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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

With the “Pamphlet for Grammar” of William Bullokar, the history of English

grammar begins late in the 16th century. Rules and structure of this were based on those of

Latin. A more modern approach was introduced in 19th century, including phonology

which is concerned about the systematic organization of sounds, and signs in sign

language.

The researchers chose this topic to test the English grammar proficiency of students

in Baras-Baras High School because according to the governor of Tarlac province, Gov.

Susan Yap, Filipinos are having a hard-time in learning English Language. This is why

they held a program as an assistance in helping students to sharpen their proficiency in

English.

Moreover, the researchers want to know if the grade level of the students affects

their proficiency in English grammar. The researchers want to know if the lower the grade

level of a student is, the higher its proficiency and vice versa.

Background of the Study

The 1978 Children's English and Services Study (United States) contains five

findings for limited English proficient children aged 5-14, e.g., one-third are served by

bilingual education/English (second language); Federal and state support for special types
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of instruction are received predominantly by limited English proficient children within the

language minority population. (MH)

In Australia, results of the National Assessment Program (Literacy and Numeracy),

or Naplan, show a decline since 2011 in the writing scores of secondary school students

(Grades 7 and 9). Recently released Naplan summary results show a decline in the writing

scores of Grade 7 students at a national level. It also showed the lowest scores across the

four domains assessed – reading, writing, language conventions and numeracy – in Grade

9.

These findings on the quality of writing in high schools are concerning. They stress

the importance of understanding what may be hindering students’ writing development

and performance.

On the decline of English proficiency, incorrect grammar, lack of fluency in the

language, poor reading comprehension skills and poor writing skills among others.

Clearly, Filipinos are losing their competitive edge with regard to English abilities. Our

claim that we are the third largest English speaking country in the world does not live up

to its rank.

Junior and senior high school students in six towns of the Tarlac province are

improving their English oral and written communication skills in English through a speech

laboratory program [which is a provincial government’s program].

According to the governor of the province, Gov. Susan Yap, the first batch of

beneficiaries of the said progam are from the national high schools in the towns of Victoria,

San Jose, Moncada, Anao, Capas, and Benigno Aquino High School of Concepcion. She
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also noted that the Filipinos are lagging behind in terms of English proficiency, both in

oral and written communications, compared with other Asian countries.

Statement of the Problem

This research entitled, “Basic English Grammar Knowledge of Baras - Baras

Junior High School Students” aimed to answer the following:

1. What is the grade level of the respondents?

2. What is the basic English grammar knowledge of:

a) Grade 7

b) Grade 8

c) Grade 9

d) Grade 10

3. What is the basic English grammar knowledge of the respondents in terms of:

a) Subject – Verb Agreement

b) Parts of Speech

c) Vocabulary and verb tenses

4. What are the strengths and weaknesses of each level in English Grammar?

5. Who among the grade levels have the highest proficiency in English Grammar? The

lowest?

6. Is there a significant relationship between the basic English grammar and the grade

level?

7. What is the implication of this study to the school?

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Hypothesis of the Study

There is no significant relationship between the basic English grammar and the

grade level.

Scope and Limitation

This study, “Basic English Grammar Knowledge of Baras - Baras Junior High School

Students” was conducted at Baras-Baras High School, Baras-Baras, Tarlac City. The

respondents will only be the students from grades 7-10. Also, the researchers only based

on three branch of grammar namely I.Subject-Verb Agreement , II. Parts of Speech, and

III. Verbal Tenses and Vocabulary

Significance of the Study

This study examined how English grammar proficiency affects academic and social

adjustment of Baras-Baras Junior High School Students.

School. This study would help the school to give enlightenment about the grammar

ability of Grades 7,8,9 and 10 students. It would also give them ideas om what specific

tasks and topic should be incorporated in the curriculum.

Students. Additionally, this study would help the students towards their

understanding in grammar. This study would be beneficial to students who are

experiencing lack of proficiency in grammar and to give them views on what grammar are

working in.

Teachers. This study would help the teachers about additional reference and help

the teacher to evaluate their students English grammar proficiency and their productive

skills.
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Parents. This study would help the community by enlightening them towards their

understanding how broad their child involvements about English Grammar Proficiency.

Future researchers. To finish, this study would encourage the future researchers

to explore the related topic. Also, this study might serve as their additional reference.

Definition of Terms

The following terms were defined operationally:

Basic English Grammar Knowledge. This refers to the skills in English Grammar

acquired by a person through experience or education.

Grammar. This refers to a system and structure of a specific language.

Level. This refers to a specific amount of proficiency of students in English Grammar.

Junior High School. This refers to the students from grades 7-10.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

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This chapter presents a survey of literature and studies that addressed paramount

concerns and other relevant issues related to the Basic English Grammar Knowledge of

Baras-Baras Junior High School Students .

Foreign Literature

Many people don't pay attention with the basic rules of grammar even English

Language Teachers. As per Richards, Jack C. (2017) said, most of the world's English

language teachers speak English as a second or third language rather than as their first

language. For many, their level of proficiency in English may not reach benchmarks

established by their employers, raising the issue that is the focus of this article, namely,

what kind of proficiency in English is necessary to be an effective teacher of English? The

article seeks to provide an overview of how the role of language proficiency issue has been

addressed in the English Language Teaching (ELT) literature. It describes the kind of

specialized language skills needed to teach English through English, explores the

relationship between language proficiency and teaching ability, considers the impact of

language ability on different dimensions of teaching, and raises the implications for

language assessment and for the design of language enhancement programs for language

teachers.

As writing required strong and firm sentences to create understanding in the essay,

the basic of grammar, basically, subject needs to agree with the verb. If the author fails to

apply the tool in writing, they can make reading more difficult as well as to convey the

ideas. Same thing that is overlooked, the common error is that of incorrect use of the

subject and verb agreement. Verb is the most important part of a sentence. These two parts
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are correlated as the subject is the main topic of the sentence; it has to be matched with

verb. (UK Essays, 2018)

Al-Mekhlafi (2011) said that for the most part, within the classroom, any

mention of grammar causes the student [not only teachers] moments of

discomfort and sometimes even terror. Because grammar has so far become one

of problems faced by language learners when studying other languages, the

researchers were interested in digging out English grammatical issues that the students

are having difficulties with. The purpose was to pose those difficulties to researchers

and teachers so that further research could be done either to find the factors or to take

action to overcome the problems.

Emmaryana (2010) emphasized that in the process of learning English, writing ability

is the most difficult and complicated language skill to be learned almost by the students in

every level of education. However as English is taught as a foreign language in Indonesia,

it has generally been learned by students since they were in basic levels of education. Most

of the teaching process focuses on mastering the four language skills: listening, speaking,

reading, and writing. All of the skills are to be improved in the process of learning English.

Weaver (2010) said that "What all students need is guidance in understanding and

applying those aspects of grammar that are most relevant to writing." Weaver proposed

five grammatical concepts that enable writers to show improvement in sentence revision,

style, and editing. These are: (1) Teaching concepts on subject, verb, sentence, clause,

phrase, and related concepts for editing; (2) Teaching style though sentence combining

and sentence generating; (3) Teaching sentence sense through the manipulation of
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syntactic elements; (4) Teaching both the power of dialects and the dialects of power; (5)

Teaching punctuation and mechanics for convention, clarity, and style.

Shaughnessy (2012) studied about students' writing, concluded that the best

grammar instruction is that which gives the greatest return for the least investment of time.

Shaughnessy advocates four important grammatical concepts: the sentence which means

a word or a group of words that expresses a thought; inflection which means the

modulation of intonation or pitch in the voice; tense which refers to a set of forms taken

by a verb to indicate the time (and sometimes also the continuance or completeness) of the

action in relation to the time of the utterance; and agreement which refers to the

correspondence of a verb with its subject in person and number, and of a pronoun with its

antecedent in person, number, and gender. She recommends that teachers encourage the

students to examine grammatical errors in their own writing. She also cautions teachers

not to overemphasize grammatical terminology to students not to discourage their ability

to understand and apply the concepts.

In the effort of language learners studying other language learners, there have been

English grammatical issues that the students are having difficulties with. (Bhela 2009;

Galasso, 2009; Lekova, 2010.) Thus, dealing with students with this problems at the

university level brought the present researchers to find out specific grammatical

difficulties they encounter in their effort to learn English as their second language.

According to Richard C. Trench, the use of grammar is very important in depicting

the value of the language and the judgment towards the ideas. The use of grammar also

reflects the author’s writing skill and it will give the reader an indication of the content in
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the written production will be like. On whole, the logic of language depends completely

on its grammar usage. In addition, the grammatical error can give a reader a bad impression

of the author’s abilities. The higher degree of the grammar usage in English produces more

quality of works. Though nobody’s grammar is perfect, grammar teaches an author to

control the language they are using. If the grammar is strictly controlled with firm and

strong basic knowledge, a good work of essay will be produced.

Local Literature

According to Manila Bulletin ; The Nation's leading newspaper (2017), English

language teaching faced a setback in 1974 when the Department of Education

implemented an early-school policy of using the children's indigenous dialect, followed

only by English and Filipino in subsequent years. With her House Bill 5091,

Congresswoman Arroyo is trying to regain English from the first grade in school as the

main medium of instruction. It will stay in the teaching of mathematics and science as a

medium of instruction at subsequent stages. The bill, she said, aims to create Filipino

students ' English linguistic skills, capabilities and capacities to preserve and enhance their

competitive edge in emerging and fast-growing sectors, especially in Information and

Communications Technology (ICT). About 1.5 billion individuals in the globe today speak

English. Of 195 nations, 67 have English as their main language, while 27 other nations

have English as their secondary official language. Wherever Filipinos have passed on this

planet – and today they are in all nations except North Korea – they have performed well

as doctors and nurses, architects and engineers, educators, office supervisors, plant

operators, building employees, and home employees. Wherever they go, they maintain

their culture as Filipinos, but they also get along well with their host countries ' individuals.
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And a large portion of the reason is their capacity to interact well in the worldwide English

language, which the proposal of Congresswoman Arroyo is now seeking to further

improve.

According to GMA News Online (2018), you may be ranked three in ASEAN,

ranked four out of 10 in English. But when you look at the trajectory, it seems that

everyone else is improving. Last year, a nursing program was cancelled where, because of

English, 90 percent who were already employed could not go to the UK (United Kingdom).

Mike Cabigon (2015) indicated that the Philippines is acknowledged worldwide as

one of the biggest English-speaking nations with at least some degree of fluency in the

language in the majority of its population. English has always been one of the Philippines

' official languages and is spoken by over 14 million Filipinos. It is the language of trade

and law, as well as the main educational medium. Language skills are also one of the

strengths of the country that helped drive the economy, making the Philippines the world's

top voice outsourcing destination, exceeding India in 2012. The influx of overseas English

learners is also on the increase due to the local offering of English as a Second Language

(ESL) programs that are comparatively more expensive but quality.

Skill is the state or quality of being skilled; skill; competence, according to Roda

S. Jimenez (2018). Being skilled is skilled in a particular sector. English was the lingua

franca and has been commonly used to this day. Chance and achievement doors are

commonly accessible to those who speak the language skillfully. Indeed, some individuals

even enroll in a unique class to enhance their English skills. With this, as part of our drive
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for worldwide competitiveness, we need to create changes and changes on how English

language will be prioritized in classrooms.

English communication abilities play a crucial role in the workplace worldwide

(Chowdhury, and Rahman 2012). The Philippines has contributed to the globe with experts

from different areas and specializations, from nurses, physical therapists, technicians,

educators to welders, butchers, craftsmen, and service staff. Filipinos have distinguished

themselves from their countedrparts in other areas of the globe because they read, write,

listen and talk the global arena's lingua franca. Maybe that was the situation a decade ago.

Unfortunately, for the present, the same cannot be said.

According to Macasinag (2011), "Filipinos ' English skills have endured a huge

decrease," which goes so far as to say that Filipinos have lost the competitive edge that we

have been recognized all over the globe. As the most alarming sign of her statement,

Macasinag mentioned the SWS Survey Commission by Promoting English Proficiency

(PEP) in March 2006. The most obvious decrease in English skill was observed in the

capacity to talk English self-assessment, which dropped from 54% in September 2000 to

32% in March 2006. This is a 22 percent decline in the period of just six years.

Proficiency in grammar was also one of the skills a Filipino should have to be able

to compete worldwide (The Philippine Star, 2003). Countries such as China and Korea,

which tried to establish themselves as main worldwide players, are aggressively promoting

bilingualism and investing strongly in the understanding of English by their people.

Pepper Marcelo (2010), it used to be that the greatest competitive advantage of the

Philippines on the worldwide labor market is the English language skills of our qualified
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employees. However, this benefit is rapidly eroded by increasing competition from other

nations combined with our university graduates ' decreasing mastery of the English

language. The IDP Education Pty has published recent language test outcomes. Ltd. The

Philippines, an accredited group running the International English Language Testing

System (IELTS) for Filipinos seeking job and migration overseas, has shown that the

Philippines is no longer Asia's top English speaking country. Malaysia is now No. 1 in

Asia's English skills with a general rating of 6.71. Only second was the Philippines with

6.69, followed by Indonesia (5.99), India (5.79) and Thailand (5.71). This was gleaned

from the outcomes of IELTS in 2008, during which some 35,000 Filipinos — 70% of them

nursing graduates applying for employment overseas — took the linguistic examination to

assess their English skills in reading, writing, talking and listening.

In an essay entitled "English as a Second Language in the Philippine Education

System," written by Marivic De Vega Regala (2017), the author found that colleges should

attempt to create Filipino students ' English language skills. In such environments, the

usefulness of English has been strengthened in its multiple manifestations through

globalization. Since a thorough knowledge of these phenomena is unlikely to produce

straight prescriptions, Filipino teachers will need to be extremely creative in finding

methods to ensure that English is a beneficial resource in Filipino education. On the other

side, educators should be provided the opportunity to improve their English-language

understanding and literacy to contribute to the much-deserved change in the Philippine

education system.

According to Fr. Emeterio Barcelon (2015), while most Filipinos are not

indigenous English speakers, they have little trouble speaking English grammatically
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right. Fifty percent of English grammar issues are due to word-end modifications. This is

because there are no words in Filipino languages that alter their endings. We alter the

syllable at the start or reduce a middle syllable, but not the last one. Unlike Latin and

Spanish, this is where verbs alter all endings. This has been a benefit for children from

Ateneo who have been created to learn Latin. They learned to conjugate the endings of the

phrases and alter them. You begin with Spanish songs that Filipinos already sing when

you teach Spanish. But "AMO" means the first verb to conjugate: "I LOVE." "YO AMO,

TU AMAS. EL AMA, NOSOTRO AMAMOS, VOSOTROS AMAIS, ELLOS AMAN"

(I love it. Love it. Love it. Love it. Love it. Love it. Love it.) As you see all Spanish verbs

modify their endings, but in English only the third person (He loves it). But in Tagalog or

Bisaya or any of the local languages I know, the endings don't alter, so the Filipino speaker

has a issue with a unique third individual current, adding an "s." Other English types that

alter the ending are plural English nouns. They add a "s" or "as" ("ball" becomes "balls";

"field" becomes "fields," etc., in the plural) As stated at the end of the phrases, 50% of the

errors of Filipino authors and English grammar students consist of these two additional

"s." Imagine correcting in two simple rules 50 percent of future issues. Another 10 percent

arises from the proposals because there is only one preposition in most local dialects,

namely "sa," but they are more descriptive in English where we put "sa" in five distinct

cases.

Romualdo Mabuan said English teaching abilities, identifying, categorizing, and

analyzing grammatical errors in the blog posts of learners, and exploring the perceptions

of learners about the benefits of blogging as an alternative platform for writing.

respondents were junior college learners registered in the first semester of the academic
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year 2014-2015 in a Study and Thinking Skills class at the Philippines University–Manila

Lyceum. Research information comes from blog posts, survey and interviews with the

focus group of learners. Errors were first categorized into seven significant classifications,

then subcategories were split. Results indicate that tenses, subject-verb agreement,

prepositions, morphology, articles, verbs and pronouns were the most omnipresent

mistakes committed by the respondents. Based on these outcomes, pedagogical

consequences were provided for educators, syllabus designers, textbook authors, and text

developers.

Foreign Studies

United States higher education organizations acknowledge global students

'financial and educational advantages. While non-native English speakers (NNES) are

presenting proof of English language skills for admission reasons, many are struggling

with English requirements. This study conducted by Maureen Snow Andrade (2009) draws

on qualitative and quantitative data from the perspectives of students and faculty to provide

insights into the international student experience. It examines how English language skills

affect academic and social adjustment, identifies helpful support kinds, and considers the

intercultural learning impacts of English skills. Students are usually satisfied with their

skills, enjoy English as a Second Language course, and feel that they are improving their

English through course work and social interaction. Professors feel that the abilities of

learners are sufficient but could be enhanced and report that their learning methods are

adjusted to accommodate NNES. Intercultural communication supports the development

of English and intercultural growth, but learners may tend to stay within their own

language groups.
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Although it was essential to put forth the opinions of educators, the other vital

group is certainly the learners in the context of teaching and learning grammar. They might

be interviewed about their grammar attitudes. Or, more interestingly, written productions

of learners could be evaluated in order to find out which kinds of grammatical errors are

the most prevalent, and perhaps to compare the outcomes with the grammar therapy of the

syllabus and/or the textbooks. This thesis concentrated on language skills. What about the

other competences? As proposed by Tony Burner (2009), competency in sociolinguistics

and discourse is linked to grammar teaching and learning. One could study the magnitude

of grammar engaged in these skills and do a related practical research.

As per the study conducted by Effendi et al. results, the findings showed that the

lecturers used several methods at the start of the semester to teach grammar. They are

methods which are deductive, inductive, structural and communicative. The teaching

grammar issues encountered by learners are issues associated to natural difficulties,

mother tongue, aspects of learners, aspects of lecturers, and aspects of technique and

timing. The next finding of this research is the grammar mastery of learners. The grammar

mastery of learners who took all grammar topics was discovered to be on a reasonable

level.

The results of the assessment from the study of Kanokrat Kunasaraphan (2015)

indicated that English teaching techniques frequently used by learners in the first year

included six direct and indirect approaches, including variations in the use of strategy by

learners with distinct levels of English skill. Future research recommendations include

studying the use of language learning strategy with other research methods concentrating
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on other languages, particular language abilities, and/or the use of language learning

strategy relationships and other variables in other programs and/or organizations.

According to Widianingsih, Gulö (2016), grammatical rule is discovered in the

process of studying other languages among other problems. This reality also applies to

those who study English at various educational levels. In some grammatical guidelines,

second language learners generally make errors. The objective of this research was to

define and analyze such grammatical problems to contribute to the study of linguistics and

to assist educators identify grammatical errors frequently produced by English second

language learners. The information from second language learners were drawn for the

purpose of this study. The students ' writings were copied to be analyzed from both them

and their teachers. The first thing to do was to read the documents in order to discover

grammatical errors. The next step, after highlighting those errors, was to take notes on the

types of errors discovered. This resulted the current investigators to group the information

into narrower categories based on the features shown by the information. In order to

answer the research question, the information were then analyzed in detail. The outcome

of this study demonstrates that the students ' significant types of mistakes are linked to

plural markers, articles, verbs, and tenses. Hopefully those who study and teach English

to foreign language students would benefit from these results.

Based on the findings of Rany’s [et al.] research, the main causes were included,

namely: first, most students said that English teachers are not well-trained; for example,

they use Lao language when teaching, so they can't do well to draw the student's interest.

Second, there is a lack of English background for learners. Third, learners lack trust in

using English because they fear errors and feel shy. Fourth, the curriculum is inadequate
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to help learners enhance their English skills. Last but not least, because learners are not

well-motivated, motivated and acquired teaching strategy, English language is hard to

learn. In addition, learners do not practice talking English with English native speakers,

and the school atmosphere is crowded and noisy that learning pedagogy does not fulfill.

Buket Bekdaş (2015) stated that English is seen throughout the globe as the

prevalent language. In addition to many other areas, it is used as the language to interact

in politics, economics, tourism, and education. As the need to interact in English rises,

teaching English as a foreign language and testing English is becoming more important in

both Turkey and the world, and methodologies for developing English skills have already

become a predominant area of studies. The purpose of this research was to investigate the

connection between reading and listening sub-dimensions of English language skills and

chosen background variables linked to high school and university placement examination

through a segmentation technique. The study was performed in Ankara, Turkey, at a

foundation university. There were 645 students in the sample. University database

supplied the information. The findings disclosed various variables of predictors for reading

and listening skills.

According to Torberg (2009), to know a term we have to be able to spell it,

pronounce it, conjugate it, comprehend it when used, use it ourselves and even translate it.

When is it incorrect to consider a vocabulary item? Is one spelling error sufficient? A

misuse of the term semantically? Does one need to concentrate on quality or quantity?

Should idioms or just phrases count individually? What lexical items in a specified subject

show a strong vocabulary and what are not the lexical items?
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According to Renate A Schulz (2009), while professional literature abounds in

foreign or second language classrooms with treatises for and against the values of explicit

grammar instruction and error correction, few scientists explored student and teacher

views about the advantage of these pedagogical processes. This article reports on an

exploratory research at the University of Arizona that examines and compares views of

foreign language students and teachers about the advantage of focusing on form in

language learning. The research included a total of 824 learners and 92 frequently taught

professors as well as less frequently taught languages. Results show that, regardless of

language, the learners surveyed are comparatively willing to concentrate on form.

However, in teacher views and a comparison of student and teacher views, some surprising

discrepancies emerged. The author proposes that educators make an attempt to investigate

the views of learners about language teaching and create a fit between their own and the

expectations of their learners in order to create pedagogical legitimacy and boost their

students ' dedication to and participation in teaching.

Local Studies

Educators agree that proficiency in the English language is the basis for success in

academic pursuits. Reading, writing, and working with numbers are tasks that are based

on language skills. Majority of the students have academic performance in Science and

Mathematics belonging to the very good level while good level in English. Results further

reveal that there is a significant relationship between the students’ English language

proficiency and their academic performance in each of the subjects (Racca and Lasaten,

2016).
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The findings showed that female pupils are more proficient than male pupils, as

shown in the results of the English proficiency test administered by the researchers.

Reading frequency also bears on the English proficiency of the pupils. Other factors such

as age, sex, income of parents, educational attainment of parents, study hours, perception,

extent of television viewing, text messaging, extent of use of online social networks and

computer games, and reading frequency (Solis, et al., 2013)

Errors were first classified into seven major categories and then they were divided

into subcategories. Results show that the most pervasive errors committed by the

respondents were tenses, subject-verb agreement, prepositions, morphology, articles,

verbs, and pronouns. Pedagogical implications for teachers, syllabus designers, textbook

writers, and text developers were offered on the basis of these results (Mabuan, 2015).

One hundred fifty essays written by freshmen college students on their first week

of classes in five private schools in Metro Manila (30 for each participating school) were

collected, word-processed, and subjected to rating and coding or errors. Most of the

findings of the present study corroborate the findings of previous studies on error analysis

and essay evaluation—that sentence-level errors have a significant role in essay scores.

The raters still have the grammar accuracy model when checking essays, although it is just

considered secondary to other aspects of writing such as the ability to address the prompt

and organize the ideas logically (Gustilo and Magno, 2012).

Filipinos have stood apart from their contemporaries from other parts of the world

because they read, write, listen and speak the lingua franca of the global arena. This may

have been the scenario a decade ago but the same cannot be said for the present. This study
 20

sought to determine the factors that mostly affect the grammar proficiency of students, in

order for educators to take these indicators into consideration in designing strategies for

use in the English classroom. This study used the descriptive correlation research method,

since it aimed to describe the level of the respondents’ grammar proficiency, depending

on their choice of reading materials, communicative environment and language transfer

skills from native to target language. Results revealed that the said factors have no

significant influence on the level of grammar proficiency among the respondents. The

researchers recommended that teachers of English language subjects clarify to their

students the differences of sentence structure in the English language with that of

commonly spoken languages or dialects in order for their students to take this knowledge

into account when they are transferring their thoughts and ideas from their mother tongue

to English. Keywords: English, grammar proficiency, Descriptive-correlation, Davao

City, Philippines (Suarez, et al., 2016).

. It revealed that the students were female, BS Criminology, and had an allowance

of below P500. They were much integratively and instrumentally motivated and externally

and internally demotivated. Moreover, they failed the language proficiency test. The

integrative and instrumental motivations were related to the proficiency test, while

teachers’ personality, method, self-confidence, and attitude demotivation factors were

related. There was a difference in integrative and instrumental demotivation whilst no

difference in external and internal demotivation. Thus, English should be made simple,

easy, and understandable. The syllabus and instructional materials used should suit to the

learner’s mental ability and motivation capitalizing the learners' interest (Mangada, 2015)
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This study explored the strengths, weaknesses, opportunities, and threats (SWOT)

to the teaching of English as an additional language in the Philippines. Results show that

English teaching and learning in the Philippines has been successful in general but has

areas for improvement. Results are based on data collected from eight individual written

interviews conducted with English educators, linguistic leaders and experts of Teaching

English to speakers of Other Languages in the Philippines. The study also presents some

practical recommendations for English language education policies in the multi-lingual

societies of the Philippines (Wa-Mbaleka, 2014)

Based on the conclusions cited by the researchers, the following recommendations

were made: 1.) Adapt and utilize new strategies in teaching English language to College

freshmen that will ensure their proficiency. 2.) Establish a speech laboratory to further

hone students’ language proficiency level. 3.) Create short courses on language

proficiency that will cater primarily to the University students’ needs for English language

enhancement. 4.) Provide opportunities to the faculty to access the new trends and

approaches in language teaching by sending them to seminars and the like. 5.) Conduct

more related researches to aid policy making and development to address the issue on

English language proficiency (Baeta, et al., 2012)

Synthesis of the Study

Grammatical rule is among other difficulties found in the process of learning other

languages. This truth also applies to those who are studying English in different levels of

education. Second language learners usually make mistakes in certain grammatical rules.
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In the study of Widianingsih, Gulö (2016) and Effendi et al., they mentioned that

grammatical rule is discovered in the process of studying other languages among other

problems. This reality also applies to those who study English at various educational

levels. In some grammatical guidelines, second language learners generally make errors.

In the study made by Racca and Lasaten, (2016) wherein they revealed that

proficiency in the English language is the basis for success in academic pursuits. Reading,

writing, and working with numbers are tasks that are based on language skills. Majority of

the students have academic performance in Science and Mathematics belonging to the very

good level while good level in English. Results further reveal that there is a significant

relationship between the students’ English language proficiency and their academic

performance in each of the subjects.

This study is similar to the study of Wildianingsih, Gulo (2016) wherein the

researcher revealed those who study English of various educational levels. Grammatical

rule is discovered in the process of studying other languages among others problems.

However, Gulo (2016) didn’t include the writing on educational levels.

This is also similar to the study conducted by Mabuan (2015) wherein the focus

was also the English grammar proficiency of the respondents, errors were first classified

into seven major categories and then they were divided into subcategories. Results show

that the most pervasive errors committed by the respondents were tenses, subject-verb

agreement, prepositions, morphology, articles, verbs, and pronouns.

Moreover, English is seen throughout the globe as the prevalent language. In

addition to many other areas, it is used as the language to interact in politics, economics,
 23

tourism, and education. As the need to interact in English rises, teaching English as a

foreign language and testing.

Different from Solis et al., this study will only be focusing to the relationship of

English grammar proficiency and the grade level of the students. Solis et al. studied about

who are more proficient when it comes to speaking English Language in terms of their

gender. The results showed that female pupils were more proficient than the male ones.

Conceptual Paradigm

Grammar
Grade level Implication
Proficiency
Relationship

Conceptual Framework

This study entitled, “Basic English Grammar Knowledge of Baras-Baras Junior

High School Students” aimed to find the relationship of students’ grade level and the basic

English grammar through the following variables: the grade level of each student from

Baras-Baras Junior High School, the basic English Grammar of each grade level, the

relationship of the first two mentioned variables, and the implications of the possible

results.

The researchers put the implications above the graph, because the main goal of this

study is to identify suggestions which are applicable to some certain aspects of this society

once the results are gathered. Grade Level, and basic English Grammar become the base
 24

of the study, because it will be its foundation. The researchers believe that without the two,

the study cannot proceed to its main objective which is to look for the possible changes,

continuity, or maintenance to strategies used in learning English Grammar.

First, the researchers will be looking the demographic profile of the students. After

this, the researchers will look for the basic English grammar of each grade level to know

who among them have higher proficiency level. After knowing these two, the researchers

will look if there is a relationship or connection between the two mentioned variables.

Subsequently, the researchers will look for possible recommendations for the results.

This graph will serve as a guideline to the researchers as they conduct the study.

Moreover, it will help the future researchers who will base their future studies from this

research.
 25

CHAPTER 3

METHODOLOGY

This chapter contains information regarding the research design, respondents,

sampling used, instrumentation, procedure on data gathering, analysis of data and ethical

consideration.

Research Design

This research was classified as Descriptive Correlational Quantitative Research. In

this type of research, the researchers aim to identify the demographic profile of the

students, and assess the level of basic English grammar among Junior High School

students, whether it has significant relationship with their demographic profile in terms of

grade level.

Respondents
 26

The respondents of this research study were composed of 272 Junior High School

students during the data gathering from September 3 to September 6, 2019.

The respondents were from different sections of grade 7 to grade 10, both male and

female with no limitation to age as long they were in Junior High School.

Population Table

Total number of grade 7 to 10 in Baras - Baras High School

GRADE LEVEL SECTION TOTAL NUMBER TOTAL NUMBER

(PER YEAR
(PER SECTION) LEVEL)
Agoncillo 40
GRADE 7 203
Nakpil 45

Zaide 40

Constantino 36

Quirino 42

Euclid 52

Newton 49
 27

Pascal 52 251
GRADE 8
Hamilton 48

Edison 50

Einstein 48

Socrates 47
GRADE 9 190

Darwin 49

Pasteur 46

Umali 55

Magno 56
GRADE 10 219
Fronda 57

Quisumbing 51

TOTAL 863

Sample Size Table

Number of Sample per year Level

GRADE LEVEL SECTION SAMPLE SIZE SAMPLE SIZE

(PER YEAR
(PER SECTION)
LEVEL)

Agoncillo 13
GRADE 7 64
Nakpil 14
 28

Zaide 13

Constantino 11

Quirino 13

Euclid 16

Newton 16
79
GRADE 8 Pascal 16

Hamilton 15

Edison 16

Einstein 15

Socrates 15
GRADE 9 60
Darwin 15

Pasteur 15

Umali 17

Magno 18
GRADE 10 69
Fronda 18

Quisumbing 16

TOTAL 272

Sampling

Stratified sampling were used in determining the respondents of this study.

 29

Stratified sampling is a probability sampling technique wherein the researcher divides

the entire population into different subgroups or strata, then randomly selects the final

subjects from the different strata.

The researcher obtain the total number of Junior High School students in Baras - Baras

High School. The total population of Junior High School students is 882. Slovin’s Formula

was used to determine the number of samples which was 272.

Slovin’s Formula

(See Appendix for the computation in determining the sample size.)

N
n= 1+(Ne2 )

Where:

N = total population

n = number of samples

e = margin of error

The researchers distribute the required number of samples among the grade level.

After getting the number of samples by using the Slovin’s Formula, the researchers

identified how many respondents were needed per grade level by dividing the total

population of the school by the grade level of the school and then multiplied by computed

sample size.

Then, convenient sampling was used in selecting the respondents in every section of

each grade level. It means that all available junior high school students during the time of
 30

the data collection was qualified to take part in this research study regardless of their age,

gender and grade level.

Convenience sampling is non-probability sampling technique where subjects are

selected because of their convenient accessibility and proximity to the researchers.

In this type of sampling procedure, the researchers set criteria in order to decide

whether or not the person is qualified to be a participant of this study. Criteria indicates

that the person should be a high school student enrolled in Baras-Baras High School.

Instrumentation

The researcher adopted the questions from the standardized questionnaire TOEIC part

5. The researcher distributed the questionnaires to grades 7-10 to gather the desired data

needed from the respondents. It was divided into three parts. Part 1 Subject-Verb

Agreement. Part 2 Parts of Speech. Part 3 Verbal Tenses and Vocabulary.

Data Gathering Procedure

Prior to the collection of data, the researchers conducted the study from September 3-

6, 2019.

Once approval to conduct this study was granted, the researchers coordinated with the

teachers and class advisers of the respondents notifying them of the conduction of this

research study and sought their help in determining the respondents per section of grade

level.

Prior to the answering of the questioners, the researchers obtained informed consent

signed by the respondents. Questions were being answered by questioners. The researcher
 31

were the ones who distributed the questioners to the respondents and collected them

afterwards.

Statistical Treatment of Data

Using statistical formula, the researchers were able to analyze data accurately. In order

to determine the demographic profile and the English level grammar proficiency of the

respondents, the researchers computed for its frequency percentage. To identify the

percentage distribution, the researchers used a score range scale and provided an

equivalent qualitative interpretation.

Index Limit Qualitative Interpretation

37-45 Very Proficient
28-36 Proficient
19-27 Partially Proficient
10-18 Partially Not Proficient
0-9 Not Proficient

Afterwards, the frequency percentage distribution of the results from the score range

frequency level from every respondents was computed to determine the over-all English

level grammar proficiency of the respondents.

Lastly, Chi-Square was used to determine the relationship of the demographic profile

and the basic English grammar of the respondents specifically the grades 7-10 of Baras-

Baras High School.

Ethical Consideration
 32

The research study was guided by the five ethical principles, Autonomy, Veracity,

Beneficence, Non-maleficence and Justice.

The approval to conduct this research study granted by the authorities and respondents

came from their own will without any form of coercion. They were allowed to practice

their right to refuse.

Information was discussed without any form of deceitfulness. The truth was laid with

them to encourage further cooperation and participation.

The researchers ensured that the outcome of this research study benefit the people who

took part in it and other governing bodies that are most likely to be related to it. Above all,

we ensured that during the process of this research study there was no harm made to the

respondents and who took part in it.

Fairness was advocated and human rights of the respondents were not violated.

Confidentiality of their identity was kept and their cultural values and traditions was given

due respect.
 33

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this chapter the data gathered were presented, analyzed and interpreted in order

to give answers to the problem stated in chapter 1.

Table 1. Demographic Profile

Profile Respondents Percentage

Grade level
Grade 7 64 24
Grade 8 79 29
Grade 9 60 22
Grade 10 69 25
Total 272 100
This table represents the demographic profile of the respondents of the study. On the

first column of the table listed are the grade levels of the students which are grade 7, 8, 9,

and 10. On the next column listed are the number of respondents needed on each grade

level. The researchers have 64 respondents from grade 7 which is equivalent to 24 % of

 34

the total sample size, 79 respondents from grade 8 which is equivalent to 29% of the total

sample size, 60 respondents from grade 9 which is equivalent to 22% of the total sample

size, and 69 respondents coming from grade 10 which is equivalent to 25 % of the total

sample size. All in all, the researchers have 273 respondents from junior high school which

is equivalent to 100%.

Legend

V.K. = Very Knowledgeable K. = Knowledgeable

P.K. = Partially Knowledgeable P.N.K. = Partially Not Proficient

N.K. =Not Knowledgeable % = Percentage

# of R = Number of Respondents

Table 2. Basic English Grammar Knowledge of Junior High School Students

2.1. Basic Knowledge of Grade 7 students in English Grammar

Table 2.1 shows the basic knowledge of Grade 7 students in English Grammar

N.K # of Total
V.K. % K. % P.K. % P.N.K. % %
. R %
Index Limit 13-15 10-12 7-9 4-6 0-3
I. Subject-Verb
0 0 0 0 16 25 29 45.31 19 29.69 64 100
Agreement
II.Parts of 20.3
0 0 0 0 13 30 46.88 21 32.81 64 100
Speech 1
 35

I. Verbal
Tenses and 0 0 0 0 5 7.81 26 40.63 33 51.66 64 100
Vocabulary
Index Limit 37-45 28-36 19-27 10-18 0-9
Total 0 0 0 0 8 12.5 46 71.88 10 15.62 64 100

In this table written are the data gathered from grade 7 students. In part 1 (Subject

Verb Agreement), most of the respondents got score which is equivalent to partially not

knowledgeable with a percentage of 45 %. In part 2 (Parts of Speech), most of the

respondents got score which is equivalent to partially not knowledgeable with a percentage

of 47 %. In part 3 (Vocabulary, Verb Tenses), most of the respondents got score which is

equivalent to not knowledgeable with a percentage of 51 %.

2.2. Basic Knowledge of Grade 8 students in English Grammar

Table 2.2. shows the basic knowledge of Grade 8 students in English Grammar
P.N. Total
V.K. % K. % P.K. % % N.K. % # of R
K. %
13- 10- 7-9 4-6 0-3
Index Limit
15 12
I. Subject-
Verb 0 0 0 0 8 10.13 49 62.03 22 27.84 79 100
Agreement
II. Parts of
0 0 1 1.27 16 20.25 44 55.70 18 22.78 79 100
Speech
III. Verbal 0 0 0 0 8 10.13 37 46.84 34 43.03 79 100
Tenses and
Vocabulary
37- 28- 19- 10-18 0-9
Index Limit
45 36 27
0 0 0 0 5 6.33 63 79.75 11 13.92 79
Total
 36

In this table written are the data gathered from grade 8 students. In part 1 (Subject

Verb Agreement), most of the respondents got score which is equivalent to partially not

knowledgeable with a percentage of 62 %. In part 2 (Parts of Speech), most of the

respondents got score which is equivalent to partially not knowledgeable with a percentage

of 56 %. In part 3 (Vocabulary, Verb Tenses), most of the respondents got score which is

equivalent to partially not knowledgeable with a percentage of 47 %.

2.3. Basic Knowledge of Grade 9 students in English Grammar

Table 2.3. shows the basic knowledge of Grade 9 students in English Grammar
#
P.N. N.K Total
V.K. % K. % P.K. % % % of
K. . %
R
13-15 10-12 7-9 4-6 0-3
Index Limit

I.Subject-Verb
0 0 1 1.67 18 30 27 45 14 23.33 60 100
Agreement
II. Parts of
0 0 1 1.57 19 31.67 33 55 7 11.66 60 100
Speech
0 0 3 5 11 18.33 24 40 22 36.67 60 100
III. Verbal
Tenses and
Vocabulary

37-45 28-36 19-27 10-18 0-9

Index Limit
0 0 4 6.67 10 16.66 42 70 4 6.67 60 100
Total
 37

In this table written are the data gathered from grade 9 students. In part 1 (Subject

Verb Agreement), most of the respondents got score which is equivalent to partially not

knowledgeable with a percentage of 45 %. In part 2 (Parts of Speech), most of the

respondents got score which is equivalent to partially not knowledgeable with a percentage

of 55 %. In part 3 (Vocabulary, Verb Tenses), most of the respondents got score which is

equivalent to partially not knowledgeable with a percentage of 40 %.

2.4. Basic Knowledge of Grade 10 students in English Grammar

Table 2.4. shows the basic knowledge of Grade 10 students in English Grammar

#
P.N. N. Tota
V.K. % K. % P.K. % % % of
K. K. l%
R
Index Limit 13-15 10-12 7-9 4-6 0-3
I.Subject-Verb 49.2
0 0 4 5.80 15 21.74 34 16 23.18 69 100
Agreement 8
IV. Parts of 13.0 42.0
1 1.45 9 13 18.84 29 17 24.64 69 100
Speech 4 3
V. Verbal 0 0 3 4.35 15 21.74 22 31.8 29 42.03 69 100
Tenses and 8
Vocabulary
37-45 28-36 19-27 10-18 0-9
Index Limit
0 0 4 5.80 17 24.64 38 55.0 10 14.49 69 100
Total
7
In this table written are the data gathered from grade 10 students. In part 1 (Subject

Verb Agreement), most of the respondents got score which is equivalent to partially not

knowledgeable with a percentage of 49 %. In part 2 (Parts of Speech), most of the

respondents got score which is equivalent to partially not knowledgeable with a percentage

of 42 %. In part 3 (Vocabulary, Verb Tenses), most of the respondents got score which is

equivalent to not knowledgeable with a percentage of 42 %.

 38

# of Total
V.K. % K. % P.K. % P.N.K. % N.K. %
R %
Grade 7 0 0 0 0 16 25 29 45.31 19 29.69 64 100
Grade 8 0 0 0 0 8 10.13 49 62.03 22 27.84 79 100
Grade 9 0 0 1 1.67 18 30 27 45 14 23.33 60 100
Grade 10 0 0 4 5.80 15 21.74 34 49.28 16 23.18 69 100

2.6. Knowledge of Junior High School students in Subject-Verb Agreement

Table 2.6. shows the knowledge of Junior High School students in Subject-Verb

Agreement

In this part, Subject-Verb agreement, most of the students had a result of being

partially not knowledgeable when it comes to English grammar: 29 respondents from

grade 7 with a percentage of 45.31% of its population; 49 respondents from grade 8 with

a a percentage of 62.03%of it population; 27 respondents from grade 9 with a percentage

of 45% of its population; and lastly, 34 respondents from grade 10 with a percentage of

49.28% of its population.

 39

2.7. Knowledge of Junior High School students in Parts of Speech

Table 2.7. shows the knowledge of Junior High School students in Parts of Speech

V. P.K P.N.K N.K # of Total

% K. % % % %
K. . . . R %
Grade 7 0 0 0 0 13 20.31 30 46.88 21 32.81 64 100
Grade 8 0 0 1 1.27 16 20.25 44 55.70 18 22.78 79 100
Grade 9 0 0 1 1.57 19 31.67 33 55 7 11.66 60 100
1.4
Grade 10 1 9 13.04 13 18.84 29 42.03 17 24.64 69 100
5
In this part, Parts of Speech, most of the students had a result of being partially not

knowledgeable when it comes to Parts of Speech: 30 respondents from grade 7 with a

percentage of 46.88% of its population; 44 respondents from grade 8 with a a percentage

of 55.70% of it population; 33 respondents from grade 9 with a percentage of 55% of its

population; and lastly, 29 respondents from grade 10 with a percentage of 42.03% of its

population.

2.8. Knowledge of Junior High School students in Verbal Tenses and Vocabulary

Table 2.8. shows the knowledge of Junior High School students in Verbal Tenses and

Vocabulary

V.K # of Total
% K. % P.K. % P.N.K. % N.K. %
. R %
Grade 7 0 0 0 0 5 7.81 26 40.63 33 51.66 64 100
Grade 8 0 0 0 0 8 10.13 37 46.84 34 43.03 79 100
Grade 9 0 0 3 5 11 18.33 24 40 22 36.67 60 100
Grade 0 0 3 4.35 15 21.74 22 31.88 29 42.03 69 100
10
In this part, Verbal Tenses and Vocabulary, grades 8 and 9 had a result of being

partially not knowledgeable when it comes to Verbal Tenses and Vocabulary: 37

respondents from grade 8 with a a percentage of 46.84% of it population, and 24

 40

respondents from grade 9 with a percentage of 40% of its population. However, grade 7

and 10 got a result of being not knowledgeable in Verbal Tenses and Vocabulary: 33

respondents from grade 7 with a percentage of 51.66% of its population, and 29

respondents from grade 10 with a a percentage of 42.03% of it population

Table 3. The relationship between English Grammar Proficiency and Grade Level

Table 3 shows the Relationship between English Grammar Proficiency and Grade Level

Critical Value
Computed Chi
Df at 0.05 margin Decision (Ho) Interpretation
Square Value
of error

19.422 12 21.03 Accept Not Significant

This table shows the computed chi square value of basic English grammar of Baras-

Baras Junior High School students, which is 19.422. The degree of freedom is 12, and the

computed critical value is 21.03. The computed chi value is lower than the critical value

at alpha 0.05 with the degree of freedom of 12, therefore, the null hypothesis is accepted

which dictates that there is no significant relationship between the demographic profile of

the respondents and their basic English grammar knowledge.

41
 42

CHAPTER 5

SUMMARY OF THE FINDINDS, CONCLUSIONS AND

RECOMMENDATIONS

The study entitled, -Basic English Grammar Knowledge of Baras - Baras Junior

High School Students was conducted in order assess the basic English Grammar

Knowledge of Baras - Baras Junior High School students.

Summary of Findings

It could be observed in the results gathered by the researchers in Chapter 4, most

of the junior high school students are partially not knowledgeable in terms of English

grammar. This means that the junior high school students from Baras-Baras High

School are not that aware of the basic English grammar rules. As compared to the table

2.5.,Baras-Baras junior high school students had a result of being partially not proficient

when it comes to Subject-Verb Agreement Moreover, as shown in the table 2.6., Baras-

Baras junior high school students had a result of being partially proficient in parts of

speech. However, as shown in 2.8., grades 8 and 9 had a result of being partially not

knowledgeable when it comes to Verbal Tenses and Vocabulary, while grade 7 and 10

got a result of being not knowledgeable in Verbal Tenses and Vocabulary. Having this

results, the researchers accepted the null hypothesis that there is no significant

relationship between English grammar and grade level.

Conclusion

Most of the Grade 7 respondents have the partially not proficient level according

to the data collected which is 72% of the total sample size. In the Part 1 of questionnaire

which is the subject verb agreement, wherein it shows that in the data gathered in the

grade 7 students their weak is the subject verb agreement part based on the percentage
 43

computed by the researcher, while their strength is in the part of parts of speech which

had the highest results in the percentage.

Most of the Grade 8 respondents have the partially not proficient level according

to the data collected which is 80 % of the total sample size. In the Part III of

questionnaire which is the verbal tenses and vocabulary, wherein it shows that in the

data gathered in the grade 8 students their weak is the subject verb agreement part based

on the percentage computed by the researcher, while their strength is in the part of

subject verb agreement which had the highest results in the percentage.

Most of the Grade 9 respondents have the partially not proficient level according

to the data collected which is 70 % of the total sample size. In the Part I of questionnaire

which is the subject verb agreement, wherein it shows that in the data gathered in the

grade 9 students their weak is the subject verb agreement part based on the percentage

computed by the researcher, while their strength is in the part of verbal tenses and

vocabulary which had the highest results in the percentage.

Most of the Grade 10 respondents have the partially not proficient level according

to the data collected which is 55 % of the total sample size. In the Part III of

questionnaire which is the verbal tenses and vocabulary, wherein it shows that in the

data gathered in the grade 10 students their weak is the subject verb agreement part

based on the percentage computed by the researcher, while their strength is in the part

of parts of speech which had the highest results in the percentage.

In overall, most of the respondents are partially not proficient level according to

the data collected which is 69 % of the total sample size therefore, their English

grammar proficiency are not proficient specifically in subject verb agreement, parts of
 44

speech and verbal tenses and vocabulary based on what the researchers gathered in the

grade level, grade 7 to 10.

Implication

School have been an institution for teaching to provide instruction and source of

knowledge of students. They reflect as what student's learned in terms of constructing

sentences, identifying errors, and personal abilities. Students are expected to learn the

English grammar the way in which meanings are encoded into wordings in the [English

language]. This includes the structure of words, phrases, clauses, and sentences, right

up to the structure of whole texts.

Students are representatives of our school from learning they thus expected to set

themselves a high standard of knowledge both inside and outside the school so that they

excel what are expected value. The long-run average value of repetitions of the

session/lesson it will represents.

For a school to excel and thrive at its main purpose of providing education for the

students it has enrolled, there need to be a set of rules in structure of grammar that

governs the school mostly at large.

This is extremely crucial for the students having a difficulty in learning English

grammar because they are given a lessons show them a lots of guidelines in learning

the English grammar, the factors that contribute to their problems and the strategies by

the students to overcome the problems they encounter in studying the English grammar.

When a student is exposed to rules in grammar, it enables them to remain focus

and most likely excel in their education.

Recommendations
 45

The researchers strongly recommend the school to conduct seminars that discuss

the different strategies and methodologies teachers could possibly apply in teaching

students the English grammar. The main aim of these seminars is to give teachers

possible activities that they could give the students to enhance their English grammar

skills, and elevate their proficiency level as per observed by the researchers in the data

gathering. Also, the researchers recommend the school to consistently support projects

and activities like English Month Celebration (every November of the year) regarding

the enhancement of the students' English grammar proficiency level.

The researchers strongly recommend to the students to participate actively to the

school activities like program for English Month Celebration every November of the

year. Also, students are recommended to participate to the additional activities given

by teachers in enhancing their English grammar proficiency level. As per observed in

the data, most of the students of all the grade levels got partially not proficient in all

parts, that is why it strongly recommended to them to cooperate to the additional lessons

(since grammar is not included to the high school curriculum) teachers will give them

as help to the enhancement of their skills in learning and understanding English

grammar.

As per observed by the researchers, high school English curriculum is focusing to

literature. By that, the researchers strongly recommend the teachers to give additional

activities regarding the testing of students' English grammar proficiency at least once a

week, so that the students will have the consistency in learning and understand English

grammar. Also, teachers are strongly recommended to apply the strategies and

methodologies they will learn in seminars conducted by the school in teaching the

students. For example, since high school English curriculum is about grammar, teachers

could possibly discuss a little about grammar while teaching literature.

 46

The researchers strongly recommend the parents to immerse their children in as

much English as possible. For example, by reading of audio books this, means children

can hear what they are reading. This really helps children with their English Grammar

skill. By simultaneously seeing used with correct grammar and sentence forms is very

powerful and is particularly useful for children with grammar issues. Also, the

researchers strongly recommend the parents of the students to monitor their children in

studying the English grammar for they are the most influential in the lives of the

students.

The researchers strongly recommend for the future researchers to know the

possible reasons why most of the students had a problem regarding with the English

grammar proficiency, specifically in subject verb agreement, parts of speech and verbal

tenses and vocabulary.

Also, the researchers are recommending those who will be boarding with the same

topic to dig deeper about this certain issue and know the other possible reasons and

effects for this issue regarding with English grammar skill of the students.