GRAMMAR DIFFICULTIES OF THE 1ST YEAR

ENGLISH STUDENT IN COLEGIO DE CALUMPIT INC.

S.Y. 2023-2024

In Partial Fulfillment of the Requirement for the Degree,

Bachelor of Secondary Education Major in English

Presented to
The College of Education Major in English
Colegio de Calumpit Inc.

by
Sabino, Christine Joy M.
Santos, Mikee T.
Pacia, Wesley Angelo

2024

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 ACKNOWLEDGEMENT

We, First and Foremost, would like to express our utmost gratitude to the Lord for the wisdom in our endeavor,

keep us safe and healthy, and continuously create avenues for blessings.

We're extremely grateful to our supportive family, who never stopped believing in us and offering their help in

every possible way.

To the participants of this study who took time to answer the questionnaire.

To our friends who offered their assistance in the best way they could.

To our beloved Dean, Dr. Edna Liza M. Victoria, who extended the much-needed encouragement for us to have

accomplished so much.

We are very thankful for the help of Mr. Lauro Espiritu, our subject instructor, for his guidance and suggestions

throughout the study.

And to BSED-EENGLISH II Batch 2023-2024, we thank you for all the efforts and talents you've shared, for

your cooperation, especially in tough situations, and for the trust rendered to each other to make this research

finish on time.

Thank you very much, and God be the glory!

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DEDICATION

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ABSTRACT

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 TABLE OF CONTENTS

List of Tables ....................................................................................................................

List of Figures....................................................................................................................

CHAPTER PAGE

I. THE PROBLEM AND ITS BACKGROUND

Introduction ………………………………………………………………....7
Statement of the Problem …………………………………………………...8
Significant of the Study ....………………………………………………......9
Scope and delimitation of the study ………………………………………...9
Study of Locale .............................................................................................10

II. THEORETICAL FRAMEWORKS

Relevant Theories

Related Literature

Related Study

Conceptual Framework

Definition of Terms

III. METHODS OF RESEARCH

Research Design
Population of the study
Research instrument
Procedure in gathering data
Statistical Treatment

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 Chapter 1

Introduction

According to Al-Mekhlafi, any discussion of grammar in the classroom gives students pauses and

occasionally even leads to mistakes. Grammar is widely recognized as a crucial component of any language. Its

many aspects have been the subject of lengthy debate among researchers. Of course, educators everywhere are

paying attention to it. The majority of educators even think that students who study grammar thoroughly will

eventually be able to apply the language because it will help them expand their understanding. In the meantime,

learning grammar frequently requires learners to acquire a conceptual understanding of certain rules.

Unfortunately, grammar has been viewed as a significant obstacle to learners' progress in learning any language.

Learning grammar is a crucial part of learning the English language. It is impossible to adequately master a

language without understanding its grammar.

Writing in English is regarded as an essential component of a student's scholastic experience. Students

encountered several grammatical faults and challenges when learning English due to their limited knowledge

and experience with lexis and grammar in everyday situations. There have been theories and challenges

discovered in the process of language learners studying foreign languages (Bhela, 1999; Galasso, 2002; Lekova,

2010). Consequently, addressing these issues with university-level students led the current researchers to

identify the particular grammatical challenges that these learners have while attempting to acquire English as a

second language. It is anticipated that the students will first acquire a deeper comprehension of the language

through discussion. Students will have a better opportunity and possibility of learning about the grammar of the

language if they already understand its main points. Put another way, language and its grammar are inextricably

linked and cannot be separated. Additionally, it is thought that teaching students about metalanguage will allow

them to discuss grammatical aspects in a more concise manner (Berman, 1979; Halliwell, 1993). It is undeniable

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that, in many instances, learning anything in a concise manner can be the most relatable and useful approach. In

addition to helping teachers deliver lessons more effectively, shorthand methods may also motivate pupils to

understand grammatical rules or topics right away.

Therefore, the researchers were keen to find out which English grammar problems the students were facing. In

order to do additional research to identify the contributing elements or to take steps to address the issues, the

goal was to present those challenges to educators and researchers.

STATEMENT OF THE PROBLEM

The general problem of the research is what are the grammatical difficulties encountered by 1 st year english

students in Collegio de Calumpit Inc.

Specifically it sought to answer the following question.

I. What is the profile of the responders in terms of

I.1 Age

I.2 Gender

II. What are the problems encountered in grammatical difficulties in terms of

II.1 Sentence Construction

II.2 Lack of Vocabulary

II.3 Rules familiarity

II.4 Lack of study habits

III. Is there any significant different of the profile of the respondents in grammatical difficulties

encountered?

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SIGNIFICANCE OF THE STUDY

This study is conducted to Examining the grammatical challenges faced by first-year English language

learners is important for a variety of reasons, including the practice of education and language learning. First of

all, resolving these issues can have a significant influence on kids' academic achievement in a number of ways.

Students can improve their comprehension of written materials, hone their writing abilities, and eventually get

better marks in English language classes by developing their grasp of English grammatical concepts. This gives

them more self-assurance and lays a strong basis for their future academic pursuits.

Also, grammatical proficiency is an essential component of language fluency and not only a prerequisite

for academic achievement. By carefully reviewing and correcting grammatical errors, students may develop a

strong command of the English language, which is an essential ability for interacting with others in social,

professional, and academic settings. Strong grammar skills help students communicate effectively both written

and verbally, allowing them to think clearly and speak persuasively in a variety of contexts.

The information gained from researching grammatical issues may guide the creation of creative teaching

strategies and educational resources. Teachers may adapt their teaching tactics to meet the unique learning styles

and demands of their students by having a thorough awareness of the distinct pain spots that students face. This

individualized strategy pushes students toward academic success and language fluency while also improving

engagement and learning outcomes.

SCOPE AND DELIMITATION

The Research standards for this study on the grammatical challenges faced by first-year English students have

been narrowed down to concentrate on particular areas. Specifically focusing on first-year students, analyzing

grammar problems within a specific range of English proficiency (beginners, intermediate learners, etc.), and

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emphasizing grammar elements such as sentence structure, verb tenses, articles, prepositions, and subject-verb

agreement are some examples of this. The study may also work within a set duration, like a single academic

year, restrict its geographic reach to a certain place or institution, and use particular research tools, such surveys

or interviews. To guarantee a manageable sample size, the research may limit the creation or use of intervention

techniques and may restrict the variables being examined, such as demographic characteristics or certain

grammatical norms.

LOCALE OF THE STUDY

The study was carried out at Calumpit Institute, formerly known as Collegio de Calumpit Inc.

Established in 1947, this private educational school in Bulacan first provided instruction in a leased home

owned by the Makapugay family in Poblacion. On a larger plot of rented property, the Institution constructed its

own structure the next year. The school eventually made its home on land along MacArthur Highway, Iba o

este. From its founding enrollment of 189 students, the school now has thousands of students enrolled in pre-

kindergarten through college. The researcher choose this place based on

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 CHAPTER II

Theoretical Framework

Related Theories

Related Literature

Related Studies

This chapter present the related literature and studies after a comprehensive and in-depth search. In

order to properly comprehend the research that needs to be done, this will also present the synthesis of the art,

theoretical, and conceptual framework. Lastly, definitions of terminology will be provided to aid in

understanding the study.

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Conceptual Framework

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Hypothesis

The purpose of the study is to identify, categorize, and investigate these errors in order to shed light on

the common mistakes that students make. Students make specific grammatical mistakes in their theses for a

variety of reasons, such as ignorance, carelessness, and issues with language transfer. Then, this knowledge

might be applied to improve training and help students steer clear of the same mistakes in the future.

The most frequent mistakes, according to this survey, were those related to word choice, word order, singular-

plural noun usage, verb tense, punctuation, and other areas. The study also sought to discuss the implications of

these errors for English teaching practices and provide solutions.

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DefiniDefinition of terms

The following terms are conceptually defined. Some are operationally defined for the researchers to have a

better understanding of the relevance of these terms in the present study

•Grammar- in this study, this term refers the whole system and structure of a language or of languages in

general, usually taken as consisting of syntax and morphology and sometimes also phonology and semantics.

•Grammar profiency- as use in the study, the ability to understand and use the rules and structures of a language

correctly and effectively. It involves knowledge of grammar rules, syntax, punctuation, and other aspects of

language that govern communication.

•Grammar error-Grammatical errors are parts of a text that do not follow standard grammar rules.

•English-It is the world's most widely used language in international business and telecommunications,

newspaper and book publishing, scientific publishing, mass entertainment and diplomacy.

•Vocabulary- it define as Learning a new language cannot be separated from vocabulary. Meaning that in

learning a new language people have to know its vocabulary. Vocabulary can be defined in various ways.

Experts have proposed some terms about vocabulary. According to Richards and Renandya, vocabulary is a

core component of language proficiency and provides much of the basis for how learners speak, listen, read and

write.

•Pronunciation: ability to recognize and reproduce items in speechtion of Terms

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Questionnaire

1. I am always confident with my grammar.

2. I don't use any tools or resources in English grammar.

3. I can find the errors I make with grammar.

4. I can use singular and plural nouns correctly.

5. I can use pronounce correctly.

6. I can use correct forms and part of speech.

7. I can use count and non-count nouns correctly.

8. I can easily construct sentences.

9. I can easily pronounce words.

10. I can easily memorize words.

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 CHAPTER III

METHODOLOGY OF RESEARCH

Research Design

The current study employed a quantitative approach. It made use of a questionnaire as the primary

research tool. The main instrument used for data collection was the questionnaire that was given to the

respondents. The questionnaire was created with the intention of gathering sufficient data related to the study's

goals.

Design of Research where Numerical data are utilized in quantitative research design, a formal, objective, and

systematic method, to gather information about the variables. It is employed to explain and investigate

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Population of the study

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Research Instrument

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Procedure in Gathering Data

Statistical Treatment

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REFERENCES

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