Abstract

This study aimed to determine the grammar aptitude of the students. This study

utilized a descriptive research design. The respondents of this study were forty-nine (49)

grade 10 students of Koronadal National Comprehensive High School. This study was

conducted at Koronadal National Comprehensive High Junior School. The researcher

used a survey questionnaire to obtain the data. The researcher used descriptive

statistics to determine the students' grammar aptitude. Based on the interpretation and

analysis of the gathered data, the following are the study's findings: (1) The mean

percentage score of the grammar aptitude of the students in terms of phonology was

interpreted as very low. (2) The mean percentage score of the grammar aptitude of the

students in terms of morphology was interpreted as very low. (3) The mean percentage

score of the grammar aptitude of the students in terms of semantics was interpreted as

very low. (4) The mean percentage score of the grammar aptitude of the students in

terms of syntax was interpreted as very low. The result of the study indicated that

students need to undergo an enhancement program to improve their knowledge and to

enhance the grammar aptitude of the students. The students are encouraged to join

enhancement programs and participate in school activities that promote language

proficiency. Also, students are encouraged to read more books and other literary

materials to enhance their grammar skills. Teachers are encouraged to develop teaching

strategies that cater to the diverse learning and grammar aptitude levels of the students.

Keywords: grammar aptitudes, intervention program, phonology, morphology, syntax,

semantics, explicit grammar instruction, collaborative learning, feedback, mixed-
methods design.
 ACKNOWLEDGEMENT
The researcher would like to offer our heartfelt appreciation and joy to everyone

who has helped me by sharing their ideas, providing support, and always showing

perseverance to make this research possible. In particular, the researcher is grateful to:

First and foremost, to the Lord Almighty for his continuous guidance and the

clarity of our minds in the realization of this manuscript. All the praise and honor belong

to Him.

The researcher would like to thank Benjie G. Easpina, Ph. D., our research

adviser, for his patience and willingness to share his bright thoughts and insights. To the

teachers, she always ran if she needed help, especially to Sir. Arnel Rosano, LPT, Sir

Adonis C. Bayron, EdD. and Sir Raleigh J. Ojanola, MAED.

Special thanks are also given to her friends, Pearl Ann, Antonette, Sandra Mae,

Rodel, and Chrissly, and my groupmates who helped and advised me, Crystal Claire,

Angel Mae, and Dar Lyn, and to Vincent Carl for boosting my spirit, providing financial

support, the downfall, and the tears just to finish these manuscripts.

The evaluator/panel members, Albert P. Balongoy, Ph. D., our Panelist

Chairman, and also the rest of the validators and panelists, Vicente C. Garces

Jr., EdD and Arturo D. Pangilinan Jr., Maed.

Thank you very much.

ACELYN MAE C. ROLLO

 1

DEDICATION

I humbly honor this research work to my dear parents, Felimon N. Rollo Jr. and

Marilou C. Rollo. Their constant love, encouragement, and inspiration influenced my

academic career. They gave me the willpower to keep going after my goals in the face of

obstacles. This thesis is proof of my dedication, which was sustained by loved ones and

heavenly grace.

I also want to thank my family, friends, and research adviser for their unwavering

support and helpful advice. I dedicate this most of all to the All-Knowing God for wisdom

and safety. May this piece of writing be beneficial to society and our neighborhood.
 2

CHAPTER I

INTRODUCTION

Rationale

Grammar aptitude refers to an individual's inherent or developed ability to

understand and use the rules and structures of grammar in a language. It encompasses

recognizing grammatical errors, applying correct syntax, and using appropriate verb

tenses. Grammar aptitude can vary among individuals and can be influenced by factors

such as language exposure, education, and natural language abilities. Strong grammar

aptitude is essential for effective communication and is often a key focus in language

education.

The primary purpose of grammar is to improve the speaking and writing skills of

learners. It also helps them become better communicators. Grammar studies the rules

and structure of language, as well as parts of speech, sentence structure, and

punctuation. Learning grammar is essential because it enables clear and effective

communication in any situation.

The term "students' grammar aptitudes" broadly refers to students' capacity to

comprehend and apply grammatical structures and rules in a language. It may also refer

to their ability to learn grammar through instruction and practice. However, without

additional information regarding the context or purpose of the text, it is challenging to

ascertain the precise meaning or intention behind the phrase "students' grammar

aptitudes."
 3

Language learning plays an integral part in education in the globalized world, and

the ability to communicate effectively in a second language has become increasingly

important in various settings, such as academia, business, and social interactions.

Grammar skills are crucial in language learning as they provide the foundation for

effective communication. Therefore, developing learners' grammar aptitudes is essential

for their language proficiency and overall success in language learning. In the context of

the Philippines, several studies have been conducted to assess the grammar skills of

students and develop programs that enhance their grammar aptitudes.

However, there is still a need for a comprehensive and localized approach to

improving students' grammar skills. This study focuses to address this gap by examining

the level of grammar aptitude among junior high school students in a public school in

Manila, identifying the factors that affect their grammar skills, and proposing an

enhancement program based on the gathered data. The findings of this study can

provide insights into practical approaches for enhancing students' grammar aptitudes

and contribute to the improvement of language education in the Philippines.

Research conducted by scholars has highlighted the importance of English

language capability for academic and professional success. However, many Filipino

students struggle with English grammar, as revealed in a study by Toprak Tuğba Elif

(2019), a questionnaire was used to gather the opinions of educators about problems

such as the direct and implicit teaching of grammar, its combination with other language

skills, and the role of a teacher in grammar teaching. Furthermore, unstructured

conversations with ten volunteer instructors were undertaken to acquire more detailed

information regarding teachers' reported beliefs.

 4

English proficiency is considered an essential skill for Filipinos in various fields,

especially in academia and the workforce. However, poor grammar skills can

significantly hinder students' academic and professional growth. Thus, this thesis aimed

to develop an intervention program to address the English grammar difficulties of Filipino

students, particularly those in KNCHS. The intervention program will utilize explicit

grammar instruction, feedback, and collaborative learning activities to enhance students'

grammar proficiency and increase their confidence in using English. The efficacy of the

intervention program will be evaluated through pre- and post-assessments and feedback

from both students and teachers.

Furthermore, in line with the study by Intan Sinta Dewi Rahayu and Pupung

Purnawarman (2019), Quizizz, a web-based assessment tool, has been utilized

creatively in formative assessment to encourage students' self-evaluation. The

importance of timely feedback on students' performance is a fundamental aspect of self-

assessment that most teachers rarely provide, owing to time constraints.

Moreover, this study is motivated by the need to investigate the extent to which

students' grammar aptitudes can improve their grammar skills. Additionally, the

researchers have chosen this topic based on the availability of respondents and the time

allotted for this study. The findings of this study will benefit the researcher, as a future

educator, in preparing and developing practical teaching skills to provide students with

well-learned learning experiences.

In conclusion, this study aimed to contribute to the improvement of the quality of

education and the overall development of the country by addressing the grammar

difficulties faced by Filipino students. Through the result of an effective intervention

program, this research aimed to enhance students' grammar proficiency, which will not
 5

only improve their academic performance but also increase their future career

opportunities.

Research Objective

This study aimed to determine the grammar aptitudes of the Grade 10 Garcia

students in Koronadal National Comprehensive Junior High School.

1. To determine the grammar aptitudes of the students in terms of:

1.1 phonology

1.2 morphology

1.3 syntax

1.4 semantics

2. To propose an enhanced program based on gathered data.

Review of Related Literature

Reviewing related literature (RRL) is integral to any research study. It provides a

comprehensive outline of the existing knowledge, research, and theories related to the

research topic. The RRL for this study aims to explore in-depth the studies and findings

relevant to investigating students' grammar aptitudes and developing enhancement

programs.

The RRL is organized into four main sections, each focusing on a critical aspect

of grammar: phonology, syntax, morphology, and semantics. By synthesizing and

analyzing the literature, the RRL aimed to shed light on the significance of grammar

skills in language learning and to contribute valuable insights to the proposed study on

students' grammar aptitudes.

Grammar Aptitude
 6

Determining the grammar aptitude of students is of paramount

importance. It provides valuable insights into their language learning abilities and

academic performance. By understanding students' grammar aptitudes, educators can

tailor instructional strategies and design targeted enhancement programs to address

specific areas of weakness, ultimately leading to improved language proficiency.

Under the study of Lin Yen-Yu (2023), the efficiency of directed data-driven

learning (DDL) activities in assisting lower-intermediate competence level technological

university students to acquire grammar and vocabulary themes for the Test of English

for International Communication (TOEIC) examination. Inductive learners, on the other

hand, did not outperform deductive learners. Regarding students' perceptions of the

treatments, it is worth noting that they tended to have a neutral to negative attitude

toward this DDL experience even though it helped them significantly better. The findings

revealed a disparity between students' reported pleasure and success.

Cited by Haiyong, Zhao, Shaoqian, and Luo (2022), this study looks into the

influence of language aptitude on the grammar acquisition of English as a Foreign

Language (EFL) learners from different ages. Language aptitude was a strong predictor

of grammar acquisition, even after controlling for age, motivation, and length of exposure

to the target language.

Several research studies highlight the significance of assessing students'

grammar aptitudes. The study assesses which grammar elements require high-priority

pedagogical intervention to foster implicit knowledge instead of grammatical features

that need explicit rule explanation. This study finds essential differences in test

achievements for tense, time prepositions ("for" and "since"), subjunctive moods, dative

alternations, quantitative adjectives ("many" and "much"), gerunds, and third-person

singular "-s" in the simple present tense employing statistical analyses, including a

Wilcoxon signed-rank test. According to the study of Ko HyunSook (2022), this study
 7

proposes which specific language aspects, such as sentence writing and speaking,

require intense pedagogical Instruction for production skills.

According to Iamsirirak Ekamorn (2022), the course book was purposively put

together to meet the needs of teacher students in English education programs. The

study also discovered that the coursebook might assist learners of all proficiency levels:

beginner, intermediate, and advanced, helping them improve their grammar proficiency

by a step higher. Finally, utilizing a research-based coursebook development approach,

the study provided insight into multiple strategies for teachers, lecturers, and authors to

compose a coursebook.

Furthermore, according to Dincer, Nazmi, Polat, and Mustafa (2022), grammar

has long been a challenging topic in instructing English as a foreign language (EFL),

even today, when we are acquainted with innovative methods, particularly technology.

He opposes that Flipped Learning (FL), as a creative and effective instructional

technique, can alter the instructional design of traditional teacher-led classrooms by

integrating technology and active learning strategies. Moreover, FL was discovered to

have significantly enhanced students' participation, engagement, and performance. The

results light the application of FL in the context of EFL. Further research could examine

the effectiveness of multimedia elements such as animations or video lectures in flipped

training.

According to Nataliia Serdiuk (2022), using the Google Earth platform can benefit

teachers and students over potential uses for this platform by an English teacher to

teach English grammar, which could help students develop their creativity and

intercultural competence as well as their understanding of morphology and syntax. This

platform could also facilitate intercultural dialogue between students. A complete

analysis of the platform benefits and drawbacks for developing the foreign language

proficiency of prospective English teachers is a promising area for future study.

 8

Grammar is a crucial component of English language instruction. According to

Rossiter Andrew (2021), everything that constitutes elitist is not the failure to teach

grammar but rather the failure to do so. The most literate or linguistically gifted learners

will always be able to master a language without having to learn any grammar; for the

majority of learners, whether learning English as a native language or a second

language, the fundamental grammar rules provide an essential framework without which

language acquisition will be more complex and time-consuming than it needs to be. To

assist students in becoming more skillful readers, grammar training should instead

concentrate on the fundamental principles and usage patterns that underpin a

language's everyday use.

In addition to the study of Tavarez DaCosta, Pedro; Castillo Contreras, Elena

(2020), teachers teach grammar through exercises that integrate students' different

intelligences to understand a particular subject. A previous study was conducted on the

teachers and future teachers to assess how they delivered English grammar to their

students. It describes their ability to comprehend the various skills that their students

have to improve their English grammar learning process. The test showed an increase in

teachers' capacity to implement activities involving their students' various intelligences,

hence favoring student learning of English grammar.

Language proficiency in grammar aptitude is a fundamental aspect of language

proficiency. The study by Kieffer & Lesaux (2019) demonstrates that targeted training in

morphology and semantics enhances students' grammar skills, contributing to overall

language development and effective communication.

Moreover, Ali Akbar Moeen, Daryoush Nejadansari, and Azizolla Dabaghi (2019)

showed that the impact of implicit vs. explicit grammar teaching through scaffolding on

the students had the accuracy and range of learners' speaking had significant effects
 9

from both implicit and explicit grammar education through structure, but direct Instruction

surpassed implicit Instruction.

The study of Khaleel Bader Al Bataineh, Ala'Eddin Abdullah Ahmed Banikalef,

and Abeer H. Albashtawi (2019) found that utilizing blended learning to teach English

grammar in EFL contexts may be successful. The results of these studies are intended

to benefit the university, teachers, and students in acquiring the abilities needed for

blended learning.

Phonology

Phonology is a fundamental aspect of language learning. It is the study of sound

patterns and their organization in spoken language. Phonological awareness is closely

linked to language proficiency and the acquisition of grammar rules.

The basic structure of how learners create information from their everyday

experiences is shown through storytelling. In practice, children's cognitive abilities are

linked to managing and organizing information through stories, and every relationship

encounter is preserved in their minds as an informative story. Storytelling is one strategy

that helps students improve their English, mainly speaking abilities. As a result, the

purpose of the study of M. Sopian Assauri, Haerazi, K. Dedy Sandiarsa, and Issra

Pramoolsook (2022) is to examine English teachers' views on teaching storytelling from

the standpoint of phonological awareness in order to develop students' speaking skills.

According to the study of N. Kh. Sharipova and N. A. Kakhkhorova (2022). The

essence of phonetic and phonological competence is explained, as well as its

relationship to communicative competence and the reasons why this capacity is

essential in English language instruction. The "Flipped Classroom" mixed learning

model's potential for developing phonetic and phonological competence and

implementing new FGOS requirements is recognized and justified. The characteristics of

 10

this learning paradigm are examined; its benefits and drawbacks, as well as the

problems in incorporating it into the educational process, are disclosed.

Explicit Instruction on Phonological Grammar by Brian Tomlinson (2022)

conducted research on the impact of incorporating direct Instruction on phonological

grammar into a writing program. The study found that students who received explicit

education on phonology were more proficient in identifying and correcting grammatical

errors.

Phonological abilities have been demonstrated to be substantially related to early

reading and writing development. As a result, the purpose of this study was to determine

the extent to which the development of phonological awareness improves reading

acquisition in pupils learning to read a transparent orthography Vasela Milnacov, Slavica

Golubovic, Tatjana, and Spela Goubovic (2021).

Many new language components, such as grammar rules, can be learned and

accessible in minutes. The study of Sabine Gosselke, Merle Horne, and Mikael Roll

(2021) looks at how first-time learners react when the rules of a new language are not

followed. Tonal and non-tonal speakers were instruct artificial words using spoken word-

picture association learning. The terms comprised grammatical qualities inherent in

vowels and tones, in addition to lexicosemantic material expressed by consonants. Only

errors based on familiar phonological signals elicited a mismatch-related reaction,

emphasizing the relevance of phonological transfer in early second language acquisition.

As stated in the study of Mehmood ul Hassan and Dr. Abrar Hussain Qureshi

(2021), English teachers' perceptions of why English should be taught in schools were

investigated, as well as their attitudes toward intensive practice of fluency, phonological

accuracy, teaching techniques, and identifying suitable methods to treat phonological

issues among Urdu EFL learners.

 11

According to Edi Firman, Haerazi Haerazi, and Sadaf Dehghani (2021), reading

comprehension in the EFL environment demands not only linguistic skills but also

reading methods. The timely development of this skill has a critical impact on language

learners. Unfortunately, most language learners at all levels have low skills and need

help learning to read.

Hence, this study provides an overview of recent research on cross-linguistic

comparisons of wordhood domains. The distinction between grammatical

(morphosyntactic, morphological) words and phonological (prosodic) terms is a popular

solution to misalignments in word domains, according to Adam J. R. Tallman (2020).

Recent research reveals issues with this solution, intended to serve as a foundation for

cross-linguistic comparability. The grammatical-phonological word distinction does not

address language-internal divergences within morphosyntactic and phonological

domains.

Furthermore, the outcomes discovered that scaffolding techniques greatly

influenced students' understanding of English phonology. According to the study of

Nurhayati, Dwi Astuti Wahyu (2020), findings indicated that some students' perspectives

included how students handled teamwork difficulties for the scaffolding technique, how

effectively students learned English phonology, and how students experienced using

scaffolding while learning.

Moreover, this study focuses on how phonology and internet media can help

students improve their listening skills. The discovery shows that there are some. The

viewpoints of learners on the use of phonology and online media to enhance listening

skills include the importance of online learning English media, the effect of online

learning English media on students' attitudes toward learning, the impact of online

learning English media on inferential listening, and media enhancing inferential listening
 12

skill. It also gathered students' responses to phonology used to improve listening ability

Dwi Astuti Wahyu Nurhayati (2020).

Structures of phrases at the beginning, middle, and end of words, phrases,

clauses, and sentences. They indicate both pauses and continuations in the flow of

speech between or among utterances, some of which could lead to misconceptions and

misunderstandings. Open and close junctures occur at the word and phrase level,

making it difficult for non-native speakers to perceive and produce speech. Sounds, by

definition, signify pauses and segmentation, which listeners require to hear spoken

phrases. They also alter the meanings of utterances and are recognized as phonemes in

English. If they are not detected by the listeners, they vary the meanings of utterances,

leading to misinterpretation and, eventually, communication breakdown, according to the

study by Demirezen and Mehmet (2019).

Furthermore, the study presented by Dwi Astuti Wahyu Nurhayati (2019), the

students' perspectives on an innovative teaching methodology for teaching English

Phonology using Edmodo as a virtual class environment. The findings demonstrated that

the Edmodo experience influenced the willingness of learners to participate in English

Phonology education utilizing Edmodo as a learning medium. The results of this study

showed that the Edmodo experience affects fluency in learning phonology courses,

which makes it easier to apply.

To conclude, phonology is a fundamental aspect of language learning that plays

a essential role in the development of students' grammar aptitudes. Early exposure to a

second language, targeted interventions through explicit instruction and training

exercises, and incorporating phonology-focused activities and Instruction in language

enhancement programs have all been shown to enhance students' phonological

grammar aptitudes significantly. These insights contribute to the foundation of the

proposed study on "Students' Grammar Aptitudes: Basis for Enhancement Program" and
 13

underscore the importance of phonology-focused approaches in language enhancement

programs.

Morphology

Morphology, as an essential aspect of grammar, is critical to language acquisition

and communication. It is concerned with the structure and construction of words,

including inflections, affixes, and word derivation. This review dives into the significance

of morphology in language acquisition and its function in improving students' grammar

abilities. This study intends to illustrate the importance of morphology in molding

students' language skills, as well as the recommended enhancement program, through a

comprehensive review of related literature.

In the study of Giazitzidou Giazitzidou, Ioannis Grigorakis, Angeliki Mouzaki, and

Susana Padeliadu (2023), the amount of impact size from phonological awareness and

vocabulary on morphological awareness was similar to the size of the effect size from

morphological awareness to phonological awareness and vocabulary. These findings

suggest that, although it is a different talent, morphological awareness is closely related

to phonological awareness and vocabulary.

Furthermore, morphology is one component that has been shown to aid in the

acquisition of vocabulary, grammar, reading, and writing skills. However, previous

research has primarily focused on morphology as an integrated component of language

instruction, with less studied in the context of it being a separate academic subject in the

English language curriculum. Students, as well as educators, have good attitudes toward

Morphology, stating that it is difficult yet worthwhile to study and underlining the

significance of including it in the English language curriculum. This study asserts that

explicit Instruction on learners' use of their native language, enhanced by exercises and
 14

dialogues, should be prioritized in teaching and learning Morphology, according to the

study of Quang Thao Le (2023).

Also, with theoretical explanations, one essential aspect is morphological

awareness. However, empirical research has yet to explore whether morphological

awareness is more closely related to the development of reading competence for words

with numerous morphemes in particular (i.e., morphological decoding) or to the reading

of a broad variety of terms as propose a more targeted role for morphology in theories of

word reading development by clarifying the role of morphological awareness in assisting

students to acquire the ability to read morphologically complex words according to the

study of Kyle C. Levesque and S. Hélène Deacon (2022).

Moreover, this research looks into those structures and suggests explicit

Instruction as a remedy to the problems. The study is being undertaken on Ghanaians

who are studying English. In disyllabic phrases, trochaic syllables are favored over

iambic syllables, beginning acquisition is more straightforward than coda acquisition, and

explicit teaching is especially beneficial in the classroom, according to Mohammed

Sadat (2022).

Shen Qiao, Yingyi Liu, and Susanna Siu-Sze Yeung (2021) have shown the

connection between morphological awareness and reading comprehension. The

theoretical mechanisms that support the relationship, however, remain unclear. Analyses

for both languages revealed that morphological awareness had significant direct impacts

on English and Chinese reading comprehension that were independent of mediators and

control variables. The findings highlight the significance of morphology in reading

comprehension and reveal the potential mechanisms underlying their relationships in L1

Chinese and L2 English.

Inflectional morphology on English verbs is one of the interface characteristics,

which involves subject-verb agreement at the syntax-morphology interaction. According

 15

to research by Shuhama and Yuji (2021), acquiring third-person singular "-s" is more

difficult for L2 English learners than typical past "-ed" due to the absence of nonsensical

morphemes in L1. The results reveal that "-s" is regularly omitted regardless of clause

type, while "-ed" is more frequently omitted in complement clauses than in main clauses.

These are the results of negative L1 transfer on L2 inflectional morphology, and our

findings suggest that clauses are important as meaningful units in L2 grammar

instructions.

According to Lisa Pearl (2021), the "Universal Grammar + statistics" (UG+stats)

perspective is used for understanding different morphology and syntax difficulties. It

discusses why UG has traditionally been included in many developmental theories of

language, as well as popular statistical learning methodologies that are included in

UG+stats proposals. She concludes by quickly describing where we appear to be in

terms of how effectively UG+stats approaches assist us in understanding the

development of morphology and syntax knowledge.

Along with morphological skills, according to Kyle C. Levesque, Helen L.

Breadmore, and S. Hélène Deacon (2020), the result is increasingly linked to literacy

outcomes such as word reading, spelling, and reading comprehension, according to

research. Despite this data, theoretical models of reading and spelling development

leave many questions unanswered about how morphology affects the development of

children's literacy skills. It also presents the Morphological Pathways Framework, which

identifies and guides the inclusion of explicit linkages between morphology and reading

abilities in theory.

The scale of the relationship varied based on the type of morphological

awareness: productive morphological awareness had a greater connection with

phonological awareness and vocabulary than receptive morphological awareness;

derivational morphological awareness had a stronger relationship with vocabulary and

 16

word reading than inflectional morphological awareness; and compound morphological

awareness had a weaker connection with phonological awareness but a stronger

connection with vocabulary and word reading than inflectional morphological awareness.

This study by Joong Won Lee, Alissa Wolters, and Young-Suk Grace Kim (2020)

emphasizes the relevance of morphological recognition in language and literacy skills,

as well as provides a detailed and precise picture of their relationships.

Some EFL teachers need to pay more attention to the importance of

strengthening students' morphological awareness. According to Badawi Mohamed

Farrag Ahmed (2019), many EFL teachers believe that students can quickly learn

morphological awareness. In other words, teachers prefer not to discuss morphological

structure clearly. Badawi Mohamed and Farrag Ahmed went on to say that morphemic

analysis education needs to be more utilized since it is not covered in EFL textbooks.

According to the study by Schenck Andrew (2019), explicit grammatical focus

was more effective for morphology with a small, binary scope. Likewise, intended

attention to grammatical elements distinct to the L1 significantly boosted learner

speaking and writing accuracy. Implicit emphasis, on the other hand, was practical with

grammatical features with greater scope as well as grammatical aspects identical to the

L1. In line with the findings, explicit emphasis on a smaller range and implicit focus on a

broader scope are practical since they do not cognitively overload the learner during

communication.

In the study of Fivy Andries, Paula Hammp, Paula Rombepajung, and Fergina

Lengkoan (2019), it is helpful to use self-made cards in teaching English vocabulary,

particularly irregular verbs with their meanings and functions. Based on the findings of

this study, it is proposed that English teachers strive to design and use word cards, as

well as educate students on how to play with them as games, so that students would

love studying vocabulary and, as a result, their mastery of language will improve.
 17

In the final analysis, morphology research emphasizes the necessity of targeted

learning and Instruction in word development and morphological principles to improve

students' grammar skills. Understanding how words form and structure is critical for

effective communication and language development. Educators can significantly

contribute to students' morphological growth and language competency by using explicit

morphology instruction, metalinguistic awareness, and technology-based approaches.

Syntax

Syntax is a fundamental aspect of grammar that plays a essential role in

language development and communication. It involves arranging words and phrases to

create well-formed sentences in a language. Understanding the rules of syntax allows

individuals to convey meaning effectively and coherently.

Under the study of Zuchao Li, Kevin Parnow, and Hai Zhao (2022), because

grammar and syntax are naturally related, integrating syntax parse trees into

Grammatical Error Correction (GEC) is an evident approach. In this paper, we offer a

method for adding syntax parse trees into GEC. Building on a sequence-to-sequence

solid Transformer foundation, we provide a unified parse integration approach for GEC

that let for the use of both reliance and constituency parse trees, as well as their union -

a syntactic graph.

Moreover, under the study of Zhongchao Tan (2022), writing with verbs improves

clarity and conciseness. In contrast, expletives, phrasal verbs, nominalization,

wordiness, and so on impair writing's conciseness. In addition, avoid using jargon, slang,

and idioms in technical papers. The final section of this chapter contrasts several words

with similar meanings or functions but are not precisely the same. Nonetheless, you are

urged to read handbooks for comprehensive formal writing training.

According to Anthony Savidis and Emanuel Agapakis (2022), visual

programming is frequently used in education, typically with jigsaw-style components that

 18

may be freely arranged on a canvas. While the permissible compositions demand

grammatical correctness, syntactic information is not transmitted to learners, causing the

underlying language grammar to be experientially internalized. Grammar, on the other

hand, is critical for a deeper comprehension of languages because syntax reflects all

significant semantic characteristics and elements.

Moreover, in the study of Mimoune Riene (2021), the syntactic difficulties were

mainly related to tense/aspect, prepositions, and conjunctions. Furthermore, there needs

to be more reading; the lack of syntactic awareness and mother tongue interference

were identified as the primary causes of syntactic difficulties. As a result, teachers must

focus more on teaching syntactic characteristics, and students must be motivated to

learn more about these aspects.

The study discovered some issues regarding the arrangement of a word game

employed by an English teacher. The first issue was that even though the English

teacher had used and applied the organizing Word Game in teaching simple present

tense, some pupils still needed help organizing words into a sentence. The second issue

was that some students were frequently required to remember the structure of the

phrase that had been taught previously, such as the structure of simple present tense,

and the students' marks were considerably diverse, with 65% of the students judged to

have poor achievement. The last issue was that some students couldn't make

sentences, such as arranging words into a good punishment, and couldn't absorb the

content adequately. The study by Yona Meidiastuti and Loli Safitri (2021) showed that

Arranging a Word Game proved effective in teaching simple present tense.

In another study by Lauren A. Fromont, Phaedra Royle, and Karsten Steinhauer

(2020), the event-related potential (ERP) study reevaluates syntax-first approaches to

sentence processing by establishing a unique paradigm that comprises proper

sentences, pure syntactic category contravention, lexical-semantic anomalies, and

 19

combination anomalies. The findings provide significant evidence against the concept

that syntactic categories are processed first and that syntactic category errors "block"

lexical-semantic processing. Furthermore, the N400 effect in response to pure syntactic

category violations implies a mismatch detection between a predicted word stem and the

target.

Furthermore, in the study of Adrea Truckenmiller, Mei Shen & Lake E. Sweet

(2020). The significance of vocabulary and syntax abilities in informational writing

excellence in early and late middle school; that the role may alter depending on students'

ability level; and we investigate the impact of written vocabulary and syntax in the

gender gap between girls’ and boys' informational writing quality.

According to Lifeng Jin and William Schuler (2020), computational modeling

examines the problem of learning such hidden structures from the bottom up, starting

from a position with minimal presumptions as feasible about what learners already know

to help in learning. All models use the distributional learning technique, in which

structures in the statistics of surface forms, such as words, characters, and images, are

used to generate word and phrase clusters and the hierarchical structures of these

clusters to generate what is seen as linear linguistic sequences with the highest

probability.

Late second language (L2) learners experience difficulties in specific linguistic

areas, such as syntactic processing, possibly because brain plasticity fades with age

(according to the critical period hypothesis). While there is evidence that L2 learners can

reach native-like online processing with sufficient proficiency (following the convergence

theory), taking into account many mediating factors and their influence on language

processing has proven difficult, according to Lauren A. Fromont, Phaedra Royle, Karsten

Steinhauer (2020).
 20

Moreover, the vast majority of these crucial phrase frames were substance word

sequences, according to structural analysis, whereas the functional majority belonged to

relevant expressions. Pedagogically, L2 learners should build an extensive collection of

conventional patterns, such as crucial phrase frames, which are considered the

foundation of academic discourse according to Barabadi, Elyas; Robatjazi, Mohammad

Ali; Bayat, Mokarrameh (2020).

Overall, the studies on syntax emphasize the significance of explicit Instruction,

targeted exercises, personalized feedback, and technology integration in promoting

students' syntactic development. Understanding the structure and organization of

sentences in a language is fundamental to effective communication, making syntax a

crucial component of grammar enhancement programs. The findings suggest that a

comprehensive approach incorporating various instructional methods can effectively

improve students' syntax skills. By addressing syntactic proficiency in language

education, educators can contribute to learners' overall language development and

communication competence.

Semantics

As a fundamental part of language, semantics is concerned with the meaning

and interpretation of words and sentences. This review examines the importance of

semantics in language acquisition and its function in improving students' grammar

abilities. This study attempts to demonstrate the matter of semantics in molding students'

language skills and its contribution to the proposed enhancement program through a

comprehensive review of related literature.

Grammatical-semantic qualities dependent on lexical forms are distinct from

lexical-semantic features. The first can be viewed as an outcome of grammaticalization

of the second. According to Miloslav Vondráček (2023), the chosen point of view, the

construction of grammar on a semantic basis seems to be a multi-level event in which

 21

grammatical-semantic characteristics are established on similarity and contrast in the

context of lexical-semantic properties.

The intent of this study by Serhii Riznyk (2022) is to analyze case forms that

incorporate subjective connotation in the semantic structure of a simple sentence. The

study that examines the interplay between a sentence's semantic and formal

arrangement is sentence semantic analysis. The interaction of semantic and syntactic

structures in sentences provides standard models of predicative grammar constructions.

The grammar models explored in this article show that the semantic subject can be

stated by all case forms without using a preposition.

According to Helen Brown, Kenny Smith, Ana Samara, and Elizabeth Wonnacott.

(2021), grammatical routines can be associated with semantics; for example,

grammatical gender is frequently somewhat expected from noun semantics. A six-year-

olds and adults were exposed to semi-artificial languages in which nouns co-occurred

with novel particles, with particle usage governed entirely or partially by the semantics of

the nouns. When semantic clues were completely constant, both adults and children

generalized to novel nouns. These findings show that semantic signals are particularly

challenging for children to utilize during the early phases of language acquisition.

Students' comprehension and understanding of word meaning, sentence links,

discourse, and context increase as they study Semantics. It also enables students to

develop and update semantics maps, which are word webs that show the meaning-

based links between a word or phrase and a group of related terms or concepts.

According to the study by Fatimah Alsayed (2020), it is essential in language

development to integrate Semantics material with L2 vocabulary methods. It used

semantics tactics to uncover the link between teaching semantics and enhancing ELLs'

language skills.
 22

The squib conveys an empirical investigation of the semantics and pragmatics

used in Construction Grammar. According to the study of Benoît Leclercq (2020), when

compared to truth-conditional terms, the terms semantics and pragmatics are more

explanatory. It allows for a finer-grained grasp of the meaning of constructions.

Furthermore, the concept of the word's grammatical description, as demonstrated

here by cases of in-flexion of numerous lexical groups of nouns, expresses the

relationship between linguistic and grammatical semantics. The analysis of grammatical

distinctions discovered between words in one semantic category depicts characteristics

of compositional semantics that are not necessarily reflected in vocabulary definitions. B.

Yu concludes. Norman and Mikhail Mukhin (2018) discuss the prospects for using case

data in present investigations of the link between lexical and grammatical semantics.

To sum up, semantics research emphasizes the relevance of guidance and

exercises in improving students' knowledge of semantic grammar. The enhancement

program will use these insights to provide students with an exciting learning experience

that fosters an understanding of meaning in communication. By emphasizing semantics,

the proposed program intends to give students with language abilities that improve their

grammar competency and language progress.

The Related Review of Literature investigated the significance of grammar skills

in language learning and the effectiveness of programs meant to improve students'

grammar abilities. It included four significant elements of grammar: phonology, syntax,

morphology, and semantics. The review highlighted findings from diverse investigations

conducted both locally and globally.

Regarding phonology, research has stressed the importance of phonological

awareness and early exposure to a second language in developing students' grammar

skills. Incorporating phonological exercises and interventions produced promising results

for improving grammatical abilities.

 23

The syntax section proved that explicit Instruction and targeted practice were

effective ways to identify and fix grammatical problems. Integrating syntax-focused

exercises into language programs significantly improved students' grammar skills.

Morphology studies have highlighted the significance of morphological

awareness training for strengthening students' knowledge of verb tense and agreement.

The ability to learn the morphology of a second language was also predicted by

sensitivity to morphological cues in the first language.

In the realm of semantics, thorough Instruction and specific exercises boosted

the ability of learners to infer word meanings and grasp complicated phrases. Integrating

semantic-focused activities into language programs improved grammar competency.

As the study grows, the findings from the Review of Related Literature will lead

the research in determining the level of grammar aptitudes among Filipino high school

students. The program will attempt to remedy any shortcomings in grammatical skills

and will investigate the success of the planned enhancement program. The research

aims to contribute to the enhancement of language teaching and learning techniques in

the Philippines and provide valuable implications for educators and researchers striving

to improve students' grammar abilities and academic achievement.

Synthesis

The impending study will investigate the grammar aptitudes of 49 high school

students at Koronadal National Comprehensive High School. It will explore the potential

for enhancing these aptitudes through an intervention program. The literature review

suggests that grammar aptitude is crucial to language learning and that various

instructional approaches and interventions can effectively improve students' grammar

aptitudes. The study also identifies explicit grammar instruction, personalized online
 24

learning, mobile learning apps, and metalinguistic corrective feedback as promising

approaches for improving grammar aptitudes.

The results of the upcoming study are expected to show that the intervention

program significantly positively affects the students' grammar aptitudes, particularly in

terms of accuracy and fluency. The program involves explicit grammar instruction,

personalized online learning, and metalinguistic corrective feedback and will be

implemented over eight weeks. The findings suggest that this intervention program can

effectively enhance high school students' grammar aptitudes and may have practical

implications for language teaching and learning in similar contexts.

Based on the anticipated findings and the literature review, the upcoming study

will recommend that language teachers and educational practitioners consider

implementing evidence-based approaches for enhancing grammar aptitudes, such as

explicit grammar instruction, personalized online learning, and metalinguistic corrective

feedback. Future research could further investigate the effectiveness of these

approaches in different contexts and with larger sample sizes and explore the

transferability of grammar aptitudes to real-life language use. Overall, the upcoming

study will highlight the importance of grammar aptitude in language learning and provide

insights into practical instructional approaches for enhancing these aptitudes among

high school students.

Theoretical Framework

The study is grounded in the cognitive theory of learning, which highlight the

importance of prior knowledge and experiences in the learning process. According to

this theory, individuals actively construct knowledge and understanding by integrating

new information with their existing knowledge and experiences.

 25

The study also draws on the work of Vygotsky. The concept of Zone Proximal

Development (ZPD) refers to children's cognitive functioning and development, which is

accompanied by interaction with more capable and competent others, capable adults

(teachers) who take the lead to impart education through guidance and encouragement

in solving issues settings and adapt their level of help according to the needs of the

children and motivate them by placing them in a challenging situation above their level to

make them reach a level befitting their abilities. According to Sadia Irshad, Maria Farooq

Maan, Huma Batool, and Ayesha Hanif (2021), the method of participant observation

and conversation analysis was utilized to analyze the eight selected 6-year-old children

who were stimulated with story-telling and observed for the roles they chose to play and

the word usage with this ZPD concept. The study recognizes that students have varying

levels of grammar aptitudes and that an enhancement program should be designed to

address the individual needs of each student, taking into account their current level of

understanding and providing appropriate guidance and support to move them toward the

next level.

Additionally, the study considers the importance of feedback in the learning

process. Feedback provides learners with information about their progress and helps

them to adjust their performance to improve their understanding. The study recognizes

that feedback should be timely, specific, and focused on the learning objectives to be

effective.

Conceptual Framework

This study contains a conceptual framework of the study. It will determine the

grammar aptitude of the Grade 10 Garcia of Koronadal National Comprehensive Junior

High School students and propose an enhancement program based on the result.
 26

According to Julie A. Luft, Sofia Joeng, and Grant Gardner (2022), a

conceptual framework reinforces the researcher's understanding of the essential

concepts under consideration. Literature reviews, encounters, and experiments all help

the conceptual framework. It may incorporate new ideas that still need to be established

in the literature. The conceptual framework for evaluating the Grade 10 Garcia students

in grammar aptitude and serving as the foundation for an intervention program is shown

in the figure below.

The conceptual paradigm was composed of input and output. Grammar aptitude

in terms of phonology, morphology, syntax, and semantics was the input. At the same

time, the production was an intervention program that could be drawn from the result of

the data gathered.

Furthermore, the significance of grammar to context and sound in

comprehending effectively utilizing grammar. The advantages of knowing English

grammar are emphasized, including successful communication, self-assurance,

academic and professional achievement, and improved teaching efficiency for teachers

Anand Mathew (2023).

Significance of the Study

In today's globalized world, communication is crucial to personal and professional

success. Expressing oneself clearly and effectively is essential in building relationships,

sharing ideas, and achieving goals. For students, mastering language skills, particularly

grammar, is vital for their academic accomplishment and future career prospects.

However, despite the importance of grammar skills, many students need help with its

complexities. This study on "Students' Grammar Aptitudes: Basis for Enhancement

Program" is significant as it aims to provide valuable insights into the level of grammar

aptitude of students and propose an effective enhancement program to address this

 27

issue. By improving students' grammar skills, this study can enhance their

communication skills, contribute to their academic success, and prepare them for the

demands of the global workforce.

School Administrators:

This study is significant for school administrators as it provides valuable insights

into the level of grammar aptitude of their students. The findings of this study can impart

to administrators' decisions on how to allocate resources toward the development of an

effective grammar enhancement program. By implementing an effective program, school

administrators can improve their institution's education quality and contribute to

developing their students' language skills.

Teachers:

This study will help the teacher be aware of the student's lapses in grammar

aptitude regarding phonology, semantics, syntax, and morphology. Also, to allow them to

cope and guide students to enrich their abilities in grammar.

Students:

The findings of this study are also significant for students as it allows them to

improve their grammar skills. By participating in the enhancement program proposed in

this study, students can better understand the critical elements of grammar, such as

phonology, syntax, morphology, and semantics. As a result, students can enhance their

communication skills, which are vital for personal and professional growth.

Future researchers:

This study is significant for future researchers as it provides a basis for further

research on the topic of grammar aptitude and enhancement programs. The findings of

this study can inform the development of future studies that focus on more specific

aspects of grammar or investigate the effectiveness of different types of grammar

enhancement programs. By building on the findings of this study, future researchers can
 28

contribute to the advancement of knowledge in the field of language education and

inform the development of effective pedagogical strategies.

Overall, this study is significant for school administrators, students, and future

researchers as it provides valuable insights into the level of grammar aptitude of

students, proposes an effective grammar enhancement program, and contributes to the

development of knowledge in the field of language education.

Definition of terms

For a unified understanding of the study, the researcher defined the terms below

conceptually and practically.

Enhancement program: Conceptually, Enhancement is a process of

augmentation or improvement. Operationally, it is developing precise plans and

schedules for addressing the potential for improvement brought on by the current

conditions and situations. (Harvey L. 2022).

Grammar Aptitude: Conceptually refers to tests that determine someone's level

of competence in the English language based on their understanding, vocabulary, and

grammar. Operationally, a capacity to perform or learn something naturally. (Mercer,

2022).

Koronadal National Comprehensive High School: Conceptually, it is a public

secondary school located in Koronadal City, South Cotabato, Philippines. It is one of the

largest high schools in the region and caters to students from various barangays

(villages) in Koronadal City and nearby municipalities. KNCHS offers multiple academic

programs and extracurricular activities to help students develop their full potential and

prepare for their future careers. As a research setting, KNCHS provides a valuable

context for investigating students' grammar aptitudes and designing effective

enhancement programs.
 29

Language acquisition: Conceptually, it discusses how these hidden structures

are learned by humans using an array of theorized learning methods and tools, some of

which may be hereditary endowed or of comprehensive cognitive utility. Operationally, it

is a language structure that emerges from language use, and children build their

language relying on their general cognitive skills. (Lifeng Jin, and William Schuler, 2020)

Language proficiency: Conceptually refers to a person's ability to speak a

specific language. Operationally, measurement of an individual's capacity for language

proficiency. (Indeed, 2023)

Language skills: Conceptually, it refers to the ability to communicate clearly and

precisely aided by your command of the language. You learn to listen intently in addition

to speaking clearly. Operationally, it is the capabilities that allow one to communicate in

English either vocally or in writing (James Humes, 2021)

Morphology: Conceptually, it refers to the essential building pieces of a

language that encode meaning, and morphological knowledge makes it possible to use

these building blocks effectively in both spoken and written language. Operationally, it is

how distinct words are created. It explores the connections between morphemes and

how they might be combined to construct new terms or variants of the stem word. (Kyle

C. Levesque, Helen L. Breadmore, S. Hélène Deacon, 2020)

Phonology: Conceptually, Study how sounds are arranged in different

languages. Operationally, it focuses on the distribution and patterning of speech sounds

as well as the study of those sounds. (Britannica, 2023)

Semantics: Conceptually refers to the study of the definition of words, phrases,

and sentences in a language. Operationally, it utilizes the connections between

language forms, non-linguistic ideas, and mental models to describe how native

speakers understand sentences. (Britannica, 2023)

 30

Syntax: Conceptually, the study of how sentences are formed, clauses and

phrases work together, and how words are arranged in sentences, clauses, and

phrases. Operationally, it is concerned with the distribution and patterning of speech

sounds and the study of those sounds. (Britannica, 2023)

 34

CHAPTER II

METHOD

This study outlines the research approach that will be applied. This chapter will

cover the research design, setting, participants, sampling strategy, instrument, data

collection techniques, and statistical tools.

Research Design

Descriptive, evaluative research design is a valuable tool in conducting research,

particularly when studying a specific group of individuals or a phenomenon. This

research method is beneficial for our study on "Students' Grammar Aptitudes: Basis for

Enhancement Program" because it allows us to describe and interpret students'

grammar skills in a detailed and systematic manner.

Moreover, McCombes, S. (2022) claims that the descriptive evaluative is meant

to conduct a scientific investigation. A population, circumstance, or phenomenon must

be correctly and systematically described through descriptive study. What, where, when,

and how inquiries can be answered, but why questions cannot? An explanatory research

strategy can study one or more variables using various research techniques. This

contrasts experimental research, which does not manage or influence any variables but

only records and measures them.

In conclusion, the descriptive research design is valuable for our study on

"Students' Grammar Aptitudes: Basis for Enhancement Program." It provides a broad

and systematic approach to describing and interpreting the level of grammar skills of

students, which will serve as the basis for proposing an enhancement program tailored

to their needs. This research design also enables us to collect data from a large group of

participants, avoid making assumptions based on limited data, and explore a relatively

new topic in detail.

 35

Research Locale

This study was conducted at Koronadal National Comprehensive High Junior-

School at Rizal Street, Koronadal City, South Cotabato. Koronadal CHJS is a DepED

managed by Urban Secondary Public School. Koronadal National Comprehensive High

School was established in 1947, occupying at first a dense coronal area of 79,000

square meters, all the greeneries of shrubs and shaded trees as its landscape

(WordPress, 2019).

The respondents will be given questionnaires and will be assessed afterward.

The researcher chooses the place for its accessibility and ideal study area. The said

school was the selected setting since it has a diverse array of students and many

participants. The researcher asked for the permission of the principal of KNCHS to

conduct a study with forty-nine (49) Grade 10 students as participants from the said

school. Koronadal Comprehensive National High Junior School (KNNHJS) is a public

secondary school in Koronadal City, South Cotabato. KNCHS, a premier secondary

institution of learning, stands to build dreams and aspirations for the search for newer

and broader perspectives in the field of education and will continue to strive for better

quality education (WordPress, 2019).

Population and Sample

Upon examination of Koronadal National Comprehensive High Junior School, the

aggregate count of junior high school students amounts to approximately 8,000 with this

number. Concurrently, the collective count of students in Grage 10 approximates 2,000

students. The researcher will be conducting assessment tests that will challenge their

grammar proficiencies.

Simple Random Sampling technique will be utilized as a method of sampling.

Since it only includes one random selection and requires little prior population

knowledge, this method is the easiest of all the probability sampling techniques. Since
 36

randomization is used, any study using this test should have high internal and external

validity and be less likely to be biased by factors like sampling and selection bias

(Lauren Thomas, 2020).

Research Instrument

This study utilized an adapted and modified instrument from the Proprofs quiz

(2023), Scribd (2021), and Quizizz (2023), an online quiz that will help students enhance

their grammar aptitude. The research instrument for this thesis is a set of questionnaires

that will be administered to the selected sample of students.

The questionnaires were designed to gather data on the level of grammar skills

of the students regarding phonology, syntax, morphology, and semantics. The

questionnaires are structured to elicit responses from the students on their

understanding and mastery of various aspects of grammar. The data collected from the

questionnaires will be used to determine the level of grammar aptitudes of the students

and to propose an enhancement program based on the gathered data. Early discovery

of academic performance issues, measures to assist students in improving their

academic success methods, and support for independent learning are all essential

components of a successful educational intervention, according to Hidayatulfathi

Othman, Asmah Hamid, Siti Balkis Budin, and Nor Fadilah Rajab (2021). The

questionnaires were designed to be clear and concise, ensuring that the students

understand the questions and can provide accurate responses.

Data Collection

During the conduct of this study, the researcher will do the following. First, the

researcher will ask permission from the management of Ramon Magsaysay Memorial

Colleges – Marbel Incorporated, where the researcher studies. Next is to provide a letter

that must sent to KNCHS – a chosen place to conduct the study. Then, choose the ideal
 37

classroom/students to experiment with. Lastly, interpret the data that the researchers will

gather.

Statistical tool

To determine the grammar aptitude of the grade 10 Garcia students of Koronadal

National Comprehensive High School. Frequently, count and percentage were used.

To develop an intervention program addressing the grammar aptitude of the

Grade 10 Garcia students.

Ethical Consideration

In conducting the research study on Students' Grammar Aptitudes: Basis for

Enhancement Program, ethical considerations must be taken into account to ensure the

safety and well-being of the participants. Voluntary participation must be emphasized,

and participants must be informed that they have the right to withdraw from the study at

any time without penalty. Privacy and confidentiality must also be ensured by

safeguarding the participants' identities and personal information. The informed consent

process must be clearly explained to the participants, ensuring that they fully understand

the study's purpose, nature, and potential risks. Recruitment must also be conducted

ethically, with the researcher avoiding any form of coercion or undue influence on the

participants. Participants must be mindful of the potential benefits of the study, and they

must not be misled or deceived in any way. Fabrication of data must be avoided, and all

authorship must be credited appropriately. By adhering to these ethical considerations,

the research study can be conducted responsibly and respectfully, ultimately contributing

to enhancing students' grammar aptitudes.

 38

CHAPTER III

RESULT

This chapter presents the outcome based on the gathered data. The results were based on the data gathered through the

questionnaire answered by the respondents. The data were analyzed, discussed, presented, and interpreted to provide an answer to

the specific question drawn from the research objective of this study.

TABLE I. PHONOLOGY

c 1-2 1% -20% Absolutely No Mastery

Based on the data presented in Table 1.1, it can be inferred that most participants scored in the very low range, with 49%

scoring in the 3-4 range. This suggested that the participants needed a higher understanding of phonology. However, 33% of the

participants scored in the novice range of 1-2, indicating that some participants still needed to fully grasp the concepts in phonology.

It was important to note that the scoring scale used in Table 1.1 clearly described the participants' proficiency level in

phonology. The scale ranged from mastered to absolutely no mastery, with each range corresponding to a specific percentage of

scores. This provided a clear and objective way of interpreting the data and assessing the participants' level of proficiency in

phonology.
 39

Overall, the data in Table I suggested that the participants had a low understanding of phonology. However, there was still

room for improvement, particularly among those who scored in the very low range of 1-2.

TABLE 1.2. MORPHOLOGY

Based on Table 1.2, most participants scored in the very low range for morphology, with a mean percentage score of 3.05.

The most frequent score was in the absolutely no mastery range, with 22 participants, or 45%, while 18 participants, or 37%, scored

in the very low range. Only 4% of the participants scored in the mastered range, with two participants.

Overall, the results suggested that the participants needed a higher understanding of morphology, same with phonology, as

there were fewer participants in the mastered and moving towards mastery range for morphology and phonology. However,

improvement was still needed as only a few participants scored in the mastered and average ranges for phonology and morphology.

TABLE 1.3. SYNTAX

Based on Table 1.4, most participants scored between 3 and 4, with 21 out of 49 students falling within this range. This

indicated that they needed a higher understanding of syntax. The percentage count for those who fell within the very low range was

42%, while the percentage count for those who fell within the absolutely no mastery range was 35%. Only 12% of the participants fell

within the average range, indicating they needed a greater understanding of syntax.
 40

The mean percentage score was 3.5, which fell within the very low. This means that, on average, the participants had an

adequate understanding of syntax. However, there was still room for improvement, as 2% of the participants only had a competent

understanding. This suggested that an enhancement program focusing on syntax would have been beneficial for the majority of the

participants.

In this table, very low and absolutely no mastery range had the same range, with 37% falling within this category. At the same

time, only 4% were categorized as average. Also, mastered and moving towards mastery had the same range with 2%. The mean

percentage score of the participants in this area was 3.41, which fell within the very low. The data suggested that the students

needed a higher understanding of semantics, with only a tiny percentage categorized as very low. However, there was still room for

improvement, as a significant portion of the participants were only categorized as proficient.

The result shows that the grammar aptitude of the students in Table 1.1, which is the usage of Phonology, students got the

mean score of 3.37, described as Very Low. In Table 1.2, which is the usage of Syntax, students got a mean score of 3.05, described

as Very Low. In Table 1.3, which is the usage of Syntax, students got a mean score of 3.5, described as Very Low, and lastly, in Table

1.4, the usage of Semantics score of 3.41, described as very low. Table 1.4, which is the usage of morphology, got the highest mean

of ‘3.41’ and is described as very low, followed by Table 1.1, the usage of phonology, which garnered a mean score of 3.37 and is

described as advanced Very Low. Lastly, Tables 1.2 and 1.4, which use Syntax and semantics, got the lowest mean scores of 3.05

and 3.5 and are described as Very Low.

 41

The test result implies that the students are very low at recognizing the basic grammatical rules, garnering a mean score of

3.33.

A PROPOSED INTERVENTION PROGRAM FOR THE IMPROVEMENT OFTHE GAMMAR SKILLS OF THE GRADE 10
STUDENTS
Rationale
 42

The study's results indicate that students at KNCHS have varying levels of proficiency in grammar, including phonology,

morphology, semantics, and syntax. While some students exhibit advanced or proficient skills, others are at a novice or competent

level. These findings highlight the need for an intervention program that can address students' varying needs and provide them with

the necessary support to improve their grammar skills.

Given the importance of grammar in effective communication and academic success, it is crucial to provide students with the

tools and resources to enhance their grammar aptitudes. Through an intervention program tailored to their needs, students can

receive targeted instruction, practice, and feedback to help them improve their grammar skills. The intervention program can also

provide a supportive learning environment that encourages learners to participate in their learning actively and fosters a growth

mindset.

The basis for implementing an intervention program for students' grammar aptitude at KNCHS is based on the assessment

results of the student's performance in phonology, morphology, semantics, and syntax. The data gathered from the assessments

show that most students fall under the proficient and advanced levels in phonology, morphology, and semantics. However, in syntax,

a significant number of students are classified under the novice and competent levels.

This is a cause for concern, as syntax is a fundamental aspect of language and plays a crucial role in effective

communication. Poor syntax skills may result in misunderstandings, confusion, and misinterpreting messages, ultimately affecting

academic performance and future career prospects.

 43

In response to these findings, an intervention program is proposed to address the student's specific needs in syntax. The

program will provide targeted instruction, practice, and feedback to students struggling with syntax to improve their skills and

increase their confidence in using the language.

By implementing this intervention program, we aim to bridge the gap between the students' current syntax skills and the level

of proficiency required for academic and professional success. This program will not only benefit the students at KNCHS but also

contribute to the overall improvement of the school's education quality.

Objectives:

1. To improve students' phonology aptitude by enhancing their ability to recognize and produce correct sounds and stress

patterns in English words and sentences.

2. To enhance students' morphology aptitude by improving their understanding of the structure and formation of English words,

including prefixes, suffixes, and roots.

3. To develop students' semantics aptitude by improving their ability to understand and use correct word meanings and

relationships in sentences and paragraphs.

4. To enhance students' syntax aptitude by improving their understanding and ability to use correct grammatical structures in

writing and speaking.

These objectives will serve as the basis for designing the intervention program and selecting appropriate teaching strategies and

materials. Additionally, they will help to guide the assessment and evaluation of the program's effectiveness in achieving its goals.
 44

Strategies

To achieve the goals and objectives above, the following needs to be done:

1. Provide explicit instruction and practice on the target language skills. This can be achieved through direct instruction,

modeling, and guided practice activities to help learners learn and apply the target language skills.

2. Encouraging student participation and engagement activities that encourage students to practice their language skills in a

meaningful way, such as discussions, debates, and collaborative projects, can increase student participation and

engagement.

3. Use technology to enhance language learning. Technology, such as language learning apps, online resources, and

multimedia tools, can provide additional opportunities for students to execise and reinforce their language skills.

4. Please provide feedback and opportunities for revision. Frequent feedback and opportunities for revision can help students to

identify and correct errors, as well as to monitor their own progress in language learning.

5. Integrate language learning across subject areas. Integrating language learning across subject areas, such as science, social

studies, and literature, can provide students with authentic and meaningful contexts for practicing their language skills.

Monitoring and Evaluation Scheme

In order to formulate an intervention program for the respondents of Koronadal National Comprehensive High School, which

are the Grade 10 Garcia students, the responsible organizations and people that will be the source of the programs and services

must collaborate in order to guarantee the effectiveness of this program. There will be a planned assessment meeting to keep track
 45

of the activities carried out as part of this intervention program. The intervention program's approaches will also be modified in order

to guarantee that everything is in line with the plan, which will form the basis for the evaluation. The monitoring and evaluation plan

provides a thorough assessment of students' grammar competence. It provides a foundation for recognizing particular grammar

issues and creating a personalized improvement program. The implementation of the recommended monitoring and evaluation plan

is a crucial initial phase in improving students' grammar proficiency. This study aims to contribute to the improvement of students'

communication skills and overall academic success by identifying grammar problems and designing an improvement program

INTERVENTION
appropriately. Here are some suggestions for a monitoring PROGRAM
and evaluation scheme MATRIX
for the intervention plan:

Objectives Specific Responsi Timeli Expected Success Materia Financ Means Monitoring checklist
Activities ble ne Output Indicator ls es of
Person/G Verificat
roup ion
To enhance The given English 1st Increased 70% of Activity 1,000p Indicators Ye N
students’ activities are to Teachers Quarte participation students module hp. s o
phonologic help students r in activities participate s, 1. Can the
al to their Improved in activities handout Observa student
awareness phonological performance 60% s tion, pre- identify the
awareness. in sound improveme and initial sound
1. Poetry discriminatio nt rate in post- in a given
Analysis: n and sound tests word?
 46

Examine segmentatio discriminati 2. Can the

student
different kinds n activities on and
identify the
of poetry to segmentati final sound in
a given word?
understand the on
purpose of activities
3. Can the
phonological student
elements like identify the
middle vowel
rhyme, rhythm, sound in a
and given word?
4. Can the
alliteration. student blend
Their two or more
sounds to
awareness of form a word?
the phonetic
elements of 5. Can the
student
language segment a
could improve word into its
individual
as a result. sounds?
2. Phonics
Games:
Perform
interactive
phonics
games or use
apps that
highlight the
 47

connection
between
letters and
sounds. This
could reinforce
the
relationship
between
spelling and
phonology.
3. Tongue
Twisters:
Practice
exercises that
evaluate the
capacity to
utter certain
sounds, such
as tongue
twisters.
Clarity and
quickness of
speaking can
both be
enhanced by
 48

technique.
Speech and
Drama
Activities:
Engage a part
in drama or
theater
activities that
require
students to
deliver lines
with the
appropriate
intonation,
emotion, and
pronunciation.
This activity is
given twice a
week. It could
be
interchangeabl
e to avoid the
boredom of
the students.
To improve The given English 2nd Increased 70% of Activity 1,000p Observa Indicators Ye N
 49

students’ activities are to Teachers Quarte participation students modul hp. tion, pre- s o
help students
morphologi r in activities participate es, and 1. Can the
to their
cal skills morphological Improved in activities hando post- student
awareness. identify
performance 60% uts tests prefixes and
1. Word
Puzzles: in identifying improveme suffixes in
Supply words words?
and nt rate in
that have been
jumbled up analyzing identifying 2. Can the
that contain student
morphemes and
prefixes, roots, determine the
and suffixes. analyzing base/root
The words word when
morpheme
must be presented
broken down, s with a word
and students and its
have to affixes?
identify the 3. Can the
morphemes. student
2. Affix identify
Bingo: compound
Produce words and
prefixes and their
suffixes bingo constituent
cards. parts?
Students can
mark words
with these affix 4. Can the
on the bingo student
card while recognize and
their are define
reading given common
reading prefixes (e.g.,
materials. un-, re-, pre-)
3. Crossword and suffixes
(e.g., -er, -ing,
 50

Puzzles: Fill in -ful)?

the blanks
correctly in
5. Can the
crossword
student
puzzles that
create new
call for a
words by
comprehensio
adding
n of prefixes,
prefixes or
roots, and
suffixes to
suffixes.
base words?
4. Sentence
Analysis:
Create
sentences
utilizing words
that can signify
various things
based on the
affix they
belong to.
Explain how
the affixes
influence how
the word is
interpreted.
This activity is
given twice a
week. It could
be
interchangeabl
e to avoid the
boredom of
the students.
To enhance The given English 3rd Increased 70% of Activity 1,000p Observa Indicators Ye N
activities are to
students’ Teachers Quarte participation students module hp. tion, pre- s o
help students
 51

semantic to their r in activities participate s, and 1. Can the

semantic student define
knowledge Improved in activities handout post-
awareness. the meaning
1. Synonym performance 60% s tests of unfamiliar
and Antonym words using
in improveme
Exploration: context
Engage in understandin nt rate in clues?
exercises 2. Can the
g word understand
where student
students must meanings ing word identify
come up with synonyms
and using meanings
synonyms and (words with
antonyms for context clues and using similar
particular meanings) for
context
phrases. given words?
Explain how clues 3. Can the
various student
phrases determine the
generate meaning of a
different levels word based
of complexity. on its root or
2. Vocabulary affix?
in Literature: 4. Can the
Examine how student use
authors in appropriate
literary works context to
utilize choose the
particular correct
phrases to meaning of a
convey word with
particular multiple
themes or meanings?
feelings. 5. Can the
Discuss about student
the minor explain the
issues of word meaning of
choice. idiomatic
 52

3. Comparativ expressions
e Analysis: or figurative
Compare and language?
contrast words
with similar
meanings but
minor
distinctions.
This aids
students in
understanding
the complex
nature of word
meanings.
4. Analogies:
Provide
analogies that
call for
students to
recognize
word
relationships.
This
encourages
students to
examine word
connects and
interprets critic
ally.
This activity is
given twice a
week. It could
be
interchangeabl
e to avoid the
boredom of
the students.
 53

To improve The given English 4th Increased 70% of Activity 1,000p Observa Indicators Ye N
activities are to
students’ Teachers Quarte participation students module hp. tion, pre- s o
help students
syntactic to their r in activities participate s, and 1. Can the
syntactic student
skills Improved in activities handout post-
awareness. identify and
Clause and performance 60% s tests correct
Phrase subject-verb
in identifying improveme
Identification: agreement
Give examples and nt rate in errors in
of sentences sentences?
analyzing identifying
that include 2. Can the
different sentence and student
clauses and recognize and
structures analyzing
phrases. Ask correct
students to sentence improper use
describe of verb
structures
independent tenses?
and dependent 3. Can the
clauses as student
well as various identify and
phrases. correct
Punctuation sentence
Challenges: fragments or
Give run-on
punctuation- sentences?
deficient or - 4. Can the
inappropriate student use
sentences. appropriate
Ask students punctuation,
to maintain the including
correct commas,
grammar while apostrophes,
fixing the and quotation
punctuation. marks?
Editing for 5. Can the
Sentence student
 54

Structure: identify and

Present poorly correct
formed misplaced
sentences in modifiers in
paragraphs. sentences?
Students need
to modify and
revise these
sentences to
enhance their
readability and
clarity.
Sentence
Analysis:Pres
ent unique
grammatical
structures to
students and
ask them to
figure out the
subject, verb,
object, and
any modifiers.
This enhances
their
understanding
of the
elements of a
sentence.
This activity is
given twice a
week. It could
be
interchangeabl
e to avoid the
boredom of
the students.
 55

CHAPTER IV

DISCUSSION

This research paper summarizes the work completed, presents the conclusions drawn

from the study, and contributes recommendations based on the results. This study aimed to

investigate the grammar aptitudes of high school students in KNCHS and to develop an

intervention program to enhance their grammar skills. The study utilized a mixed-methods

approach that contained a grammar assessment and a survey of students' perceptions of their

grammar skills. The findings showed that while students generally understood grammar

concepts, they still needed help applying them in written and spoken communication. Based on

these results, the study developed an intervention program to improve students' phonology,

morphology, syntax, and semantics skills through various activities and strategies. The following

sections will discuss the conclusions drawn from the study and provide recommendations for

future research and practical implications for school administrators, teachers, and parents.

Students' Grammar Aptitude in Phonology

The grammar aptitude of Grade 10 Garcia students in terms of Phonology is

described as Very Low. The study's findings were that students have difficulty recognizing

phonemes to letters, identifying the stressed and unstressed words, and determining the voice

consonants, whereas their grammar aptitude is very low. This implies creating an intervention

program to assess the needs of the students. The finding of the study supported by Nancy

Justine (2021) is that a child's ability to learn to read and his chances of academic success are

both influenced by phonological awareness. A study suggests that universities and colleges

should examine the literature and update their curricula for teacher preparation to include

instruction on what phonological awareness is, how to teach it, and how to evaluate students'

attainment of the skills required for academic success.

 56

In addition to the study of Melissa Vetsch-Larson (2021), researchers utilized the Path to

Reading Excellence at School Sites (PRESS) phonemic intervention and curriculum-based

measurement (CBM) for oral reading fluency. Phonemic awareness has been central to reading

instruction and is becoming a standard in many classrooms. It acquired qualitative data

regarding students' improvements in phonemic awareness and oral reading fluency from the

PRESS progress monitoring, and the CBM data collected by the researcher revealed that

following a four-week small group session, the students' Oral reading fluency increased by an

average of nineteen words per minute. The researcher was thrilled to observe that the

development of phonemic awareness assisted kids' ability to read fluently aloud.

Furthermore, a learner's phonics and phonemic awareness capacity are taught and

practiced through explicit instruction and follow-up exercises. According to Michelle Erbs (2021)

and numerous scientific studies, regularly practicing newly acquired phonetic abilities will help

children's mental growth. Activities that integrate various teaching techniques have been shown

to be highly successful following direct, explicit instruction.

Moreover, it has been found that the growth of phonological abilities is directly related to

developing early reading and writing abilities. According to Vesela Milankov, Slavica Golubović,

Tatjana Krstić, and Špela Golubović (2021), students who have reading difficulties scored less

phonologically aware on each subscale than students who do not have reading difficulties. The

phonological awareness abilities of phoneme segmentation, first phoneme recognition, and

syllable merging have not been directly linked to success in early reading. Understanding the

nature of the relationship between reading and phonological awareness is crucial for preventing

delayed phonological awareness development in children in preschool.

Students' Grammar Aptitude in Morphology

The grammar aptitude of Grade 10 Garcia students in terms of Morphology is

described as Very Low. The study found that students need help recognizing word formation,

such as using past, present, and future verb tenses and using suffixes, affixes, and prefixes,
 57

whereas their grammar aptitude is very low. This implies creating an intervention program to

assess the needs of the students. Jane Beeninga supports the findings of the study. (2022),

American schools have a growing number of English (EL) learners. However, there is not

sufficient support for them. Because of this, EL students are falling behind in academic subjects

like reading. Morphological awareness is a crucial technique for EL students to use when

reading independently. They will be able to decode words and determine the meaning to a

greater extent the more prefixes and suffixes they can recognize and comprehend. Consistent

review and the inclusion of fun activities were crucial techniques for honing word part

memorization and applying morphological awareness to complete words. Demonstrates how

having morphological awareness can help kids read and understand unfamiliar words

independently.

Furthermore, under the study of Dr. Summaira Sarfraz, Umbreen Tariq, and Ali Abbas

(2018), the formation of words is an essential component of morphological awareness (MA),

which is vital to developing vocabulary but is ignored by teachers and course planners, leaving

English language learners in the dark. Explicit morphological knowledge is provided, and most

courses are presented in English for international students. It has been discovered that teaching

pupils about morphology improve their writing. It also suggests that word creation should be

emphasized as a crucial part of English prose composition at the undergraduate level.

In addition, one element that helps learn vocabulary, grammar, reading, and writing is

morphology. The results demonstrate that both students and teachers have a favorable view

regarding morphology, asserting that it is difficult but worthwhile to study and highlighting the

significance of its inclusion in the English language curriculum. This study makes the case that

exercises and dialogues should be prioritized along with precise instructions that encourage

learners to use their native language while instructing and acquiring morphology, according to

Jacquelin Lie (2018).

Students' Grammar Aptitude in Syntax

 58

The grammar aptitude of Grade 10 Garcia students in terms of syntax is

described as Very Low. The study's findings were that students need help recognizing the

arrangement of the words, how words are ordered and combined in a sentence to convey

meaning, and incorrect word order, causing misinterpretation. In contrast, their grammar

aptitude is very low, which implies creating an intervention program to assess the needs of the

students. Oktavianus Vendi Ferdian Yulianto (2018) supported the study's findings. It has been

shown that students can enhance their writing grammar by studying sentence structure or

syntax. Using syntax can help learners create better sentences by enhancing their written

grammar. Students better understand how to construct an effective grammatical sentence when

they are familiar with different word types, phrase types, and sentence patterns. As a result,

they can create compositions with the fewest possible errors and proper grammar.

In addition, to make a sentence make sense and prevent ambiguity, the student must

understand how to arrange the words in a sentence. Words used in a sentence can have a

particular meaning, and the exact words can convey a different meaning to listeners if

rearranged. The syntax of a language is one of the most crucial things to consider to become

fluent, according to a study by Jacquelin Lie (2018). This makes studying syntax in linguistics

somewhat challenging. Becoming fluent in a language is one of the most crucial factors to

consider.

Furthermore, according to Michelle Lenhart (2020), the modern profession requires

excellent literacy abilities. However, many students lack the literacy abilities required to compete

in work. The motive of this systematic review is to evaluate the efficacy of therapies that target

the use of appropriate syntax. Researchers have suggested that interventions targeting the use

of complicated syntax could enhance literacy abilities. Studies were coded for moderator

variables, including contextual information about the study, subject population features,

methodological data, features of the intervention and/or intervener, characteristics of the result
 59

measure, and the efficacy of the study. Results look at the general efficacy of syntactic

interventions aimed at conversational language, writing, and reading comprehension.

Students' Grammar Aptitude in Semantics

The grammar aptitude of Grade 10 Garcia students in terms of Semantics is

described as Very Low. The findings of the study were that students have difficulty recalling the

words, and students have a hard time understanding the meaning of words and sentences,

whereas their grammar aptitude is very low. This implies creating an intervention program to

assess the needs of the students. The finding of the study supported by Fatimah Alsayed (2020)

is that students' understanding and recognition of word meaning, sentence relationships,

language, and context improve as a result of studying semantics. Also, it adds that it helps

students to develop and enhance their Semantics maps, which are word webs that show the

relationships between a word or phrase and a group of associated words or concepts

depending on their meanings. Putting semantics strategies into practice in an effort to reveal the

link between teaching semantics and enhancing language abilities.

In addition, based on the study of Adelaila J. Leaño, Norfishah Mat Rabi, and Grace

Annammal Gnana Piragasam. (2019), none of the five indigenous learner participants were able

to identify the items presented in their surroundings. They struggled to recall weeks, months,

and everyday events in the Philippines. They had trouble communicating illustrative synonyms

and antonyms. These results indicate the need for linguistic intervention to enhance

fundamental English semantic skills. The results of this research can be used as a substitute to

look into difficulties in other language and literacy domains.

Furthermore, learning vocabulary is an essential requirement for mastering the English

language because it is a means of communication. According to Dieni Nurhasanah Dwihastuti,

Ratna Dewanti, and Sri Sumarni (2022), to promote students ' vocabulary, the teacher utilizes

instructional resources and classroom activities. The results show that when teaching

vocabulary in the classroom, semantic elements such as pairs of synonyms and antonyms,
 60

polysemy, and using vocabulary in short phrases were employed. Throughout the lesson,

images, cassettes, music, and various other teaching aids are employed. Students are

motivated and encouraged to acquire the new language, thanks to these tactics.

Conclusions

1. The grammar aptitude of the Grade 10 students is described as low proficiency in

grammar, specifically in line with the phonology, morphology, syntax, and semantics. This has

led to calls for a grammar intervention program to be integrated.

1.1 The students' grammar aptitude of the (49) forty-nine Grade 10 Garcia students in

terms of Phonology was interpreted as very low. This implies that most of the students in

grammar aptitude, specifically in Phonology, are poor in recognizing phonemes that they really

need to assess to understand the speech sounds. However, students are encouraged to join

every program that could help them to enhance the student's capacity to understand Phonology

to be able to go beyond the level of being Very Low in Phonology.

1.2 The students' grammar aptitude of the (49) forty-nine Grade 10 Garcia students in

terms of Morphology was interpreted as Very Low. This implies that most of the students in

grammar aptitude, specifically in Morphology, students have poor knowledge that they have to

be monitored in word structuring. The students need to enhance their knowledge of the

arrangement of words; students are encouraged to attend programs related to grammar

structuring, which could help the students develop and enhance their understanding and ability

regarding Morphology.

1.3 The students' grammar aptitude of the (49) forty-nine Grade 10 Garcia students in

terms of syntax was interpreted as Very Low. This implies that most of the students in grammar

aptitude, specifically in syntax, are poor at recognizing the grammar arrangement or word order.

The students really need to monitor and practice their grammar arrangement; students still need

to develop their understanding of the syntax upon attending such programs related to word
 61

ordering to achieve a higher level of development. Understanding and ability regarding the

Morphology.

1.4 The students' grammar aptitude of the (49) forty-nine Grade 10 Garcia students in

terms of Semantics was interpreted as Very Low. This implies that most of the students,

specifically in Semantics, students have poor ability in terms of interpreting and recalling words.

Furthermore, the students need to be asses enhance and improve their grammar aptitude; it is

important to be knowledgeable of new words and phrases in assisting them to comprehend the

meanings; it helps students by developing students’ vocabulary. Also, it is significant in reading

comprehension and writing skills, the ability to employ a wider range of words and express

oneself more precisely and effectively.

Recommendations

Based on the findings and conclusions drawn through this thesis paper, the following

recommendations are suggested:

1. Students are encouraged to join grammar enhancement programs and

participate in school activities that promote language proficiency.

2. Students are encouraged to practice speaking and writing in English on a regular

basis to develop their grammar aptitudes further.

3. Teachers are encouraged to regularly assess the grammar aptitude levels of the

students and adjust the teaching strategies accordingly.

4. Teachers are encouraged to incorporate interactive and engaging grammar

activities and exercises to make the learning experience more fun and meaningful.

5. School Administrators are encouraged to consider the results of this study in

designing and implementing curriculum and instructional strategies that address the grammar

aptitude needs of the students.

 62

6. School Administrators are encouraged to allocate sufficient resources to support

the implementation of grammar enhancement programs.

7. Parents are encouraged to provide opportunities for their children to practice

speaking and writing in English at home.

8. Parents are encouraged to monitor their children's progress in grammar aptitudes

and provide support in improving their grammar skills.

9. Researchers are encouraged to search for the effectiveness of different

instructional strategies and interventions in improving students' grammar aptitudes.

10. Future researcher is encouraged to investigate the relationship between

grammar aptitudes and other language skills such as reading, writing, and listening

comprehension.