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Presented To The Faculty of College of Teacher Education Sablayan Campus

This document discusses a study on the grammatical competence of first year Bachelor of Secondary Education students majoring in English at Occidental Mindoro State College. It notes that despite being taught grammar rules early on, many students still struggle with subject-verb agreement. The study aims to determine students' competence levels across different areas of grammar, identify their most and least competent areas, and determine instructional materials to address student needs based on the results. The researchers chose first year English major students as they will soon become teachers and need strong English skills.

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105 views

Presented To The Faculty of College of Teacher Education Sablayan Campus

This document discusses a study on the grammatical competence of first year Bachelor of Secondary Education students majoring in English at Occidental Mindoro State College. It notes that despite being taught grammar rules early on, many students still struggle with subject-verb agreement. The study aims to determine students' competence levels across different areas of grammar, identify their most and least competent areas, and determine instructional materials to address student needs based on the results. The researchers chose first year English major students as they will soon become teachers and need strong English skills.

Uploaded by

ciedelle aranda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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GRAMMATICAL COMPETENCE OF FIRST YEAR BSED STUDENTS OF

OCCIDENTAL MINDORO STATE COLLEGE A.Y. 2020-2021

AN UNDERGRADUATE THESIS

Presented to the Faculty of College of Teacher Education


OCCIDENTAL MINDORO STATE COLLEGE
Sablayan Campus

In Partial Fulfillment of the Requirements for the Degree


BACHELOR OF SECONDARY EDUCATION
Major in English

CIEDELLE MARIE D. ARANDA


MIKAELLA BUSTRIA
DANALYN GANON
ANNABELLE MAABA
SHALOM VILLARIN

June 2021
CHAPTER I

BACKGROUND OF THE STUDY

Introduction

English is the most widely spoken and understood international language. As the world

becomes more integrated into a global community reliant on modern technology, the need to

communicate in English has become increasingly apparent. People from all over the world can

now communicate more quickly than at any other time in history thanks to technological

advances. In addition to a person's ability to use technology effectively, it has become necessary

to hone one's ability to speak or write effectively in English if one wishes to participate in global

commerce, especially since English is widely used in business and education.

Furthermore, English is learned and studied in the modern world for its obvious practical

importance, namely as a means of communicating on a global scale and as a means of

maximizing one's access to job opportunities (Estanislao, 2013). English has long been a part of

the curricula of various academic programs in the Philippines. Although the curriculum has

changed dramatically, the study of English remains an essential component of any curriculum.

English is offered in both the Junior and Senior High School curricula, with K to 2 coming to the

fore. It is also used to teach other subjects such as mathematics and science, among others.

Filipinos are thought to be among the best English speakers in the world. One of the reasons why

Asians from other ASEAN countries have chosen to study in the Philippines or learn English

from Filipino mentors is because of this.

English Grammar presupposes eight parts of speech namely: noun, pronoun, adjective,

adverb, preposition, conjunctions, interjections and verbs. Students are taught to abe competent

in the fictional use of these grammatical elements. However, the researcher who has relatively
spent years in the English language teaching career has noted that one of the main problems of

the students is their functional grasp of subject-verb agreement. ESL students’ problematic

difficulties in their use of subject-verb agreement are becoming more obvious and rampant, and

it cuts across the different grade levels where students belong. From the primary school towards

the university level, many students are noted in their speech and writing as not being able to

abide with the rules of subject-verb agreement. Errors on subject-verb agreement were found not

only in students’ essays but even in writings of colleagues in universities. The more worrisome

dimension of this problem is that such fiasco extends even to professionals who use English in

their lectures or those among the honorable members of state and national assemblies or those

engaged in varied media outfits. Errors in subject-verb agreement are becoming wide spread and

it seems as if many people are either no longer aware of the rules or they simply undermine the

importance of grammar rules, for as long as they are able to convey their message (Tafida &

Okunade, 2016). Although the rules on subject-verb agreement have been introduced to students

as early as their primary education, they still face problems in acquiring the linguistic

competence in their communicative command or use of English. Nayan (2009) also concurs with

this that despite being instructed of the grammatical rules at younger age, ESL (English as a

second language) learners are not adept in deploying their knowledge of rules in their actual

communicative use of English.

Grammar proficiency is one of the language learning competencies in the K to 12

program, as mentioned above. The observed decline in students' application or usage of correct

grammar in the English language appears to affect not only those in elementary school but also

those in secondary school. Because spiral progression is used from K to 12, learners are expected
to master grammar competencies early in their education as a prerequisite for dealing with more

advanced grammar lessons at higher levels.

As a result, English proficiency is taught at progressively higher levels of difficulty and

sophistication. This enables students to progress from a foundational level of language use to a

higher level of language use. As a result, language learners' English performance, particularly in

writing, which focuses on subject-verb agreement, is a critical part of their language learning

because it has a significant impact on their academic performance in subsequent grade levels.

In accordance with this, the researcher chose first-year BSED students majoring in

English for the following reasons: they are currently enrolled in the College of Teacher

Education program, they have a subject called Technical writing, they will take the Qualifying

exam at the end of the ACADEMIC YEAR, and they are in the field of teaching and will soon

become future English teachers. The researchers are Occidental Mindoro State College Bachelor

of Secondary Education Major in English students who are tasked with conducting research on

language learning, particularly in the area of grammar, which includes subject-verb agreement.

As a result, a thorough examination of the nuances of students' grammatical competence and the

possible circumstances surrounding it would greatly assist the researcher in meeting the students'

language learning needs. The researcher was prompted to develop the study's conceptual

framework with this goal in mind.


Objectives of the Study

1. To determine what are the levels of grammatical competence of the students in the different

areas of grammar.

2. To identify what area of grammar are first year English major education students most

competent? Least competent.

3. To determine what instructional material can be produced to address the needs of the students

based on the results of this study.

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