence.
Moreover, writing is one of the four skills in English that one can do alone
and learn to master. It is a means of making sense in expressing ideas and
impressing audience. It is both a process and a product of learning and
development (Nunan, 2003). It is considered to be the most complex and difficult
skill that does not only rely on collecting data and organizing ideas but transforming
these ideas into readable texts (Richards and Renandya, 2002:303).
In writing, students can express their feelings. They can communicate their
thoughts, opinions and information by arranging words to form a sentence. It is an
opportunity to think louder enough for the paper to listen. They can also show their
skill, perseverance and grit. They can also learn to bend words to complement into
the desired sentences. In other words, writing will improve the craftsmanship when
supported by practice and affection.
Heick (2017) stated that writing is highly dependent on skills and

competencies like spelling, outlining and editing. It requires fluency, knowledge of
paragraph structure, syntax, dictation, clarity and creativity. Since it is a complex
process, these areas will be needed to test the learners’ language proficiency and
competency. These areas not only show the complexity of writing but also the
ability of the learner to construct correct sentences.
Writing is still the best tool for assessing achievements. As a student, they
will to write term paper, dissertation, letters and etc. to prove that the teachers’
effort will not go to waste and we acquire knowledge on what they teach. But these
efforts go to waste as time passed by because of taking so much time correcting
grammar mistakes than focusing on lessons to discuss.
The role of grammar in writing can be compared to the role of listening to

speaking. They are closely interrelated. In other words, writing and grammar are
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inseparable for good writing comes from faultless grammar. This emphasize that
focusing on form (grammar) helps in developing rich linguistic resources needed
in writing (Frodesen and Eyring,2000:23).
Grammar is one of the most challenging phase of mastering foreign

language. It is defined as “the rules that govern how a language’s sentences are
formed” (Thornbury, 2000,). However, it is argued that mastering grammar is a
complex process that requires series of decisions on when to use (Celce-Murcia,
2002). Writing requires grammatical proficiency but oftentimes learners cannot
express complex thought because of the inability to construct complicated
sentences (Wilkinson and Shatz2010). Therefore, it is stated that writing is a poor
assessment that must be designed carefully (Heick, 2017).
Some of the grammar problems faced in writing are the misuse of

prepositions, articles, past tense, subject-verb agreement and the like.
Nonetheless, in order to be competent in the four language skills, it is necessary
to master grammar because incorrect use or lack of understanding of grammar
might hinder communication either in speaking, writing, listening, or reading
(Savage, Bitterlin, & Price, 2010).
Teaching “how to write” is the primer of quality writing; therefore, teachers

should be able to identify the most common grammar problems in writing and try
to adapt to their teaching. Utilizing the correct usage of grammar helps in creating
clear, well-structured and unambiguous sentences (Derewianka, 1999, p.3 as
cited in Shatz& Wilkinson, 2010).
Competency: An Avenue to Quality Writing

Competency is the capability to apply or use a set of related knowledge,
skills and abilities required to successfully perform the tasks in a defined work
setting. Competence is the ideal language system that enables speakers to
produce, understand and distinguish proper and improper use of sentences that
falls under performance (Chomsky, 2000).
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Competence is the ability to exert effort in working over a period of time in
a given standard (Alejandro, 2012). Competence in writing makes the writer to
become more proficient and understand more clearly the importance of rules of
grammar to effectively construct accurate sentences. To become a competent
writer, one must dedicate his time to understand everything about grammar and
its complexity and the relationship of grammatical competence in achieving quality
writing.
Grammatical competence is having the knowledge on how to use the

grammatical system of a language to create spoken and written sentences
(Richards, 2018). It involves understanding and applying important aspect relevant
to writing. Elements should be provided to engage learners to write effectively.
Readiness must also be considered before applying new concept of learning
(Weaver,1998).Research strongly believed that the most effective way to help
students improve their grammar in writing is to use their own works as basis for
discussion of grammatical concepts.
Weaver (1998) proposes five grammatical concepts to teach in writing:

“ a) Teaching concepts on subject-verb, sentence, clause, phrase,
and related concepts for editing.
b) Teaching style through sentence combining and generating.
c) Teaching sentence through the manipulation of syntactic
elements.
d) Teaching both the power of dialects and the dialects of power.
e) Teaching punctuation and mechanics for convention, clarity and
style.
However, while the students portrayed proficiency in speaking, when it

comes to writing they need guidance to become proficient writer. They need to

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learn how to transfer their knowledge in speaking to writing. By the connection of
these two, students can read and write at the same time with confidence.
In the study of Mushin (2016), there is a correlation between the students’

grammatical competence and writing ability. This is somehow similar to the present
study because the focus is on grammar and the writing competency of the target
respondents.
The most recurrent grammatical errors committed by the students among

27 grammar topics posted by Bitcherer, Young and Cameron (2005) were
prepositions (29.23%), the past simple tense (11.96%) and the use of definite
article (11.45%). Similarly in another study of how teacher error affect the students
proofreading ability, 36.3% of the total 102 participants have identified to have
serious problems with grammar in writing (Alghazo, BaniAbdelrahaman, & Abu
Qbeitah, 2009).
Among the identified grammatical errors, prepositions are considered the

most difficult aspect of grammar to be mastered (Chodow, Tetreault& Han, 2007
p.5).
From the reviewed literature and studies, it is seen that to determine the
students problem with grammar, it is advisable to use error analysis ( Abushibab
et. Al, 2011; Alghazo et.al, 2009; Chodorow et.al. 2007; Bitcherer,et.al. 2005)
which can be seen as an important factor to help the researchers, teachers, and
curriculum designer to have better understanding of the different areas.
As for the researchers, the same areas were tested in the study that
revealed the writing competency of the K-12 curriculum pioneer graduates.
Curriculum Development and the Lifelong Learning

During the ancient time, people are taught knowledge and skills to survive
like catching fishes for foods and hunting animals for their clothes. They are not
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yet aware in the formal education but still manage to learn and acquire knowledge.
During that time, we can assume that they already had a curriculum that focuses
on teaching how to survive. However, as the time goes by, ancient people’s way
of life changed for their betterment. Formal education then was introduced.
Prior to 1988, when the National Curriculum was first introduced, it became
the primary concern in the field of education. The freedom to decide on what
dynamic process to be done depend on the institution. However, it is necessary to
conceptualized different perceptions from stakeholders in the complex nature. A
curriculum is considered as the heart of any learning institutions. Without
curriculum, school will never exist. Schools will never operate. No formal education
to occur.
Good curriculum offers a bountiful package of knowledge, skills, attitudes

and values that learners should acquire through sequential learning. It plays a
significant role in developing a lifelong learning and competency. Moreover, it also
contributes to the development of the skills and acquisition of knowledge. It also
increases personal development by engaging socialization. With its importance, it
can build change in the society. Curriculum is the total learning of the students
gained from experiences not only in school but in the society as well (Bilbao,et.al
2008).This is similar to the perception of Alvior (2014) that there is an interaction
between the learner, teacher, environment and experience. Developing a good
curriculum to offer is a great responsibility. Parents are more concerned in knowing
the content of what the children will be gain from the class and the method that the
teachers will use in the teaching process. Meanwhile, students are also concerned
on the flow of discussion and what to be discussed. In other words, curriculum is
concerned on what the teacher is going to teach and what the students need to
learn. It serves as the basis of the parents and students to decide where to pursue
the learning path.

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Implementers of the curriculum are the teachers and educators. They
depend in their teaching quality, learning method and strategies, and evaluation
and assessment. However, implementations of curricula always face issues upon
introduction. Its responsiveness to challenges and completion of requirements
serves as the vital element to be assessed. The teaching process, learning
process, the administration and other hidden issues should be well conceptualized
in order to attain positive impact. Thus, curriculum development takes place.
Alvior (2014) stated that “curriculum development is planning a purposeful,

progressive and systematic process to create positive improvement in the
educational system”. Curricula are always affected when there are changes that
occur in the society. The needs to update the curricula become necessary.
Curriculum development is not only about the teacher, the school, the
learner and the environment. It is the general development from all walks in the
society. It includes improving the economy of the country, providing solutions to
environmental problem, politics and climate change and sustainable development.
Curriculum development is divided into different concept of research and studies.
They are the set of objectives, courses of study or content plans, documents and
experiences. The curricula as a set of objectives are regarded as the checklist for
desired outcomes. Objectives are clearly manifested in behavioral and observable
terms. This is characterized by models that focus on teacher as a designer. The
curricula as courses of study or content are somehow similar to the set of
objectives because of the inclusion of goals. This is focus on the process of
selecting courses or study (Beauchamp, 1977; Wood, 1978).
Brady (1995) view curriculum as a document- a written course program. In

view of this, it is said that curriculum is synonymous to syllabus (Barrow & Milburn,
1990 p.84).Learning experiences and interaction students exposed to can be
considered as part of the curriculum.

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Determining how the curriculum is planned is the vital part in the success of
its implementation. Planning and instruction must always be connected with each
other. Issues should be classified before curricula endeveours are manifested. As
long as the objectives and goals of the curriculum is clearly stated, achievement
can be realized.
The significance of knowing the process of curriculum and how it is

developed is necessary in order for the researchers to further understand the
reason why there is a need for a change in the Philippine Educational system.
Curriculum Reform: An Innovation to Education
Education is the major concern of everyone. It has continued to evolve and

grow to meet the demands of the changing society. In order for the institution to
implement quality service in education, curriculum reform becomes necessary.
Curriculum reform is a challenging task of bringing changes to the total

assessment of curriculum. It includes reform on subject areas, content of the
lessons, delivery of instructions and the like. It is laden with conflicting goals that
requires greater attention to improving teaching and learning process.
Before one could come up with a reform, it is necessary to conduct research

and analysis on the strength or weaknesses of the previous curriculum. Describing
key issues in the educational system will be conducted to know the inefficiencies
of the beaurocracy. By these, one will be able to know what areas should be
changed or rather the full system will be change.
Why is there a need for a curriculum reform? According to Skidmore and

Neil Carmichael, 2013, “education reform is not only necessary; it is essential”. If
we don’t do reform, our education system will be letting down our future generation.

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Government should ensure that students will be equipped with knowledge and
skills needed in the 21st century learning.
Since we are talking about 21st century learning, offering quality education
program is vital. In most countries, educational system is implemented in more
than 13 years for basic education. Only few are using the usual 10-year plan
including the Philippines.
Filipinos are known to be one of the competitors in the international

community. However, our current education system became a hindrance to
becoming more competitive. Recently, Philippines also underwent curriculum
reform to complement in societal needs.
In 2010, President Benigno Aquino floated the idea of reforming the BEC
from 10 years to 12 years in his first ever State of the Nations Address. After 3
years, he signed into law the Enhanced Basic Education Act of 2013 hoping it
could contribute to the growth of Philippine educational system.
But critics are not convinced. Since March 2015, petitions have been
passed to Supreme Court asking for the suspension of the K-12 program. People
are confused for it seems that if there’s an appointment of new secretary of
Department of education, there is likely that there is also a new curriculum to be
introduced.
On the contrary, K-12 is more likely to be the best designed curriculum in

the history of Philippine educational system. It became the product of handwork’s
and collaboration of different agencies like CHED, DepEd, DOLE and TESDA. In
short, the program is designed by Filipinos in order to meet the needs of the
Filipinos.

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The K-12 also known as RA 10533 covers from kindergarten to 12 years of
Basic Education. Six years in elementary, four years in junior high school and 2
years in senior high school. All in all, student need to complete 13 years of
preparation for tertiary education or for employment.
Since K-12 was implemented, how did it differ from the old curriculum? Let
us differentiate the old system to new system by citing K-12 Philippines on October
27, 2015.
In the old curriculum, pre-school enrollment is an optional choice by the

parents provided that when the child becomes 6 or 7 years old, he/she must be
enrolled in Grade 1. However, if the child is 8 years old but cannot read nor write,
he/she must still be enrolled to Grade 1 regardless of the age.
In the new curriculum, children ages 5-6 years old will be automatically
enrolled to Kindergarten.
In the old system, student lack mastery of basic competencies due to the
congested 10 year basic education program. However, in the new system,
students have sufficient time to master skill and absorb basic competencies.
Graduates of the old curriculum are younger than 18 years old and are not
legally ready for job or start a business. As for the K-12 graduates, they are 18
years old and ready for a job or running a business of their own.
Foreign countries regarded K-12 graduates as professionals abroad.
In the old system, practical applications are not included in the program.
Hence, the new program provides the opportunity for the student to choose from
the three tracks: academic, technical-vocational and sports and arts; and
underwent actual experience in chosen track.
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These are some of the differences of the old and new curriculum. After
knowing the features, it is important for us to understand that no curriculum is
permanent. It always undergoes modification and restructuring to respond in the
needs of the society. Effective and efficient learning doesn’t happen in just a short
while. Teacher’s constant training and student’s active involvement are necessary
to meet the requirements of the changing world.
The study of curriculum reform helps the researchers to determine the

salient features of both the old and new system to formulate reasons on why the
government chose to undertake the implementation of K-12.

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Writing is a complex cognitive skill that is far different from speaking. It is a
constant process of writing ideas spontaneously and inspirationally. In writing, one
can express thoughts by arranging words to form a sentence. It requires fluency,
knowledge of paragraph structure, syntax, dictation, clarity and creativity.
Grammar and writing are closely related because good writing comes from
faultless grammar. Since grammar is one of the most challenging phase of
mastering foreign language, it is necessary to give time and focus in learning more
about grammar in order to become competent in the four language skills including
writing.
To become a competent writer, one must dedicate his time to understand

everything about grammar and its complexity and the relationship of grammatical
competence in achieving quality writing.
Grammatical competence is having the knowledge on how to use the

grammatical system of a language to create spoken and written sentences. It
involves understanding and applying important aspect relevant to writing. Since
there is a correlation between the students’ grammatical competence and writing
ability, students should learn to transfer their knowledge in speaking to writing.
They must also focus on the most difficult and recurrent aspect of grammar to be
mastered.
In the meantime, to develop a lifelong learning and competency, the role of

curriculum is necessary. It contributes to the development of the skills and
acquisition of knowledge. Since curriculum is considered as the heart of any
learning institutions, implementers should modify teaching quality, learning method
as well as strategies, and evaluation and assessment. Planning and instructions
must always be connected with each other and issues should be classified before
manifesting curricula. As long as the objectives and goals of the curriculum is
clearly stated, achievement can be realized.

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Education is the major concern of everyone and offering quality education
program is vital. In order for the institution to implement quality service in
education, curricular reform becomes essential. Thus, Philippines underwent
curriculum reform known as K-12 curriculum.
K-12 also known as RA 10533 covers from kindergarten to 12 years of Basic

Education. Six years in elementary, four years in junior high school and two years
in senior high school. On the contrary, it is the best designed curricula in the history
of the Philippine educational system.
This curriculum has many features different from the old curriculum that
gives positive and negative impact to some. This proves that change is never easy
for the implementation of K-12 program.
Theoretical framework
This study is supported by the theory of writing theory (Hillocks, 1984),

Cognitive Process Theory of writing (Flower & Hayes, 1981), Functional Grammar
(Halliday, 1994) and Generative Grammar (Chomsky, 1950). This theories
exposed the assumption on how writing competency can be attained.
Writing theory by George Hillocks (1984) focuses on the significance of

communicating ideas and information. In order for students to communicate well
they need to have to expand their cognitive academic language proficiency level.
It is important for students to learn how to think critically and creatively.
Cognitive Process theory of writing by Flower and Hayes (1981) attempts

to lay the groundwork for a new understanding of writing and for new ways of
researching writing. The authors seek to move away from simply studying the
product and the processes it reflects, and shift their gaze to internal processes of
composing.

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Grammatical Creativity by Chomsky 1965 stated that “Grammatical
competence would be incomplete without creative construction of sentence”
Generative Grammar is a linguistic theory that regards grammar as a

system of rules that generates exactly those combinations of words that form
grammatical sentences in a given language.
By the help of these theories, researchers further understand how grammar

and other factors affect the competency in writing of the K-12 Curriculum pioneer
graduates.
Cognitive Process
theory of writing Writing Theory
“Writing is best “Writing improves a

understood as a set of person’s ability to
distinctive thinking think concisely and
process which writer clearly.”
orchestrate or
organize during the act George Hillocks,
of writing.” 1984
Flower, Linda and
John R. Hayes(1981) Grammatical
Competence
Of the K-12
curriculum
pioneer
graduates
Grammatical Generative Grammar
Creativity “Concept of linguistics
“Grammatical that regards grammar
competence would be as a set of rules”.
incomplete without Noam Chomsky 1950
creative construction
of sentence”
Chomsky, 1965
Fig.1 Theoretical Paradigm

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Conceptual Framework
As illustrated in figure 2, the problem is about the level of competence in

writing of the target respondents.
To get the possible answers to this problem, the researchers

conceptualized on what process to undertake and the methods to be used in the
study. After analyzing, diagnostic assessment was given. It is necessary in order
to know the strengths and weaknesses of the respondents in the area that needs
to be assessed. It is divided into two phases: first phase was answering the
administered tests that assessed the areas of grammar that the student commonly
mistaken. The second phase is to answer the two subjective questionnaires. In
short, diagnostic test will focus on grammar. After which, results will suggest the
level of grammatical competency in writing of the k-12 curriculum graduates.
Level of
Grammatical
Competency in
Writing
Conceptualizing
1st phase
Administer test to
2nd phase
assess errors in the
following: Answering essay
Diagnostic
- word order Assessment
-preposition
-tenses
-subject-verb
agreement, etc.
Grammatical
Competence of the K-12
Curriculum Graduates
Fig.2 Conceptual Paradigm

ENGLISH CNSC - CE
Definition of terms
The following are the operational and conceptual definition of the terms for
the purpose of the study:
Grammar. It is a set of rules that govern structure and how words are arranged to
form language (Coghill and Magendanz, 2003). In this study, grammar pertains to
one of the areas that were assessed to reveal the competency in writing of the K-
12 graduates.
Grammatical Competence. Refers to the knowledge of a language that accounts

for the ability to produce sentences in a language. "One
demonstrates grammatical competence not by stating a rule, but by using a rule
in the interpretation, expression, or negotiation of meaning"(Richards, 2002). In
this study this pertains to the ability of the K-12 Curriculum graduates to produce
quality writing.
Writing competency. The level of understanding achieved in regards to writing

that deals with structural concepts such as grammar and punctuation. In this study,
writing competence pertains to the ability of the K-12 curriculum graduates to use
English language in performing writing task.
K-12 curriculum. General educational term that refers to the content being taught
and the learning experiences that the students have in the school setting from
Kindergarten through 12. In this study, it pertains to the new curriculum that the
students presently enrolled to.
K-12 pioneer graduates. Pioneers of the system that completed the RA10533
also known as the “Enhanced Basic Education in 2013” and implemented in the
Philippines in 2014. In this study, these graduates pertain to the 30 respondents
presently enrolled as first year.

ENGLISH CNSC - CE
Notes:
Abushihab, I., El-Omari, A. h., & Tobat, M. (2011).An analysis of written

grammatical errors of Arab learners of English as a foreign language at
Alzaytoonah private university of Jordan, European Journal of Social Sciences,
20(4), 543-552.
Alghazo, K. M.,BaniAbdelrahman, M. S., Abu Qbeitah, A. A. (2009). The effect of

teachers’ error feedback on Al-Hussein Bin Talal University students’ self-
correction ability, European Journal of Social Sciences, 12(1), 145-159.
Andrews, K. L. Z. (2007). The effects of implicit and explicit instruction on simple

and complex grammatical structures for adult English language learners, TESL-
EJ, 11(2). Retrieved March 3, 2012, from http://tesl-ej.org/ej42/a5.html
Bitchener, J., Young, S., & Cameron, D. (2005).The effect of different types of
corrective feedback on ESL student writing, Journal of Second Language Writing,
3, 191-205.
Celce-Murcia, M. (2002).Why it makes sense to teach grammar in context and

through discourse. In E. Hinkel& S. Fotos (Eds.), New perspectives on grammar
teaching in second language classrooms (pp. 119–134). Mahwah, NJ: Erlbaum.
Chin, B.A.(2000). Grammar for Writing Series. William H. Sadlier, Inc.
Chodorow M, Tetreault JR, Han NR (2007). Detection of Grammatical Errors

Involving Prepositions. In Proceedings of the 4th ACL- SIGSEM Workshop on
Prepositions, 25-30. Lowercase: Detection of grammatical errors involving
prepositions.

ENGLISH CNSC - CE
Chomsky, N. (2000). The Architecture of Language, Oxford: Oxford University
Press
Close, R.A. (1982). English as a foreign language, London: George Allen and
Unwin.
Dalgish.G. (1985).Computer-assisted ESL research and courseware

development, Computers and Composition, 2(4), 45-62.
Derewianka, B. (1999). An editorial footnote. Australian Journal of Language and

Literacy, 22(1), 22-25.
Ellis, R. (1995). Interpretation tasks for grammar teaching, TESOL Quarterly,

29(1), 87-105.
Ellis, R. (1997). SLA research and language teaching, Oxford: Oxford University
Press.
Fotos, S. (1993). Consciousness raising and noticing through focus on form:

Gram-mar task performance versus formal instruction, Applied Linguistics, 14,
386- 407.
Fotos, S. (1994). Integrating grammar instruction and communicative language

use through grammar consciousness-raising tasks, TESOL Quarterly, 28(2), 323-
351.
Frodesen, J. & Eyring, J. (2000). Grammar Dimensions: Form, Meaning and Use,
Book 4. Platinum Edition and Teacher’s Edition. D. Larsen-Freeman, Series
Director. Boston: Heinle and Heinle Publishers.

ENGLISH CNSC - CE
Heick, T. (2017). What Writing Is and Is Not. Retrieved from:
https:llwww.teachthought.com>literacy
Hinkel, E. (2004). Tense, aspect and the passive voice in L1 and L2 academic
texts, Language Teaching Research, 8(1), 5-29.
Ikpia, V., I. (2007).The attitudes and perceptions of non-native English speaking

adults toward explicit grammar, Humanities Review Journal, 5, 1-13.
Mushin, M.A. (2016). The Correlation between Students Grammar knowledge and
writing Ability.
Nunan, D. (2003). Practical English Language Teaching. New York, N. Y.:

McGraw-Hill Contemporary, (2003)
Richards, J.C and Renandya, W. A. Eds. 2002). Methodology in Language

Teaching: An Anthology of Current Practice (2002). 303
Savage, K. L., Bitterlin, G., & Price, D. (2010).Grammar matters: Teaching

grammar in adult ESL classes, USA: Cambridge University Press.
Shanklin, T. M. (1994). The communication of grammatical proficiency. In Varga

L. (Eds.), The Even Yearbook (pp. 147-174).Dept. of Linguistics, SEAS, ELTE.
Shatz, M., & Wilkinson, L.C. (2010).The education of English language learners:
Research to practice, New York: The Guilford Press.
Thornbury, S. (2000).How to teach grammar, London: Pearson ESL.

ENGLISH CNSC - CE
Willis, D. (1996). Consciousness-raising activities in the language classroom, In
Willis, J. and Willis, D. (Eds), Challenge and change in language teaching. London:
Heinemann.
Wilson, J. (2002).Productive Skills: Speaking and Writing, New York. Candline
Richards, J. (2018) Definition of grammar. Retrieved from:

https://www.professorjackrichards.com/definition-of-grammar/

ENGLISH CNSC - CE
CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter presents the mixed-method and the entire procedures utilized
in the study. It includes research design, subject of the population and data
collection.
Research Design
The researchers conducted this study to determine the level of writing
competency of K-12 pioneer graduates. The researchers used the Descriptive-
evaluative method to gather the qualitative and quantitative data for the study.
Mixed method is the type of research method that combines the qualitative and
quantitative approaches to have a deep understanding and support for the
research. Qualitative researches used to emphasize the quality of data
contradicting quantitative research. Qualitative data were needed to identify the
writing competency of the first year students, pioneer graduates of the K-12
Curriculum. Quantitative research is the type of research that is experimentally
examined in terms of quantity, amount, intensity, or frequency. Quantitative data
were needed to measure the answers of the respondents in the survey
questionnaires.
According to Richard (2018) grammatical competence helps to create

spoken and written sentences. It involves understanding and applying important
aspect relevant to writing. Grammar in writing is necessary to achieve competence.
It is considered to be the most complex and difficult skill that does not rely on
collecting data and organizing ideas but transforming these ideas into readable
texts (Richards and Renandaya 2002:p.303). In view thereof, the researchers
decided to include different types of grammar exercises; multiple choice type of
questions that includes word order, prepositions, tenses of the verb and subject-
verb agreement.

ENGLISH CNSC - CE
Subject of the Population
Respondents played a major role in the success of the study. The total
number of respondent in this study consists of thirty (30) BSED students from first
year presently enrolled in different major (English, Biological Science, Math, Social
Science) and a pioneer graduate of K-12 Curriculum. The target respondents are
20% of the total number of enrolled 1st year BSED in the four major ship selected.
Data Gathering Procedure

In this study, the researchers found out how effective the implementation of
K-12 program and how far is the level of writing competence of the pioneer
graduates. The researcher used randomized sampling where in the respondents
came from the first year K-12 graduates presently enrolled to different major ship
(English, Biological Science, Math, and Social Science).
Data Collection
a. Research Instruments and its Administration

The data collection happened in two phases to obtain qualitative and
quantitative data needed.
The first phase started with administering test to identify the respondents’
knowledge in grammar. It was composed of 40 item test that came from the
standardized TOEFL grammar exercises divided in five areas of different
percentage: 5 items for word order, 10 items for prepositions, 15 items for tenses
of the verb and 10 items for subject-verb agreement (see Appendix A). The
questionnaires has corresponding answers key for the researchers to easily
identify the right answers of the respondents (see Appendix B).
The final phase were done by giving essay with two (2) questions about
current event and social issues, and background and influence (see Appendix C)
with corresponding rubric (see Appendix D). The researchers used essay
questionnaires to identify the grammatical competence and writing ability of the

ENGLISH CNSC - CE
respondents. The rubrics were focused in the convention of spelling, punctuation,
capitalization, grammar, and paragraphing.
As to the method in collecting the data, the researchers used randomized

sampling. The researchers also used test including questionnaires.
a) Questionnaires
According to Bell (1999) questionnaire is an instrument that is essential for
gathering information or data. It provides written question which respondents need
to answer. While author such as Lewis R. Aiken stated that “questionnaires is an
instrument consists of lists of questions about certain topic given to a group of
individuals to gain information about choices, belief and the behaviour of the
certain individual”. In other words, the researchers need questionnaires that will
help to identify the result of the level of writing competence of the respondents.
The questions are clear, simple and direct that made the researchers to
tabulate and analyzed the answers easily. The questionnaires were validated by
the experts to avoid different alternative findings.
b. Parameters and measuring the procedures

To get the level of writing competence of K-12 curriculum students and basic
education curriculum students, the researchers got the mean in each area of topic
using the formula:
∑ 𝒇𝒙
̅=
𝒙
𝑵
Where: 𝑥̅ = is the mean of the scores

ENGLISH CNSC - CE
∑ 𝑓𝑥= total number of scores
𝑁= total number of respondents
̅
𝒙
𝑷(%) =
𝑵
Where: P= Total Percentage

𝑥̅ = weighted mean
N= total number of items
The Likert Scale below was also made to determine on which level they belong.
Not Competent = 0%-33.33%
Less Competent = 34%-66.67%
Competent = 67.33%-100%

ENGLISH CNSC - CE
Notes:
Beiske, B. (2002). Research methods. Uses and limitation s of questionnaires,

interviewa, and case studies.
Denzin, Norman. K. and Yvonna S. Lincoln. “Introduction: The Discipline and

Practice of Qualitative Research.” In The Sage Handbook of Qualitative Research.
Norman. K. Denzin and Yvonna S. Lincoln, eds. 3rd edition. (Thousand Oaks, CA:
Sage, 2005), p. 10.
Definition from: Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007).

Toward a definition of mixed methods research. Journal of Mixed Methods
Research, 1(2), 112-133. Retrieved from:
https://apus.libguides.com/research_methods_guide/research_methods_mixed

ENGLISH CNSC - CE
CHAPTER IV
Results and Discussion
This section presents the data gathered, analyzed and interpreted to

answer specific problems of the study. It includes textual explanation of common
errors committed by the and K12 Curriculum graduates in writing and tables
showing the level of competence of the respondents in the areas of word ordering,
prepositions, tenses of verbs, subject verb agreements, spelling, paragraphing,
punctuation and capitalization and grammar.
Level of grammatical competence of K-12 Curriculum Pioneer graduates
The tables show the level of thinking of K-12 Curriculum Pioneer graduates
in different areas of grammar.
WORD ORDER
RESPONDENTS TOTAL SCORE Weighted Mean Percentage

K12 118 3.93 78.60%
Table 1. The results on the area of word ordering
The table 1 shows that K12 pioneer graduates got a total score of 118, with
a weighted mean of 3.93 and a total percentage of 78.60%.
PREPOSITION

K12 173 5.76 57.66%
Table 2.The result on the area of Preposition

ENGLISH CNSC - CE
a weighted mean of 5.76 and a total percentage of 57.66%.
TENSES OF VERBS
K12 209 6.96 46.40%

Table 3. The result on the area of Tenses of the Verb
Table 3 shows that K12 pioneer graduates got a total score of 209 with a
weighted mean of 6.96 and a total percentage of 46.40%.
SUBJECT VERB AGREEMENT

K12 146 4.8 48%
Table 4. The result in the area of subject-verb Agreement
a weighted mean of 4.8 and a total percentage of 48%.
SPELLING

K12 135 4.5 90%
Table 5. The results in the area of spelling
The table shows that K-12 Curriculum graduates got a total score of 135
with a weighted mean of 4.5 and a percentage of 90%.

ENGLISH CNSC - CE
PARAGRAPHING

K12 103 3.43 68%
Table 6. The results in the area of paragraphing
The table shows that K-12 Curriculum pioneer graduates got a total
score of 103, with a weighted mean of 3.43 and a total percentage of 68%.
PUNCTUATION AND CAPITALIZATION

K12 225 3.75 75%
Table 7. The results in the areas of punctuation and capitalization
The table shows that the K-12 Curriculum Pioneer graduates got a total
score of 225, with a weighted mean of 3.75 and a total percentage of 75%.
The table 8 shows the complete list of test item for the multiple choice and
essay questionnaires administered by the researchers.
AREAS LEVEL OF COMPETENCY

Word Order Competent
Preposition Less competent
Tenses Less competent
SVA Less competent
Spelling Competent
Paragraphing Competent
Punctuation and Cap. Competent
Table 8. The interpretation of the level of Grammatical Competence of the K-12

Curriculum Pioneer Graduates
ENGLISH CNSC - CE
The table 8 shows the grammatical competency of the K-12 Curriculum
Pioneer Graduates. This is based on the Likert scale that was used by the
researchers in identifying their level of competency in writing.
In the areas of preposition, tenses of verb and subject verb agreement, the
K-12 graduates fall on less competent. However, in the areas of word order,
spelling, paragraphing, punctuation and capitalization, they were competent.
Common Grammatical Errors of the K-12 Curriculum Pioneer Graduates
Based on the data gathered, the following are the common errors that the
K-12 curriculum graduates committed in answering the multiple choice and essay
questionnaires.
1. Improper usage of the prepositions, in, to, for and on.

2. Improper usage of the tenses of the verb has, have and had.
3. Incorrect agreement of verb used in a sentence.
4. Improper usage of tenses of verb.
Proposed Intervention Program to improve grammatical competency
Based on the data gathered, the researchers plan to formulate ways on

how to improve the grammatical competence of the K-12 graduates especially in
the areas where common errors appeared. Moreover, it would be easy to the
researchers to find ways with the help of the result of the study.

ENGLISH CNSC - CE
CHAPTER V
This chapter presents the findings, Summary, Conclusion and

Recommendation of the study
Below are the findings, conclusions and recommendations that were

derived from the collected data.
Level of competency in writing of the K-12 Curriculum Pioneer graduates
Findings:
In the area of word order tests that was used to determine the grammatical
competence of the K12 pioneer graduates, they got a total score of 118, with a
In the area of preposition tests that was used to determine the grammatical
In the area of tenses of the verb tests that was used to determine the
grammatical competence of the K12 pioneer graduates, they got a total score of
209 with a weighted mean of 6.96 and a total percentage of 46.40%.
In the area of the subject-verb agreement tests that was used to determine
the grammatical competence of the K12 pioneer graduates, they got a total score
of 146, with a weighted mean of 4.8 and a total percentage of 48%.
In the essay questionnaires, the K-12 curriculum graduates got a total score
of 135 with a weighted mean of 4.5 and a percentage of 90% for the spelling, a
total score of 103, with a weighted mean of 3.43 and a total percentage of 68% for
paragraphing, and a total score of 225, with a weighted mean of 3.75 and a total
percentage of 75% for the punctuation and capitalization.

ENGLISH CNSC - CE
Conclusions
In the complete list of items and results of the administered test given to 30
respondents from the K-12 Curriculum graduates, the lowest percentage came
from the tenses of the verb with 46.40%, followed by the subject-verb agreement
with 48%, 57% from the preposition and 78.60% from the word order. The total
average is 58.83% out of 100%. Moreover, in the essay questionnaires, the lowest
percentage came from paragraphing with 68%, followed by the punctuation and
capitalization with 75%. However, in the area of spelling, they got 90 % which was
the highest percentage they got form all areas that had been assessed.
Based from the collected data of the administered test and essay
questionnaires, the K-12 Curriculum graduates fell on less competent level. They
were seen as competent in the area of the word order, managed to have a high
score in the essay questionnaires than the administered test, however in the
remaining areas that tested their grammatical competence and writing
competency, they still fell on less competent level.
Therefore, in this study the researchers found out that the writing
competence of K-12 Curriculum pioneer graduates were in the level of less
competent according to the percentage used in the Likert Scale.
Recommendations
Based on the findings and conclusions, the researchers made the
following recommendations:
School should conduct seminars and workshops about improving writing

skills especially in the areas of the tenses of verbs, preposition and subject verb
agreements.
Researchers are planning to formulate a work book that will serve as

intervention to the common errors in writing of students.
Engaged the students to activities that will develop their writing competency.

ENGLISH CNSC - CE
Teachers should use different strategies to arouse their interest in writing and
teachers should give feedback to correct the error of their students and refresh
the student prior knowledge to recall what have learned
Common Grammatical Errors of the K-12 Curriculum Pioneer Graduates
Findings
Based on the data gathered, the following are the common errors that the
K-12 curriculum graduates committed in answering the multiple choice and essay
questionnaires.
In the area of preposition tests that was used to determine the grammatical
In the area of tenses of the verb tests that was used to determine the
grammatical competence of the K12 pioneer graduates, they got a total score of
209 with a weighted mean of 6.96 and a total percentage of 46.40%.
In the area of the subject-verb agreement tests that was used to determine
the grammatical competence of the K12 pioneer graduates, they got a total score
of 146, with a weighted mean of 4.8 and a total percentage of 48%.
Conclusions
Based on result of this study, the K-12 curriculum graduates fell on the level
of less competent because of the common errors they have committed in the areas
of prepositions, tenses of the verb and subject-verb agreement. Moreover, the
recommendations in SOP number 1 will also be useful in dealing and improving
common errors.

ENGLISH CNSC - CE
Possible intervention to improve grammatical competence
The researchers proposed intervention programs include formulation of a

work book that focuses on drills and exercises to improve the student ability on
using language skills especially in the areas of prepositions, tenses of verb and
subject-verb agreement.
The researchers attached a sample work book that will be useful in

improving the grammatical competency of the K-12 curriculum graduates in writing.
This work book is a compilation of instructional materials for language teaching
that focuses on the areas commonly mistaken by the respondents. Moreover, the
design of the work book is authentic and originally done by the researchers.
However, the drills came from validated sources with proper citation from the
authors.
Also the researchers are suggesting seminars and training workshops for
enhancing writing skills of the students.

ENGLISH CNSC - CE
BIBLIOGRAPHY/ LITERATURE CITED
These are the collections of related literature and studies used by the
researchers.
Abueva,A.(2015) Why Does the Philippines Need K-12 Education System?
Abushihab, I., El-Omari, A. h., & Tobat, M. (2011).An analysis of written

grammatical errors of Arab learners of English as a foreign language at
Alzaytoonah private university of Jordan, European Journal of Social Sciences,
20(4), 543-552.
Alghazo, K. M.,BaniAbdelrahman, M. S., Abu Qbeitah, A. A. (2009). The effect of

teachers’ error feedback on Al-Hussein Bin Talal University students’ self-
correction ability, European Journal of Social Sciences, 12(1), 145-159.
Andrews, K. L. Z. (2007). The effects of implicit and explicit instruction on simple

and complex grammatical structures for adult English language learners, TESL-
EJ, 11(2). Retrieved March 3, 2012, from http://tesl-ej.org/ej42/a5.html
Aquino,B(2013) Philippines Creates Opportunities . Gulfnews

University Press.
Beiske, B. (2002). Research methods. Uses and limitation s of questionnaires,
interviewa, and case studies.
Bitchener, J., Young, S., & Cameron, D. (2005).The effect of different types of
corrective feedback on ESL student writing, Journal of Second Language Writing,
3, 191-205.
Cabansag,J.N.(2013) Written Language Proficiency of Laboratory High School

Students In State University. Cagayan Valley. Philippines.
ENGLISH CNSC - CE
Celce-Murcia, M. (2002).Why it makes sense to teach grammar in context and
through discourse. In E. Hinkel& S. Fotos (Eds.), New perspectives on grammar
teaching in second language classrooms (pp. 119–134). Mahwah, NJ: Erlbaum
Cruz, I. (2010) The K12 Debate. The Philippine Star. Retrieved
Chin, B.A.(2000). Grammar for Writing Series. William H. Sadlier, Inc.
Chodorow M, Tetreault JR, Han NR (2007). Detection of Grammatical Errors

Involving Prepositions. In Proceedings of the 4th ACL- SIGSEM Workshop on
Prepositions, 25-30. Lowercase: Detection of grammatical errors involving
prepositions.
Chomsky, N. (2000). The Architecture of Language, Oxford: Oxford University

Press
Close, R.A. (1982). English as a foreign language, London: George Allen and
Unwin.
Cruz,E.S. (2015) Phl needs K to 12 now. Philstar Global
Dalgish.G. (1985).Computer-assisted ESL research and courseware

development, Computers and Composition, 2(4), 45-62.
Denzin, Norman. K. and Yvonna S. Lincoln. “Introduction: The Discipline and

Practice of Qualitative Research.” In The Sage Handbook of Qualitative Research.
Norman. K. Denzin and Yvonna S. Lincoln, eds. 3rd edition. (Thousand Oaks, CA:
Sage, 2005), p. 10.
Derewianka, B. (1999). An editorial footnote. Australian Journal of Language and

Literacy, 22(1), 22-25.

ENGLISH CNSC - CE
Definition from: Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007).
Toward a definition of mixed methods research. Journal of Mixed Methods
Research, 1(2), 112-133. Retrieved from:
https://apus.libguides.com/research_methods_guide/research_methods_mixed
Elbow, P. (1973). Writing without Teachers, pp. 12–75. New York, NY: Oxford
Ellis, R. (1995). Interpretation tasks for grammar teaching, TESOL Quarterly,

29(1), 87-105.
Ellis, R. (1997). SLA research and language teaching, Oxford: Oxford University
Press.
Fotos, S. (1993). Consciousness raising and noticing through focus on form:

Gram-mar task performance versus formal instruction, Applied Linguistics, 14,
386- 407.
Fotos, S. (1994). Integrating grammar instruction and communicative language

use through grammar consciousness-raising tasks, TESOL Quarterly, 28(2), 323-
351.
Frodesen, J. & Eyring, J. (2000). Grammar Dimensions: Form, Meaning and Use,
Book 4. Platinum Edition and Teacher’s Edition. D. Larsen-Freeman, Series
Director. Boston: Heinle and Heinle Publishers.
Geronimo, J. (2013) Infographic.Rappler
Gulliman,R.S. &Timbang B.M(2016)Shared Experiences of Proficient English

Writers: Criminology Students in Focus. Matina Campus, Davao City

ENGLISH CNSC - CE
Heick, T. (2017). What Writing Is and Is Not. Retrieved from:
https:llwww.teachthought.com>literacy
Hinkel, E. (2004). Tense, aspect and the passive voice in L1 and L2 academic
texts, Language Teaching Research, 8(1), 5-29.
Ikpia, V., I. (2007).The attitudes and perceptions of non-native English speaking

adults toward explicit grammar, Humanities Review Journal, 5, 1-13.
Moreno, C. (2013) Writing competencies. LinkedIn Corporation
Mushin, M.A. (2016). The Correlation between Students Grammar knowledge and
writing Ability. : Research to practice, New York: The Guilford Press.
Nunan, D. (2003). Practical English Language Teaching. New York, N. Y.:

McGraw-Hill Contemporary, (2003)
Richards, J.C and Renandya, W. A. Eds. 2002). Methodology in Language

Teaching: An Anthology of Current Practice (2002). 303
Richards, J. (2018) Definition of grammar. Retrieved from:

https://www.professorjackrichards.com/definition-of-grammar/
Rumsey,T.A.(1998) Improving the Skills of At-Risk Students Through the Use of

writing Across Curriculum & Writing Process. Grand Valley University
Savage, K. L., Bitterlin, G., & Price, D. (2010).Grammar matters: Teaching

grammar in adult ESL classes, USA: Cambridge University Press.
Shanklin, T. M. (1994). The communication of grammatical proficiency. In Varga

L. (Eds.), The Even Yearbook (pp. 147-174).Dept. of Linguistics, SEAS, ELTE.
ENGLISH CNSC - CE
Shatz, M., & Wilkinson, L.C. (2010).The education of English language learners
Thornbury, S. (2000).How to teach grammar, London: Pearson ESL.
Wiktionary. CC BY-SA 3.0 license
Willis, D. (1996). Consciousness-raising activities in the language classroom, In

Willis, J. and Willis, D. (Eds), Challenge and change in language teaching. London:
Heinemann.
Wilson, J. (2002).Productive Skills: Speaking and Writing, New York. Candline
Yolanda,G. & Al-Hafizh, M. (2014)Teaching a Descriptive Text by Using

Toothpick Game to Junior High School Students. State University of Padang
Retrieved from: https://classroom.synonym.com/four-macro-skills-

communication-8313176.html
Retrieved from www.k12philippines.com

ENGLISH CNSC - CE
LIST OF
APPENDICES
1. Appendix A-D Research Instruments
2. Appendix E Letters
3. Appendix F Certificates
4. Appendix G Installers
5. Appendix H Documentations

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CHAPTER I

Filipino students are known to be skilled and competitive internationally.

On March 2018, about 1.3 million of students graduated as first batch of

ENGLISH 112 – LANGUAGE RESEARCH, BILANO, BILLONES, PAQUITA BSED 3A 1

According to Richards and Renandya (2002: 303) as cited by Cabansag

In academic, writing competence of a person can be seen on

ENGLISH 112 – LANGUAGE RESEARCH, BILANO, BILLONES, PAQUITA BSED 3A 2

According to Yolanda & Hafizh (2014) one of the language skills to be

ENGLISH 112 – LANGUAGE RESEARCH, BILANO, BILLONES, PAQUITA BSED 3A 3

This study aimed to benefit the following:

English Teachers. They are responsible in shaping the students competency

Curriculum Planner. This study will serve as a guide on how to plan a

Administration. This study will give them additional ideas in providing

Commission on Higher Education. This study can somehow help in the

Statement of the Problem

This study aimed to know the level of grammatical competence in writing

ENGLISH 112 – LANGUAGE RESEARCH, BILANO, BILLONES, PAQUITA BSED 3A 4

3. What possible intervention can be done to improve the writing

3. Objectives of the Study

The major objective of this study is to identify the level of writing

Scope and Delimitation of the Study

Time and place of study

The study was conducted at Camarines Norte State College- College of

ENGLISH 112 – LANGUAGE RESEARCH, BILANO, BILLONES, PAQUITA BSED 3A 5

Abueva,A.(2015) Why Does the Philippines Need K-12 Education System?

Aquino,B(2013) Philippines Creates Opportunities . Gulfnews

Cabansag,J.N.(2013) Written Language Proficiency of Laboratory High

Cruz, I. (2010) The K12 Debate. The Philippine Star. Retrieved

Cruz,E.S. (2015) Phl needs K to 12 now. Philstar Global

Geronimo, J. (2013) Infographic.Rappler

Gulliman,R.S. &Timbang B.M(2016)Shared Experiences of Proficient English

Moreno, C. (2013) Writing competencies. LinkedIn Corporation

Rumsey,T.A.(1998) Improving the Skills of At-Risk Students Through the Use

Wiktionary. CC BY-SA 3.0 license

Yolanda,G. & Al-Hafizh, M. (2014)Teaching a Descriptive Text by Using

Retrieved from: https://classroom.synonym.com/four-macro-skills-

Retrieved from www.k12philippines.com

ENGLISH 112 – LANGUAGE RESEARCH, BILANO, BILLONES, PAQUITA BSED 3A 6

Review of Related Literature and Studies

Writing as a Complex Cognitive Skill

Success in reading is invisible to others, unless knowing how to write.

1. Writing means construction.

2. Writing is a constant process of reconstruction:

Writing is a different skill from speaking. When speaking, fair number of

ENGLISH 112 – LANGUAGE RESEARCH, BILANO, BILLONES, PAQUITA BSED 3A 7

Heick (2017) stated that writing is highly dependent on skills and

The role of grammar in writing can be compared to the role of listening to

Grammar is one of the most challenging phase of mastering foreign

Some of the grammar problems faced in writing are the misuse of

Teaching “how to write” is the primer of quality writing; therefore, teachers

Competency: An Avenue to Quality Writing

Grammatical competence is having the knowledge on how to use the

Weaver (1998) proposes five grammatical concepts to teach in writing:

However, while the students portrayed proficiency in speaking, when it

ENGLISH 112 – LANGUAGE RESEARCH, BILANO, BILLONES, PAQUITA BSED 3A 10

In the study of Mushin (2016), there is a correlation between the students’

The most recurrent grammatical errors committed by the students among

Among the identified grammatical errors, prepositions are considered the

Curriculum Development and the Lifelong Learning

Good curriculum offers a bountiful package of knowledge, skills, attitudes

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Alvior (2014) stated that “curriculum development is planning a purposeful,

Brady (1995) view curriculum as a document- a written course program. In