1

The Influence of Reading Habits, Vocabulary Learning, and Grammar

Learning Strategies to the Writing Proficiency of Senior High School

Students

_________________________

A Thesis Paper

Presented to the Faculty of the Graduate School

_________________________

In Partial Fulfillment

Of the Requirements for the Degree

Master of Arts in Education

Major in English Language Teaching

_________________________

Charlie Joice A. Antao

Charina Princess A. Puya

Sharmae D. Tancio

Solima D. Pukunum

Jay D. Ontal

October 9, 2024
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Table of Contents

Page

Title Page 1

Table of Contents 2

CHAPTER

1 The Problem and Its Scope 4

Rationale of the Study (Introduction) 4

Statement of the Problem 7

Hypothesis 8

Theoretical Framework 8

Conceptual Framework 10

CHAPTER

2 Methods 12

Research Design 12

Research Respondents

13

Sample Size 14

Sampling Technique 14

Research Instrument 14

Data Gathering Procedure 17

Statistical Treatment 19

Ethical Consideration 19

References 22
 3

Appendix 25

A Survey Questionnaire 25
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Introduction

Writing abilities can facilitate students' ability to communicate more

effectively and clearly in the classroom. Students who type fluently can better

formulate arguments, think more deeply about the content, and interact with it at

a deeper level. Hence, writing effectively is a skill based on the cognitive domain.

It entails education, understanding, using, and synthesizing new information

(Ozcelik & Batur, 2023). Nevertheless, reading can also serve as a gateway to all

other information, which could lead to the understanding of the world outside the

content. Al-Jarf (2021) contends that reading can be viewed as a sophisticated

cognitive process that entails deciphering words written in a literary context and

empowers readers to expand their knowledge for both professional and personal

development.

However, teaching and learning to write in English is a heavy task (Peter &

Singaravelu, 2021). This is because it is greatly accompanied by the child’s

reading habits, vocabulary development, and grammar construction. According to

Rosli et al. (2018) and Alnahdi and Aftab (2020), reading is an attempt to

understand the author's message. Besides, worldwide data shows that at least

765 million adults still cannot read and write, two-thirds of them women, and 250

million children are failing to acquire basic literacy skills (UNESCO, 2024).

In a global setting, there is a problem with writing proficiency in senior high

school. The study by Nguyen (2022) in Vietnam found a strong association

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between writing performance and reading habits. Thus, reading patterns affect

the student's writing ability. Besides. the study suggested that poor reading habits

and vocabulary resulted in poor writing. On the same note, students with a low

vocabulary knowledge show weak academic performance in different courses

related to language skills, linguistics, literature, translation, and writing (Afzal,

2019). Likewise, the Indian Ministry of Education reported a lower outcome in

writing compared to other language skills since it involves reasoning and critical

thinking (Hariyanto, Amelia, & Mar’an, 2023).

In the Philippines, at least 90% of Filipino children aged 10 struggle to

read or understand simple text, and other areas of language skills according to

the World Bank’s 2022 data on learning poverty (Chi, 2024). The PISA result

2019 in writing showed that only 6 percent of Filipinos met the expected writing

proficiency of their grade level, while nearly half of Filipinos belonged to the

lowest proficiency level (Philippine Daily Inquirer, 2023).

Further, a study in Cagayan by Cabansag (2013) revealed that students'

reading and writing performance was poor, and made the most mistakes in

grammar and mechanics in their papers, particularly in the usage of verbs and

verb tenses and capitalization regulations. As evidence, Totto and Ramos (2021)

emphasized in the result of their study that many students continue to struggle

with reading comprehension and writing. Another study in Zamboanga by

Saavedra and Barredo (2020) explained that a lot of students in the Divisions in

Zamboanga Peninsula have a poor writing skill in English and Filipino due to a

lack of vocabulary in the target language; difficulty in conveying and organizing

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ideas; pupils’ perception that writing is a hard task; lack of motivation and interest

in writing; and the difficulty in spelling, grammar, and sentence.

In addition, Gorospe and Rayton (2022) highlighted in their study that

students encountered problems in writing specifically in syntax, grammar, and

vocabulary because of lack of reading and writing practice, lack of ideas, and

lack of self-confidence were the factors affecting their writing skills.

Problems in terms of writing among students are also pressing issues in

the local context. In Digos, a study by Canada and Miralles (2022) emphasized

that writing is a difficult talent to master because it necessitates good lexicons

and grammar to organize mental meanings and generate content. As a result, the

complexity of writing sometimes presents difficulties, such as finding the idea to

write, paraphrasing the thesis statement, using vocabulary related to the essay

topic, and lacking knowledge. Additionally, studies on the writing process have

produced instruction and tactics to help students overcome obstacles they

encounter when writing, as well as clarified instructional methodologies (Diaz,

Ramos, & Ortiz, 2017).

While previous research has examined the effects of reading habits,

vocabulary learning, and grammar learning separately on writing proficiency, a

dearth of thorough studies has examined the combined effects of these three

factors on the writing abilities of senior high school students. By investigating

how these components affect students' writing performance, this study seeks to

close this knowledge gap and offer a more comprehensive understanding of the

variables affecting writing competency in this particular educational setting.

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Statement of the Problem

This study aims to examine the relationship between reading habits,

vocabulary development, and grammar instruction on the writing proficiency of

Senior High School students. This study seeks to answer the following

objectives:

1. To determine the level of Reading habits of the respondents in terms of:

1.1. Amount of Reading Practice;

1.2. Length of Time of Having Reading Habits;

1.3. Types of Text Read; and

1.4. Number of Books Read.

2. To determine the level of Vocabulary learning in terms of:

2.1 Determination Strategy;

2.2 Social Strategy;

2.3 Memory Strategy;

2.4 Cognitive Strategy

2.5 Metacognitive Strategy; and

2.6 Device-Assisted Strategy.

3. To determine the level of grammar learning in terms of:

3.1 Metacognitive Strategy;

3.2 Cognitive Strategy;

3.3 Affective Strategy; and

3.4 Social Strategy.

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4. To determine the writing proficiency of the respondents in terms of:

4.1 Organization;

4.2 Grammatical Accuracy; and

4.3 Mechanics.

5. To determine the significant relationship between reading habits, vocabulary

learning, and Grammar learning on the writing proficiency of Senior High School

students

6. To determine the influence of reading habits, vocabulary learning, and

grammar learning on the writing proficiency of Senior High School students.

Hypothesis

H01: There is no significant relationship between reading habits,

vocabulary learning, and Grammar learning on the writing proficiency

of Senior High School students

H02: There is no significant influence on the reading habits, vocabulary

learning, and Grammar learning to the writing proficiency of Senior

High School students

Theoretical Framework

This study is anchored on the Cognitive Development Theory of Jean

Piaget (1936). According to Piaget, cognitive development happens in phases,

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each of which is distinguished by a unique style of thinking and perceiving the

world. Students in senior high school, who are normally at the Formal

Operational Stage, can reason abstractly and with sophisticated mental

processes. This phase, which calls for refined language use and the capacity to

create convincing arguments, is essential for the development of writing abilities.

Gough and Tunmer's (1986) Simple View of Reading, in their Theory of

Reading Acquisition, explains that linguistic comprehension—or the

understanding of language—and decoding abilities—or the ability to recognize

words—are the two main components of reading comprehension. Frequent

reading enhances both of these abilities, which results in increased writing

competence. Students who read widely are exposed to a variety of writing styles,

formats, and vocabularies, all of which improve their writing abilities.

Moreover, the Lexical Quality Hypothesis of Perfetti (2007) holds that a

learner's reading and writing proficiency is influenced by the quality of their

vocabulary knowledge, specifically in terms of depth of understanding,

correctness, and ease of recall. Possessing a large vocabulary makes writing

more precise and expressive. Writing results can be enhanced by using efficient

vocabulary learning techniques like contextual learning and explicit training.

On the other hand, the Input Hypothesis of Krashen (1982) suggests that

language learning happens when learners are exposed to language that is just a

little bit difficult for them at the moment. This implies that when students are

exposed to grammatical structures that are slightly beyond their current

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comprehension and practice them in context, they will enhance their writing skills

when learning grammar.

Combining Piaget's Cognitive Stages with the Lexical Quality Hypothesis,

the Simple View of Reading, and the Input Hypothesis offers a comprehensive

understanding of how reading habits, vocabulary learning, and grammar learning

affect writing competency. Exposing learners to a variety of texts and reading

habits helps them develop cognitively and linguistically, and vocabulary building

improves the extent and accuracy of language use. Learning grammar

guarantees that learners use appropriate language structures when they write.

Conceptual Framework

Presented in Figure 1 is the conceptual paradigm of the study showing the

relationship of the three variables. The independent variables are Reading

Habits, Vocabulary Learning, and Grammar Learning, while the dependent

variable is Writing Proficiency. The indicators of reading habits are: the amount of

reading practice, length of time of having reading habits, types of text read, and

the number of books read whereas under the vocabulary learning are:

determination strategy, social strategy, memory strategy, cognitive strategy,

metacognitive strategy, device assisted strategy while for grammar learning are:

metacognitive strategy, cognitive strategy, affective strategy, social strategy and

teaching rules or conventions of language structure. On the other hand, the

dependent variable is writing proficiency where it is measured by: organization,

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grammatical accuracy, mechanics. The arrow connecting the three variables

signifies the assumed relationship. In summary consistent Reading Habits,

robust Vocabulary Learning, and thorough Grammar Learning improve writing

skills collectively by offering the resources and role models required for efficient

written communication.

Reading Habits

 Amount of Reading Practice

 Length of Time of Having Reading
Habits
 Types of Text Read
 Number of Books Read

Vocabulary Learning Writing Proficiency

 Determination Strategy  Organization

 Social Strategy  Grammatical Accuracy
 Memory Strategy  Mechanics
 Cognitive Strategy
 Metacognitive Strategy
 Device Assisted Strategy

Grammar Learning

 Metacognitive Strategy
 Cognitive Strategy
 Affective Strategy
 Social Strategy
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Figure 1: Conceptual Framework of this study

CHAPTER 2

Method

This chapter discusses the method and procedure that the researcher

observes in the completion of the study. This contains the research design, the

locale, and the respondents. Likewise, it displays the plans of the researcher on

the instrument to be used and the ethics that need to be carefully applied

throughout the study. Moreover, this part explains the gathering procedure for the

data collection and the data analysis tool to be utilized.

Research Design

This study will utilize a quantitative approach, specifically, using the

descriptive correlational research design. This design is applied when a

researcher seeks to examine the relationship between two or more variables

without manipulating or controlling the other. A correlational research design

looks into correlations between variables without allowing the researcher to

control or manipulate them. It expresses the magnitude and direction of the link

between two or more variables (Bhandari, 2021). Correlational studies are non-
 13

experimental, meaning no variables are manipulated or controlled by the

experimenter (Cherry, 2020).

Descriptive correlational research is a type of research design that tries to

explain the relationship between two or more variables without making claims

about cause and effect. It includes collecting and analyzing data on at least two

variables to see if there is a link between them (Bhat, 2024).

This design fits the study as the main objective of this is to look into the

correlation between the influence of reading habits, vocabulary learning, and

grammar learning strategies on the English writing proficiency of senior high

school students in Cluster 9, Division of Davao City.

Research Respondents

The respondents of the study will be Senior High School students in

Cluster 9 from the Division of Davao City for S.Y. 2024-2025. The selected

schools are Baguio National School of Arts and Trades, Ampon National High

School, Elias P. Dacudao, Gumalang School of Home Industries, Tambobong

National High School, and Maria Cristina P. Belcar Agricultural High School.

These schools are situated in Baguio District, Davao City. The researcher has

700 respondents from a total of 950 enrolled Senior High School students in

Cluster 9. Hence, the locales are chosen since they share a common geographic

segmentation and track offering of the senior high school program.

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Sample Size

The researcher has not considered any technique in computing the exact

number of respondents from the target population, instead, the number is pre-

determined based on the total number of populations.

Sampling Technique

The researcher will use Simple Random sampling. This strategy is optimal

for this study because it eliminates prejudice, provides accurate representation,

and guarantees a scientific method for picking respondents. Simple random

sampling is a widely utilized method in quantitative studies with survey

instruments because it is favorable in homogeneous and uniformly selected

populations (Noor et al., 2022).

Research Instrument

To measure the level of reading habits among respondents, the researcher will

adapt a survey questionnaire from the journal of “A Survey of the English Reading

Habits of EFL Students in Indonesia” to match the unique needs of the study in

collecting the data for this investigation. The survey questionnaire plays a crucial role in
 15

gathering data and insights across various fields of study as it provides a structured and

efficient way to collect information from individuals, enabling researchers to draw

meaningful conclusions and recommendations (Neuman, 2014).

The questionnaire will be constructed based on the Five-point Likert scale which

will include 25 items with four categories. The adapted survey questionnaire will be used

to assess the respondents' reading habits adequately. In measurable terms, reading

habits are defined from various perspectives, including reading materials, reading

frequency, reading time, reading duration, and reading motivation (Wagner, 2012).

The questionnaire items were placed on a 5-point Likert scale ranging from 1-5,

1=never or almost never true of me, 2=usually not true of me, 3=somewhat true of me,

4=usually true of me, 5=always or almost always true of me

Range of Means Description Interpretation

4.20 – 5.00 Very High This means that the reading habits of
senior high school students are
strongly observed.
3.40 – 4.19 High This means that the reading habits of
senior high school students are
observed.
2.60 – 3.39 Moderate This means that the reading habits of
senior high school students are
moderately observed.
1.80 – 2.59 Low This means that the reading habits of
senior high school students are
sometimes observed.
1.00 – 1.79 Very Low This means that the reading habits of
senior high school students are not
observed.

To measure the level of vocabulary learning among the respondents, this study

adapted the taxonomy by Schmitt (2000) and Bramki and Williams (1984) and Chung

and Nation (2003). The strategies included 6 clusters: determination, social, memory,

cognitive, metacognitive, and device-assisted strategies. The questionnaire contains 25

 16

items for all the strategy groups. The strategy questionnaire items were placed on a 5-

point Likert scale from ‘Never’ to ‘Always’: 1 = never 2 = rarely 3 = sometimes 4 =

usually 5 = always

Range of Means Description Interpretation

4.20 – 5.00 Very High This means that the vocabulary
learning of senior high school
students is always manifested.
3.40 – 4.19 High This means that the vocabulary
learning of senior high school
students is usually manifested.
2.60 – 3.39 Moderate This means that the vocabulary
learning of senior high school
students is sometimes manifested.
1.80 – 2.59 Low This means that the vocabulary
learning of senior high school
students is rarely manifested.
1.00 – 1.79 Very Low This means that the vocabulary
learning of senior high school
students is never manifested.

To measure the level of usage of grammar learning strategy among the

respondents, the Grammar Learning Strategy (GLS) items were adopted from Pawlak

(2018). The questionnaire contains 70 items for all the strategy groups. The response

type was a 5-point Likert scale ranging from 1-(never) to 5-(always): 1= never 2=

rarely 3 = sometimes 4=usually 5= always

Range of Means Description Interpretation

4.20 – 5.00 Very High This means that the grammar
learning strategies of senior high
school students are always observed.
3.40 – 4.19 High This means that the grammar
learning strategies of senior high
school students are usually
observed.
2.60 – 3.39 Moderate This means that the grammar
learning strategies of senior high
school students are sometimes
observed.
1.80 – 2.59 Low This means that the grammar
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learning strategies of senior high

school students are sometimes
observed.
1.00 – 1.79 Very Low This means that the grammar
learning strategies of senior high
school students are never observed.

Moreover, essay writing will be used to assess the writing proficiency of the

respondents which will be rated by three language experts in the senior high school

department. Respondents will be asked to write 3 paragraphs about the topic “Why

college tuition fees should be free?”. Respondents’ essays will be rated through a rubric

to assess their organization, grammatical accuracy, and mechanics. The results of the

respondents' writing test will be analyzed using the 5-point scale below:

Point Score Descriptive Value

22-26 5 Very Highly Proficient
16-20 4 Very Proficient
11-15 3 Proficient
6-10 2 Faily Proficient
1-5 1 Not Proficient

Data Gathering Procedure

The researcher will use the following steps and procedures in gathering

the data for this study:

Asking for Permission to Conduct the Study. In gathering the needed data,

the researcher will survey 700 respondents from a total of 950 enrolled Senior

High School students of Baguio National School of Arts and Trades, Ampon
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National High School, Elias P. Dacudao, Gumalang School of Home Industries,

Tambobong National High School, and Maria Cristina P. Belcar Agricultural High

School in Cluster 9, Division of Davao City. The researcher conveyed the

information in this study to the Public Schools District Supervisor via a letter.

Subsequently, they will seek permission from the School Principal of the

respective schools to administer the survey to their students.

Administration and Retrieval of Questionnaires. With the approval of the

school's supervisor, principal, and advisers, the researcher will thoroughly explain

how to answer the given questionnaires to the students and their teachers.

During the actual administration of the test and survey questionnaires, the

researcher ensure that the respondents will submit the informed consent and

assent form with an affixed signature. The researcher will translate each question

from the indicators in their dialect to ensure that the respondents understood

each question well and that their answers would be accurate. After the

respondents thoroughly and honestly answered and provided all the necessary

data needed in the questionnaire, the researcher will collect all the questionnaire

responses. Then, the researcher will encode the data using the researcher's

personal computer.

Tabulation and Organization of Data. After successfully administrating and

retrieving the survey questionnaires, the data will be collated and tabulated in an

Excel file subjected to analysis and interpretation. Then, appropriate statistical

tools will be employed to get the data required for interpretation and further

research.
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Statistical Treatment

Appropriate statistical tools will be used to ensure the accuracy of the

analysis of the data and the interpretation of the result. Specifically, the following

tools will be employed by the researcher.

Mean. This descriptive statistics will be utilized in determining the levels of

the variables; reading habits, vocabulary learning, grammar learning strategies,

and writing proficiency of senior high school students. Precisely, it will address

the statement of the problem #1, #2, #3, and #4.

Pearson Product Moment Correlation of Coefficient. This type of inferential

statistics will help the researcher to examine if there is a significant relationship

between reading habits, vocabulary learning, and grammar learning strategies to

the writing proficiency of senior high school students. This aims to answer the

statement of the problem #5.

Regression Analysis. This will be utilized to investigate the influence of

reading habits, vocabulary learning, and grammar learning strategies on the

writing proficiency of senior high school students. This tool will be used to answer

the statement of the problem #6.

Ethical Consideration
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Research ethics considers the act of doing good and protecting the

rights of research respondents, as well as avoiding any possible harm to any of

them (Kara & Pickering, 2017). Therefore, the researchers will observe and

follow ethical standards in the conduct of the study. The researchers are guided

by the following ethical principles: informed consent; confidentiality and

anonymity; respect for autonomy; beneficence; justice; transparency and

responsible conduct.

Informed Consent. It is crucial to ensure that respondents fully

understand the study's purpose, procedures, and potential risks before agreeing

to take part in it. This involves providing clear and comprehensive information

and allowing respondents to make an informed decision about their participation.

Social Value. The study should contribute positively to society by

addressing an important issue, such as understanding the challenges faced by

struggling writers in senior high school through a survey. The findings should

have the potential to inform educational practices and policies to better support

these students.

Risk, Benefits, and Safety. Researchers must assess and minimize

any potential risks to respondents, such as emotional discomfort or breaches of

confidentiality. The benefits of the study, such as knowing the status of the senior

high school’s level in the following variables; reading habits, vocabulary learning,

grammar learning strategies, and writing proficiency, should outweigh these risks.
 21

Measures should be in place to ensure the safety and well-being of respondents

throughout the study.

Confidentiality. Respondents' privacy should be protected, and their

personal information should be kept confidential. This includes anonymizing data

and ensuring that only authorized individuals have access to respondent's

information. Respondents should also be informed of how their data will be used

and stored.

Justice. The study should be conducted fairly, ensuring that all

respondents are treated with respect and without discrimination. Efforts should

be made to include a diverse range of respondents to represent the broader

population of struggling writers in senior high school.

Transparency. Researchers should be transparent about the study's

goals, methods, and findings. This includes providing clear and accurate

information to respondents, as well as sharing findings with the broader

community through publications or presentations. Transparency fosters trust and

credibility in the research process.

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Appendix A: SURVEY QUESTIONNAIRE

1=never or almost never true of me

2=usually not true of me
3=somewhat true of me
4=usually true of me
5=always or almost always true of me

Reading Habits
The Amount of Reading Practice 1 2 3 4 5
1. I read more than five hours every day
2. I read about five hours every day
3. I read about four hours every day
4. I read about three hours every day
5. I read about two hours every day
6. I read about one hour every day
7. I read less than one hour every day
8. I do not always read every day
9. 9 I seldom read
The Length of time of Having Reading Habit
1. I have read English before entering play group.
2. I have read English soon after I was able to read.
3. I have read English since I was in play group.
4. I have read English since I was in kindergarten
5. I have read English since I was in elementary school.
6. I have read English since I was in junior high school.
7. I read only when it is assigned by my teachers/lecturers
8. I read English when my parents accompany me to read
9. I rarely read English
The Type of Text Read
1. I read various kinds of reading texts.
2. I only read fiction texts such as drama, short story, novel,
comic strips, legend, fairy tales, and poem
3. I only read nonfiction texts such as newspaper, magazines,
leaflet, menu, letters, diaries, textbooks on various topics,
travel brochures, and advertisements.
4. I read e-text a lot in my daily reading practices.
The Number of Books Read
1. I read five books every week.
 26

2. I read less than five books every week.

3. I read more than five books every week.

VOCABULARY LEARNING STRATEGIES

Determination Strategy
I learn academic English vocabulary by guessing context.
I learn academic English vocabulary by guessing from
cognates.
I learn academic English vocabulary by using reference
materials.
I learn academic English vocabulary by analyzing affixes and
roots.
Social Strategy
I learn academic English vocabulary by asking the teacher or
classmates.
I learn academic English vocabulary by studying word
meanings with friends.
Memory Strategy
I learn academic English vocabulary by grouping the words
according to forms or topics
I learn academic English vocabulary by forming imaginary
I learn academic English vocabulary by using physical actions
I learn academic English vocabulary by connecting new words
to past experience.
I learn academic English vocabulary by studying the spelling of
the words and speaking out loud the words while studying
them.
Cognitive Strategy
I learn English academic vocabulary by repeating words
verbally and written.
I learn academic English vocabulary by making word lists
I learn academic English vocabulary by labeling English words
on physical objects.
I learn academic English vocabulary by keeping a journal to
write word pairs and semantic maps to understand the
relationship between words.
I learn academic English vocabulary by deciding which words
to focus on and learn deeper.
I learn academic English vocabulary by using them in oral
presentations and academic discussions.
Metacognitive Strategy
I learn academic English vocabulary by doing word tests.
I learn academic English vocabulary by continuing to study the
words all over the time
I learn English academic vocabulary by testing myself by using
 27

word games.
I learn English academic vocabulary by finding out writer's
lexical familiarization devices (definition and illustration,
synonym, contrast with a more common meaning, and
restatement in comprehensive terms).
I learn academic English vocabulary by reading academic texts
I learn academic English vocabulary by engaging in academic
study.
Device-Assisted Strategy
I learn academic English vocabulary by using online
dictionaries (e.g., Dictionary.com, Merriam-Webster Online,
AskOxford.com, Alpha Dictionary, etc.) to look up definitions,
examples, pictures, synonyms and antonyms, etc.
I learn academic English vocabulary by using some
applications such as Memrise, Words with Friends,
PowerVocab, Vocab Builder, and Dictionary.com Flashcards,
etc. to have fun quizzes and games to learn new words.

GRAMMAR LEARNING
Metacognitive Strategy
I preview the grammar structures to be covered in a lesson
I pay attention to grammar structures when reading and
listening.
I look for opportunities to practice grammar structures in many
different ways.
I try to find more effective ways of learning grammar.
I know my strengths and weaknesses when it comes to
grammar.
I have specific goals and objectives in learning grammar.
I schedule grammar reviews in advance.
I pay attention to grammar structures in my own speaking and
writing.
Cognitive Strategy
I try to use specific grammar structures in communication (e.g.
telling a story).
I read for pleasure and watch television to improve my
knowledge of grammar
I notice (or remember) structures that cause me problems with
meaning or communication.
I notice (or remember) structures that are repeated often in the
text.
I notice (or remember) structures that are highlighted in a text
by italics, boldface, underlining, etc..
I notice (or remember) structures that are emphasized orally
through pitch, repetition, etc.
I notice structures that are repeated extremely frequently in a
 28

short period of time (e.g. the past tense in a series of stories

over the course of a few lessons).
I pay attention to how more proficient people say things and
then imitate.
I compare my speech and writing with that of more proficient
people to see how I can improve
I use Google or other search engines to see how a specific
grammar structure is used in meaningful contexts.
I pay attention to rules provided by the teacher or coursebook
I try to understand every grammar rule
I memorize rules about frequently used linguistic
forms/structures (e.g. formation and use of the passive).
I memorize rules about how structures change their form (e.g.
form an adjective to an adverb).
I mark new grammar structures graphically (e.g. colors,
underlining).
I learn English academic vocabulary by finding out writer's
lexical familiarization devices (definition and illustration,
synonym, contrast with a more common meaning, and
restatement in comprehensive terms).
I paraphrase the rules I am given because I understand them
better in my own words.
I make charts, diagrams or drawings to illustrate grammar
rules.
I remember grammar information by location on a page in a
book.
I use rhymes or songs to remember new grammar rules.
I physically act out new grammar structures.
I use a notebook/note cards for new rules and examples.
I group grammar structures to remember them better (verbs
followed by gerund and infinitive).
I review grammar lessons to remember the rules better.
I use grammar reference books, grammar sections of
coursebooks or grammatical information in dictionaries.
I use my mother tongue or other languages I know to
understand and remember grammar rules.
I try to discover grammar rules by analyzing examples.
I create my own hypotheses about how structures work and
check these hypotheses.
I use electronic resources (e.g. English websites, corpora) to
figure out rules.
I work with others to reconstruct texts read by the teacher
which contain many examples of a particular structure.
I analyze diagrams, graphs and tables to understand grammar.
I work with others to discover grammar rules
 29

I notice when the teacher leads me into overgeneralization

error (e.g. saying breaked) and then I think about what went
wrong.
I memorize whole phrases containing specific language forms.
When I do not know the part of speech, I consider such clues
as form, meaning and context.
I repeat the rules and examples to myself or rewrite them
many times
I do many exercises to practice grammar (e.g. paraphrasing,
translation, multiple-choice).
I try to apply new rules carefully and accurately in specific
sentences (e.g. to compete a gap).
I try to use grammar rules as soon as possible in a meaningful
context (e.g. use them in my speech and writing).
I try to use whole phrases containing specific structures in my
speech.
I notice (or remember) a structure which, when I encounter it,
causes me to do something, like check a box, choose a
drawing or underline a structure.
I try to adjust the way I process spoken and written language in
accordance with L2 spoken and written rules (e.g. in the case
of some passive voice sentences).
I listen to and read texts containing many examples of a
grammar structure.
I compare the way grammar is used in written and spoken
language with how I use it.
I listen carefully for any feedback the teacher gives me about
the structures I use.
I pay attention to teacher correction when I do grammar
exercises and try to repeat the correct version.
I try to notice and self-correct my mistakes when practicing
grammar
I try to negotiate grammar forms with the teacher when give a
clue (e.g. a comment about the rule).
I notice when I am corrected on grammar in spontaneous
communication (e.g. when giving opinions).
I try to notice how the correct version differs from my own and
improve what I said.
Affective
I try to relax when I have problems with understanding or using
grammar structures.
I encourage myself to practice grammar when I know I have
problems with a structure.
I try to use grammar structures even when I am not sure they
are correct.
I give myself a reward when I do well on a grammar test.
 30

I notice when I feel tense or nervous when studying or using

grammar structures.
I talk to other people about how I feel when learning grammar
I keep a language learning diary where I include comments
about language learning.
Social
I ask the teacher to repeat or explain a grammar point if I do
not understand
I ask the teacher or more proficient learners to help me with
grammar structures.
I like to be corrected when I make mistakes using grammar
structures.
I like to be corrected when I make mistakes using grammar
structures.
I practice grammar structures with other students.
I try to help others when they have problems with
understanding or using grammar.

WRITING PROFICIENCY
WRITING PERFORMANCE TEST
Essay Direction: This test aims to measure different aspects of your writing
proficiency in English language. There are no wrong answers here. Just write
your thoughts and ideas as naturally as you can. Express your answer in not
more than 3 paragraphs.
Score Point Descriptive Value
22-26 5 Very Highly Proficient

16-20 4 Very Proficient

11-15 3 Proficient
6-10 2 Fairly Proficient
1-5 1 Not Proficient

WRITING PERFORMANCE EVALUATION RUBRIC

Feature 4 3 Developing 2 1 Scor
Strong Emerging Beginning e
Ideas Establishes a Develops a Attempts a Lacks focus
clear focus focus Uses focus in and
Uses some developing development
descriptive descriptive ideas Ideas
language language not fully
Provides Details developed
relevant support idea Ideas lack
information Communicate support details
Communicate s original idea
s creative
 31

ideas
Organizatio Establishes Attempts an Some Little or no
n a strong adequate evidence of a organization
beginning, introduction beginning, Relies on
middle, and and ending middle, and single idea
end Evidence of end
Demonstrate logical Sequencing is
s an orderly sequencing attempted
flow of ideas
Expression Uses Diverse word Limited word No sense of
effective choice Uses choice Basic sentence
language descriptive sentence structure
Uses high- words structure
level Sentence
vocabulary variety
Use of
sentence
variety
Convention Few or no Some errors Has some
Little or no
s errors in: in: grammar, difficulty in:
evidence of
grammar, spelling, grammar, correct
spelling, capitalization, spelling, grammar,
capitalization, punctuation capitalization,
spelling,
punctuation punctuationcapitalization
or punctuation
Legibility Easy to read Readable with Difficult to Difficult to
Properly some read due to read due to
spaced spacing/formin spacing/formin spacing/formin
Proper letter g errors g letter g letter
formation
From: https://www.thoughtco.com/writing-rubric-2081370
 32

HOLY CROSS OF DAVAO COLLEGE,

INC.
Research Ethics Committee
Tel. No. (082) 221 – 9071 to 79 Local 136
Email: rec@hcdc.edu.ph
Sta. Ana Avenue corner C. De Guzman Street, Barangay 14-B, Davao City, Philippines
Other Campuses: Camudmud (IGaCOS) and Bajada (SOS Drive)

Form 2D.

Curriculum Vitae

Name: Jay D. Ontal

Contact No: 09811677498
Email Address: jayduterte.ontal@hcdc.edu.ph

Academic Background
Tertiary Level
Degree: Bachelor of Secondary Education- English
School: Holy Cross College of Calinan, Inc
Academic Year: 2010-2011

Secondary Level
School: Union National High School
Academic Year: 2005-2006

Elementary Level
School: Ulip Elementary School
Academic Year: 2002-2001
Awards: With Honors

Employment History
 33

Title/Position: College Instructor

Institution: Holy Cross College of Calinan, Inc.
Date of Employment: 2020-Present

Title/Position: Senior High School Teacher

Institution: Holy Cross College of Calinan, Inc
Date of Employment: 2016-2020

Title/Position: Basic Education Teacher

Institution: Holy Cross of Malalag, Inc
Date of Employment: 2011-2016

Eligibility/Licensure

Examination: Licensure Examination for Teachers

Date Taken: September 24, 2011
Rating: 80.40%

Relevant Seminars and Conferences

Title: SCS Orientation and Research Colloquium in DOST

Date: July 18-19, 2023
Venue: Microsoft Live

Title: Fundamentals of Qualitative Research Design, Methods and Data Analysis

using Software
Date: November 22-25, 2022
Venue: Zoom

Title: PAFTE Virtual Convention

Date: October 20-21, 2022
Venue: Microsoft Live

Title: 12th PAFTE Mid-Year Convention

Date: May 20-21, 2022
Venue: Microsoft Live