Grammatical Competence Level of Freshmen in The College of Education at Taguig City University: Basis For An Intervention Program

COLLEGE OF EDUCATION
TAGUIG CITY UNIVERSITY
GRAMMATICAL COMPETENCE LEVEL OF FRESHMEN IN THE

COLLEGE OF EDUCATION AT TAGUIG CITY UNIVERSITY:
BASIS FOR AN INTERVENTION PROGRAM
A Thesis Presented to the Faculty

of College of Education
A Partial Fulfillment of the Requirements for the Degree of

Bachelor in Secondary Education Major in English
By
Beriña, Joannara Mae J.
Bermundo, Celeste M.
Fuentes, Junelaine B.
Hernandez, Janine V.
Lazaro, Lenna M.
Manalon, Kathleen Joy G.
Raguin, Christian James D.
Rustia, Carissa C.
Valiente, Rhea V.
February 2020

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APPROVAL SHEET
This thesis entitled “GRAMMATICAL COMPETENCE LEVEL OF
FRESHMEN IN THE COLLEGE OF EDUCATION AT TAGUIG CITY
UNIVERSITY: BASIS FOR AN INTERVENTION PROGRAM” prepared and
submitted by Joannara Mae J. Beriña, Celeste M. Bermundo, Junelaine B.
Fuentes, Janine V. Hernandez, Lenna M. Lazaro, Kathleen Joy G.
Manalon, Christian James D. Raguin, Carissa C. Rustia, Rhea V. Valiente
in partial fulfillment of the requirements for the degree in Secondary
Education Major in English, has been examined and approved for an oral
examination.
JENIFER
E. TOLANG, Ed. D.
Research Adviser
Approved in partial fulfillment of the requirements for the degree in Secondary

Education major in English by the committee on Oral examination with the grade
of ___ on February 7, 2020
ARCHIE L. FERRER, MAT ELA

Chair
JOJO I. BALTAZAR, MAEd BERNADETTE B. GOMEZ

Member Member
MARK VINCENT S. MANLANGIT, MAEd MONEMAR B. VELEZ, MAEd

Member Member
Accepted in partial fulfillment of the requirements for the subject Research in

English Education.

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JENIFER E. TOLANG, Ed. D.

Dean
ACKNOWLEDGEMENT
Appreciation has the astounding habit of inspiring more persons to be
thankful for. Writing this research has been fascinating and fulfilling for us. This
would never have been possible without the support and guidance of various
people at the Taguig City University.
To commence with, we pay our homage to God, the Almighty who has
bestowed upon us a courageousness, inspiration, protection and ability to do
work. We offer all our endeavors to His glory. We express our sincere and
deepest gratitude to our professor in this subject, Dr. Jenifer E. Tolang, Dean of
the College of Education. She has been there through several consultations,
making critical suggestions and posing challenging questions. Her expertise,
invaluable guidance, constant encouragement, patience and healthy critique
added considerably to our journey. We owe our special thanks to the faculty
professors of College of Education. We like to thank them for their
compassionate, leniency and making themselves available whenever we need
consultations regarding to our work.
It is an honor for us to thank the registrar staff for their help to us in
looking for the schedule of our chosen respondents and the library staff, we

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would like to recognize their invaluable assistance during our study. We would
also like to thank all the freshmen under the College of Education for their
participation.
Lastly, we are very grateful to our family for the love and unwavering
support financially and emotionally. We want to show our special regards to
Lazaro’s residence for accommodating us very well, for preparing foods
relentlessly. A special thanks also to the one who lead our group whole-
heartedly toward the success of this study, Lenna Lazaro as well as with the
entire committee. We are all deeply indebted to all of those with whom we have
had the pleasure to work during this research. To God be all the richest glory!

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DEDICATION
We, wholeheartedly dedicated our study to Almighty God, for the
strength, good health, guidance and wisdom he bestowed upon us.
To our families, especially our dear parents, who gave their all-out support
in the first place.
To our teachers, professors and dear students who support and give
their ample time while completing this research. This humble piece of work will
not be possible without the inspiration and guidance you had given us.
To the faculty members of College of Education, we humbly appreciate
everything you have done to help us develop our skills in order to master our
work.
Lastly, we dedicated this to our beloved school, Taguig City University to
whom we sincerely offer this to serve as our living legacy to our school.
The Researchers

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TABLE OF CONTENTS
Title Page…………………………………………………………………………… i
Approval Sheet..................................................................................................................ii
Acknowledgement............................................................................................................iii
Dedication...........................................................................................................................v
Table of Contents.............................................................................................................vi
List of Tables...................................................................................................................viii
List of Figures...................................................................................................................ix
Abstract…………………………………………………………………………..... x
CHAPTER 1: PROBLEM AND ITS BACKGROUND

Introduction …………..………………………………………………..... 1
Background of the study ………………………………………………… 5
Locale……………………………………………………………………… 8
Theoretical Framework………………………………………………….. 10
Statement of the Problem……………………………………………….. 15
Scope and Delimitation………………………………………………….. 16
Definition of Terms……………………………………………………….. 16
CHAPTER 2: REVIEW OF RELATED LITERATURE AND

STUDIES
Grammatical Competence….…………………………………………… 20
Level of Competence…………………………………………………….. 22
Grammar…………………………………………………………………... 23
Syntax……………………………………………………………………… 26
Lexis……………………………………………………………………….. 33
Morphology……………………………………………………………….. 40
Intervention Program…………………………………………………….. 42
Synthesis of Related Studies…………………………………………… 43

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CHAPTER 3: METHODOLOGY
Research Method………………………………………………………… 46
Population and Sample of the Study…………………………………… 47
Sampling Procedure……………………………………………………... 48
Instrument for Data Collection………………………………………….. 50
Distribution of Respondents…………………………………………….. 51
Data Gathering Procedure………………………………………………. 53
CHAPTER 4: PRESENTATION, ANALYSIS, AND
INTERPRETATION OF DATA……………………………….. 55
Significant Difference on the Level of

Grammatical Competence of BSE-English …………………………... 58
Grammatical Competence of BSE-Math…………………………….... 59
Grammatical Competence of BSE- Science…………………………. 60
Grammatical Competence of BEED……………………………….….. 60
Grammatical Competence of BPED…………………………………... 61
CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATION
Summary of Findings………………………………………………………. 63
Conclusions…………………………………………………………………. 65
Recommendation...………………………………………………………… 66
REFERENCES…...................................................................................... 68
APPENDICES.............................................................................................. 73
CURRICULUM VITAE………………………………………………………...... 89

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LIST OF TABLES
No Table Page
1 Distribution of the Respondents in Terms of Age…………………… 51
2 Distribution of the Respondents in Terms of Sex………….............. 52
3 Distribution of the Respondents in Terms of Last

School Attended ………………………………………………………… 52
4 Distribution of the Respondents in Term

of Major Classifications …………………………...……………………… 53
5 Assessment of the Five Programs on the Level of

Grammatical Competence in terms of Syntax,
Morphology and Lexis…………………………………………………. 55
6 Overall Results and Interpretation of Five…………………………… 57
7 Significant Difference on the Level of

Grammatical Competence of BSE-English …………………………. 58


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Grammatical Competence of BSE-Math……………………………… 59

Grammatical Competence of BSE- Science…………………………. 60

Grammatical Competence of BEED………………………………….. 60

Grammatical Competence of BPED………………………………….. 61
LIST OF FIGURES
No Figure Page
1 Model of Communicative Competence by

Canale and Swain (1987)………………………………………………. 11
2 Model of Communicative Competence by

Canale and Swain (1987)………………………………………………. 13
3 Schematic Representation of Communicative Competence……....... 14


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ABSTRACT
Title :Grammatical Competence Level of Freshmen in the

College of Education at Taguig City University: Basis
for an Intervention Program
Researcher :Bermundo, Celeste M., Beriña, Joannara Mae J.,

Fuentes, Junelaine B., Hernandez, Janine V., Lazaro,
Lenna M., Manalon, Kathleen Joy G., Raguin,
Christian James D., Rustia, Carissa C., Valiente,
Rhea V.
Degree : Bachelor of Secondary Education Major in English
Year : 2020
Adviser : Jenifer E. Tolang, Ed. D.

_____________________________________________________
__________
This study aimed to assess the Grammatical Competence Level of freshmen
in College of Education at Taguig City University. The outputs were used as a
bases for intervention program in different grammar areas particularly in syntax,
morphological awareness and vocabulary which can be used as a tool to
enhance the grammatical competency of the students.
As for the matter, the study answered the following questions: (1) What is the
level of grammatical competence of the five programs in the College of
Education, in terms of: syntax, lexis, and morphology. (2) Is there a significant
difference among the level of grammatical competence of the five programs and
(3) Based on the results, what intervention program can be proposed.


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The results showed that the participants generally have proficient level of
grammatical competence. The study revealed that among the five programs of
College of Education at Taguig City University. There is a theory difference in
grammatical competence in terms of syntax, morphology, and lexis/vocabulary.
The participants have high level of competence in syntax and morphology.
However, the majority of the participants has a low level of competence in
lexis/vocabulary. The findings showed that the five programs of College of
Education manage to gain the overall value interpretation of proficient. This
research showed that the lexis or vocabulary points is wherein the participants
are having difficulty as well as the items that they are most competent. This
research revealed the potential underlying causes of their difficulty, as well as the
possible interventions. Additionally, the researchers conducted an extension
program and created an instructional material that is fitted to communicate
grammar teaching method, providing contextualized discussion with authentic
materials and assessment to address the difficulties in the aforementioned
grammar areas.
The study gave a recommendation regarding the results of the assessment
considering the existing language learning theories and related studies presented
in the paper, and their intervention.


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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The word “grammar” means different things to different people. To the
ordinary individuals, it means the correctness and incorrectness of the language
that he or she speaks and writes. To a teacher and student, it means an
analytical and terminological study of sentences which isjj1 being taught in
school. Knowledge in grammar helps the learners in the correction of mistakes
and improvement of both written and oral works. Therefore, grammar is a sure
ground of reference when linguistic habits fail us. Grammar is indispensable for
not just for the students but rather for all who wants to study it.
Grammar is the sound, structure, and meaning system of language. All
languages have grammar, and each language has its own grammar. People
who speak the same language are able to communicate because they intuitively
know the grammar system of that language—that is, the rules of making
meaning. Students who are native speakers of English already know English
grammar. They recognize the sounds of English words, the meanings of those
words, and the different ways of putting words together to make meaningful
sentences. However, while students may be effective speakers of


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English, they need guidance to become effective writers. They need to
learn how to transfer their knowledge of grammatical concepts from oral
language to written language (ISAKHANOVA


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ZARINA SAIDVALIYEVNA of Tersu, Uzbekistan).
In linguistics, grammar is the set of structural rules which influences the
composition of clauses, phrases, and words in any given language. It is the
systematic study and description of a language, and it helps us to understand
how words and their component parts combine to form sentences. Grammar is
one of the main linguistic disciplines which studies the grammatical system of
language. The grammatical system is the whole set of regularities determining
the combinations of words in the formation of utterances. The aim of theoretical
grammar of a language is to present a theoretical description of its grammatical
system. Learning English grammar and using it correctly takes a lot of time,
effort, and practice.
"People associate grammar with errors and correctness. But knowing
about grammar also helps us understand what makes sentences and
paragraphs clear and interesting and precise. Grammar can be part of literature
discussions when we and our students closely read the sentences in poetry and
stories. And knowing about grammar means finding out that all languages and
all dialects follow grammatical patterns." (Haussamen, Brock, et al. "Some
Questions and Answers
About Grammar," 2002.)
"On the utility and importance of the study of Grammar, and the
principles of composition, much might be advanced, for the encouragement of


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persons in early life to apply themselves to this branch of learning... It may
indeed be justly asserted, that many of the differences in opinion amongst men,
with the disputes, contentions, and alienations of heart, which have too often
proceeded from such differences, have been occasioned by a want of proper
skill in the connection and meaning of words, and by a tenacious
misapplication of language." (Murray, Lindley. English Grammar: Adapted to
the Different Classes of Learners, Collins and Perkins, 1818.)
As Sidney Greenbaum and Gerald Nelson write in "An Introduction to
English Grammar": "There are several applications of grammatical study: (1) A
recognition of grammatical structures is often essential for punctuation; (2) A
study of one's native grammar is helpful when one studies the grammar of a
foreign language; (3) A knowledge of grammar is a help in the interpretation of
literary as well as nonliterary texts, since the interpretation of a passage
sometimes depends crucially on grammatical analysis; (4) A study of the
grammatical resources of English is useful in composition: in particular, it can
help you to evaluate the choices available to you when you come to revise an
earlier written draft." (2nd ed. Pearson, 2002)
"Grammar is the structural foundation of our ability to express ourselves.
The more we are aware of how it works, the more we can monitor the meaning
and effectiveness of the way we and others use language. It can help foster
precision, detect ambiguity, and exploit the richness of expression available in


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English. And it can help everyone — not only teachers of English but teachers
of anything, for all teaching is ultimately a matter of getting to grips with
meaning."
(Crystal, David. Making Sense of Grammar, Longman, 2004.)
"The study of your own grammatical system can be quite revealing and useful,
and provides you with insights into how language, your own and others',
whether spoken or signed, actually works..." "With an understanding of how
language actually works, and a concise vocabulary to talk about it, you will be
equipped to make more informed decisions and choices about grammar and
usage, and to tease out linguistic fact from linguistic fiction." (Lobeck, Anne and
Kristin Denham,
Navigating English Grammar: A Guide to Analyzing Real Language, Wiley-
Blackwell, 2013.)
The importance of grammar is to aid the learners to recognize the sounds
of English words. To be taught vocabulary in context so that they remember and
use it properly. To be knowledgeable about how words are formed and their
relationship p to other words in the same language. Lastly, to be reminded of
different rules which helps to combined to form words, phrases and clauses to
make meaningful and creative sentences. However, while the students may be
an effective speakers of English, they still need the guidance to become an
effective writer. Learners need to learn how to deliver their knowledge of
grammatical concepts from oral language to written language in order for them

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to become more accurate and effective in using the language itself. Thus this is
why the researcher’s interests to do the research related to grammar itself.

Background of the study
Most of learners including young and adult learners who are learning
English as a second language belong to the language learners. They have to
learn it through learning because it is not his or her native language. Moreover,
to learn the second language, it is not an easy matter because they are the
English learners; therefore, they begin with knowledge about language.
“Learning is a conscious process, which results in a separate system of simple
grammar rules, or “knowing about language” (Krashen, 1982:10) in (Fauziati,
2010:138). Knowing about language is to study the rules system of its
language. According to Bloom and Lahey (1978), “Language can be divided into
three majors, although not necessarily equal components: 1) form includes
lexicon, syntax, morphology, and phonology, 2) content encompasses meaning
or semantics and 3) use pragmatics. These six components lexicon, syntax,
morphology, phonology, semantics and pragmatics are the basic rules of
systems found in language”.
In language, the learners can make use the ideas or thoughts to express
something by using a symbol, a sound, a word for communication either oral or
written. When the learners want to communicate these ideas to others, they
need the combination of language forms which include lexicon is the complete
set to all possible words in language (vocabulary), phonology (the spelling and

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its sounds), morphology (how the words formed), and syntax (how the words
are tied up together) by using the basic rules of system found in language.
Then, it is called grammar. Grammar is one of the essential English language
elements that must be studied by the learners. According to Clark and Clark
(1977:5) in (Fauziati, 2011:8) “A grammar is then “a system of rules”. By its
rules, grammar is very useful to differentiate one sentence to another in order to
avoid the miscommunication and it can be used to master all of the language
skills such as listening, speaking, reading and writing. One of the most
important language skills that can be used to measure the learners’ ability in
using grammar is writing. Writing is very effective way to share our ideas and
our messages or intention to other people. It can be communicated via written
product. On the other hand writing has become a difficult task or complex
process to do because we need the correctness of grammar and mechanics. As
stated by Haris (2005), a good writing must have good characters. It must
consists of good content, form, grammar, style, and mechanic. According to
Campbell (1998), one aspects of translation competence is textual which is
characterized by good grasp of grammatical transformation. The goal of
grammar is to enable students to carry out their communications purposes. This
goal has three implications: Students need overt instruction that connects
grammar points with larger communication context.


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In regards to grammatical competence, the researchers attempt the
grammatical competence level among the freshmen, in the College of Education
of Taguig City University and proposed for an intervention programs that will
benefit the schools, students and teachers.
The purpose of the study is to analyze, assess and describe the level of
grammatical competence of the freshmen students in the College of Education
at Taguig City University. The study, therefore, aims to investigate the syntactic,
lexical and morphological ability of the students in the English language. The
study also sought to determine if there is a significant difference among the
competence of the five programs in the College of Education.
To the students, they will have an opportunity to know their strengths and
weaknesses in a specific grammar area wherein they can reflect on which part
they need to maintain and improve.
To the teachers, they will gain information which is necessary for making
teaching adjustments, techniques, to fit their students' grammatical skills and
capabilities. In doing so, the teachers will be able to increase their effectiveness
in teaching grammar to give a great impact on student's grammatical
competence.
To the school, if the findings and results affect the students'
grammatical competence in the English language, the researcher will give


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recommendations and promote an intervention program that is related to the
study being presented and theories of language.
The study was conducted at Taguig City University located at Gen. Santos
Ave. Central Bicutan Taguig City with freshman students taking the Bachelor in
Elementary Education and Bachelor in Secondary Education Major in English, Math,
Nucleus and PE. The researchers are students of Taguig City Universi ty taking up
Bachelor in Secondary Education Major in English.
Locale
The researchers came up with this title “Grammatical Competence
Level of freshmen, in the College of Education at Taguig City University:
Basis for an Intervention Program”. This study aimed to measure and
evaluate the grammatical competency of the current freshmen student under
the five programs offered by the College of Education such as; Bachelor of
Secondary Education major in English, Mathematics, Science, Physical
Education and Bachelor of Elementary Education.
Identifying the level of their grammatical competency will support our
research to formulate an effective assessment to enhance their grammatical
skills of the freshmen in the College of Education. To accomplish our research,
we will investigate for the strength and weaknesses of the freshmen students so

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we could conclude what essential output that we can create in order to increase
the level of grammatical competency for them.
The researchers have chosen freshmen students in the College of
Education of Taguig City Uni versity as respondents for their research in
consideration of the following reasons:
a. The researches want to assess the Level of Grammatical Competence of the
Freshmen Students.
b. The researches want to know the strength and the weaknesses of Freshmen
Students for them to identify what type of Intervention Program the College Of
Education can possible conduct to help students improve their grammatical
competence.
c. The output of the study will be an intervention or an extension program, which
can be used as a tool to enhance the grammatical competency of the
students.
d. The study can help the College of Education to determine the level of
grammatical competency among freshmen of different majors.


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Theoretical Framework
This study aimed to give comprehensive insight related to the role of
grammatical competence within the students of Taguig City University. The first
comprehensive model of communicative competence, which was intended to
serve both instructional and assessment purposes, is that of Canale & Swain,
further elaborated by Canale. This model posited four components of
communicative competence:
a. Grammatical competence – the knowledge of the language code
(grammatical rules, vocabulary, pronunciation, spelling, etc.).
b. Sociolinguistic competence – the mastery of the sociocultural code of language
use (appropriate application of vocabulary, register, politeness and style in a given
situation).
c. Discourse competence – the ability to combine language structures into
Different types of cohesive texts (e.g., political speech, poetry).


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d. Strategic competence – the knowledge of verbal and non-verbal
communication strategies which enhance the efficiency of communication
and, where necessary, enable the learner to overcome difficulties when
communication breakdowns occur.

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Another model of communicative language abilities has been proposed
by Bachman (1990) and Bachman & Palmer (in preparation), as an elaboration
of the Canale & Swain model, based on results in language testing research.
The latest version of the Bachman & Palmer model (in preparation) divides
language knowledge into two main categories, both broken down into
subcategories:
1. Organizational knowledge—the knowledge of the “components involved in
controlling the formal structure of language for producing or recognizing
grammatically correct sentences and for ordering these to form texts”
(a) Grammatical knowledge - similar to Canale & Swain’s grammatical
competence.
(b) Textual knowledge - similar to but more elaborate than Canale and Swain’s
discourse competence.
2. Pragmatic knowledge — the knowledge of the “components that enable us
to relate words and utterances to their meanings, to the intentions of language
users and to relevant characteristics of the language use contexts”
(a) Lexical knowledge — the knowledge of the meanings of words and the ability
to use figurative language.

(b) Functional knowledge — the knowledge of the “relationships between
utterances and the intentions, or communicative purposes of language user”
13 (c) Sociolinguistic knowledge — similar to Canale & Swain’s sociolinguistic
competence.

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The following figure is the model of communicative competence as a
pyramid enclosing a circle and surrounded by another circle (see Figure 1). The
circle within the pyramid is discourse competence, and the three points of the
triangle are sociocultural competence, linguistic competence, and actional
competence. The circle surrounding the pyramid represents strategic
competence, an ever-present, potentially usable inventory of skills that allows a
strategically competent speaker to negotiate messages and resolve problems or
to compensate for deficiencies in any of the other underlying competencies.


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Statement of the Problem
This study aimed to determine the grammatical competence level of freshmen in
the College of Education at Taguig City University.
Specifically, it sought to answer the following questions:
1. What is the level of grammatical competence of the five programs in the College of
Education, in terms of:
1.1 syntax;
1.2 lexis; and
1.3 morphology
2. Is there a significant difference among the level of grammatical competence of the
five programs?
3. Based on the results, what intervention program can be proposed?
Hypothesis
1: There is a significant differences on the level of grammatical competence among
five programs.
Scope and Delimitation
Out of 572 freshmen Education students of Taguig City University, 219
students were used as respondents in conducting a survey. This study limits its
coverage on the freshmen education students only. Its main purpose is to
identify the grammatical competence level of the five programs and to know if
there is a significant difference among them and also to propose an intervention
program.
Each of the respondents are given same questionnaires to answer. And this
study focuses on the current freshmen of the present school year, 2019-2020
Definition of Terms
The following terms have been defined conceptually and operationally for the
purpose of clarifying their use in the study.
Pedagogical technique. Method refers to elements used in a
pedagogical scenario or referred to in a pedagogical strategy.
Cognitive strategy. The specific methods that people use to solve problems
including all sorts of reasoning planning, arithmetic, etc.


16
Meta-cognitive strategy. Refers to methods used to help students
understand the way they learn; in other words, it means processes designed for
students to ‘think about their ‘thinking’.
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Social-effective strategy. Are strategies that help learners regulate and
control emotions, motivations, and attitudes towards learning, as well as help
learners learn through contact and interaction with others.
Bottom – up. An approach treats developing reading skills as a
sequential process. Students must first learn the basics of phonics and how to
decode words before more complex skills such as reading comprehension can
be mastered.
Competence. The quality or state of being competent: such as the
quality or state of having sufficient knowledge, judgment, skill, or strength (as for
a particular duty or in particular respect); the knowledge that enables a person to
speak and understand a language.
Linguistics. It is a scientific or systematic study of language. It is a
science in the sense it scientifically studies the rules, system and principles of
human language.
Generative Grammar. A theory of grammar that is based on the idea
that all humans have an innate language capacity.

Syntactic Analysis. It is a segmentation of a sentence into parts and
these in turn into smaller parts or to draw exact meaning, or you can say
dictionary meaning from the text. Syntax analysis checks the text for
meaningfulness comparing to the rules of formal grammar.
Stylistics. It is the study o f the devices in languages (such
as rhetorical figures and syntactical patterns) that are considered to produce
expressive or literary style.
Lexicalism. It refers to a stage in the evolution of Generative Grammar
which proposed a return to the traditional modularization of the grammar
whereby the morphology and the syntax are held to be distinct not only
regarding the nature and ‘size’ of the units that they concatenate, but also
regarding the characteristics of the outcomes of such concatenation.
Distributed Morphology (DM). It is the view of the relation between
morphology and syntax. It specifically argues that the notion of ‘word’ does not
correspond to any genuine linguistic primitives and that the morphological
patterns of vocabulary insertion are a direct reflection of syntactic structure.


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Lexeme. A basic lexical unit of a language, consisting of one word or
several words, considered as an abstract unit, and applied to a family of words
related by form or meaning.
Lexicalization. The process of adding words and word patterns to the lexicon of
a language.

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ANOVA. Refers to analysis of variance and is a statistical procedure
used to test the degree to which two or more groups vary or differ in an
experiment. In most experiments, a great deal of variance (or difference) usually
indicates that there was a significant finding from the research.
One-way analysis of variance. (Abbreviated one-way ANOVA) Is a technique
that can be used to compare means of two or more samples (using the
F distribution).

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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This study adopts thematic approach in gathering and collecting related
literature and studies. This chapter presented the studies of independent
variable, major dependent variables and the synthesis of the review
Grammatical Competence
Fikron (2018) researched grammatical competence within L2
communication and suggested that learners’ grammatical competence has its
role, which is very crucial within learners’ language production, which is not
only to produce the language, however also to monitor the language production
itself. Because of this reason, focus on form instruction will give a great impact
on students’ grammatical competence within their communicative competence.
Praise and Meenakshi (2015) stated that communicative teaching which
only focuses on the meaning and gives little attention to grammatical rules are
not sufficient to prepare the learners to be fluent. As a result, the learners tend
to commit grammatical errors in which at the same time they are unable to spot
them because they lack proper grammatical knowledge.
According to the study of Charles Brent Magpayo, Rea Dolor J. Paras and
Nicole, and Paula E. Samiento of Holy Angel University, grammatical competence

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aims to have the ability to use the language grammatically, or with correctness
and accuracy, thus, avoiding language errors cited on (Díaz-Rico & Weed,
2010; Gao, 2001). If the speakers effectively internalized the language rules
and their limits, they are said to possess grammatical competence (Cowan,
2008). Grammar helps to improve one’s language abilities and has a
fundamental role to play in the four macro skills, namely: listening, speaking,
reading, and writing (Crystal, 2005).
The significance of grammatical competence is also amplified as Díaz
Rico & Weed (2010) state that it is necessary as it provides skills and
knowledge for the students to be understood in speaking and writing; hence,
the grammatical competence of the learners becomes more essential as their
language proficiency increases. Sert (2006) also points out that grammar is an
indispensable part of any particular language, considering that the systematic
language rules play the most essential role for mutual intelligibility, as well as
for building social relationships through verbal communication. With these
perceived importance, the assessment of grammatical competence becomes
relevant towards the improvement of student’s knowledge towards better
proficiency in the English language.
According to the study of Armelin A. Alipayo, et al., Taguig City University
entitled “Grammatical Competence of Pre-Service Teachers at Taguig City


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University: Basis for an Intervention Program” (A.Y. 2017) grammatical
competence defined as the knowledge of pronunciation, vocabulary and
grammar as well as the

graphics and spelling. The learner has a linguistic competence if he/she has an idea
about the system of the language and can use it in practice (Valeeva, 2016).
Schmeller (2010) indicates that grammatical competence is one of four
areas of the communicative competence theory put forward by Canale and
Swain. This area of communicative competence focuses on command of the
language code, including such things as the rules of word and sentence
formation, meanings and formation. The goal is to acquire knowledge of, and
ability to use, forms of expression that are grammatically correct and accurate.
Grammatical competence acts to promote accuracy and fluency in second
language production, and increases in importance as the learner advances in
proficiency.
Level of Competence
Farghal (2009) asserts that linguistic problems would appear due to
differences in structure, vocabulary and the syntax of the source language, SL,
and the target language, TL. He also maintains that the problems could result
from lack of grammar knowledge of the SL or the TL. As Harmer (2003) puts in
words “grammar is the description of the ways in which words can change their
forms and can be combined into sentences in that language.”
According to the study of Moh. Rofid Fikron entitled Grammatical
Competence within L2 Communication: Language Production, Monitor
Hypothesis, and Focus on Forms Instruction, year 2018 (Praise and Meenakshi,

22
2015) cited the learners tend to commit grammatical errors in which at the same
time they are
23
unable to spot them because they lack proper grammatical knowledge.
A competence is defined as ‘the ability to meet complex demands
successfully or to carry out an activity or task’. This demand-oriented or
functional definition is supplemented by an understanding of competencies as
‘internal mental structures of abilities, capacities and dispositions embedded in
the individual’. Therefore, each competency defined from this perspective
corresponds to combination of interrelated cognitive and practical skills,
knowledge, motivation, values and ethics, attitudes, emotions, and other social
and behavior components that together can be mobilized for effective action in
a particular context’ ( D.S. Rychen and A. Tiana, 2004).
Grammar
Grammar refers to various parts of speech in detail and their functions.
Grammar is important and advantage for writers, journalists, and poets who are
engross in literary field. It brings proper chance for those who write their written
works correctly. Grammar is a science, which deals with the powerful
communicational abilities and aids. It tells us how to impress people with our
speech and conversation. Freeman (2003) mentioned, "Grammar is an area of

knowledge that linguists and language teachers study". Therefore, many of us
benefits when using correct grammar.
Swan (2005) puts another similar understanding. He points out that most dictionaries
often present the definition of grammar as ―the rules for combining words into
sentences. Moreover, he argues this statement is incomplete, as it does not explicitly
explain the functions of the rules in the sentence and the reasons for people to use the
rule in the language. According to his argument, this definition will affect language
learners understanding on the natural grammar learning process as they might not have
a good sense of what accurate grammar is. Therefore, he ascertains that ―grammar is
essentially a limited set of devices for expressing a few kinds of necessary meaning
that cannot be conveyed by referential vocabulary alone (Swan, 2005). Accordingly, it
implies the meaning of sentences is realize by the existing rules of grammar rather than
mere interpretations of single words in the sentences.
As Harmer (2003) puts in words, “grammar is the description of the ways
in which words can change their forms and can be combined into sentences in
that language.”
Bose (2005) mentioned that grammar rules are presented to the learners
first and the examples illustrating the rules later. Therefore, the learners
memorize the rules and understand them with the help of examples, and then
they p r a c t i c e the rules with further examples. It was also strongly


22
mentioned on (Khansir, 2008) the role of grammar in language teaching, that
language teachers and specialists are of the view that grammar can help first,
second and foreign language learners develop linguistic competence as part of
communicative competence.

22
According to Matthews (2007) argued that grammar of a language is any
systematic account of the structure of a language; the patterns that it describes;
the branch of linguistics concerned with such patterns.
Grammar is a key to the understanding of verbal communication, and it
helps people make reason and how to communicate with others. Grammar
makes us familiar with sentence structure. It enables us to comprehend how
sentences are patterned and how they are used in our practical life for proper
and effective communication.
In discussion of teaching grammar, Singh (2008) said that "the teaching
of grammar is the teaching of the rules of grammar as part of language
education. In the context of the second language instruction, the teaching of
grammar is generally aimed at imparting the learners’ knowledge and ability to
use the language grammatically correctly”.
According to the book Teaching Grammar, Structure and Meaning by
Marcello Giovanelli, the method of grammar teaching in the first part of the
twentieth century is best exemplified in a series of textbooks by Ronald Ridout
called English
Today. These emphasized a “bottom up “model of language teaching focusing
on decontextualized smaller language units such as word clauses, phrases and
clauses, where students’ work was concentrated on drills and exercises
designed to improve their competence in reading and writing. The instructional


22
aspect to this model was emphasized in Ridout’s own introduction where he
indicated that the primary purpose of his programme was to ‘provide secondary
school pupils with a complete training in the uses of their mother tongue’
(Ridout), 2004).
Syntax
The term ‘syntax’ is from the ancient Greek syntaxis, a verbal noun which
literally means ‘arrangement’ or ‘setting out together’. Traditionally, it refers to
the branch of grammar dealing with the ways in which words, with or without
appropriate inflections are arrange to show connections of meanings within the
sentence. It also deals with how the sentences are constructed, and users of
human languages apply a prominent variety of possible arrangements of the
elements in the sentence.
Syntax is a linguistic component that relate sounds and meaning, with
syntax breaking up the stream of sounds into units with accordingly receives an
interpretation. According to Chomsky (1965), the syntactic component of
grammar is “generative” (or that sentences are generated by a subconscious
set of procedures) while other components are “interpretative”. It is essential to
understand that the differences exist not because spoken language is a
degradation of written language but because any written language, whether
English or Chinese, results from centuries of development and elaboration by a
small number of users (Miller, 2008). It is syntax that gives the words the power

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to relate to each other in a sequence...to carry meaning—of whatever kind—as
well as glow individually in just the right place (Burgess, 1968).
According to the study of Hana (2011) entitled “Intro to Linguistics – Basic
Concepts of Linguistics”, syntax is a part of linguistics that studies sentence
structure, word order, agreement, complements, preposition and forms and
hierarchical structure. Syntax is not about meaning. Sentences can have no
sense and still be grammatically correct. Syntax from Greek syntaxis from syn
(together) +taxis (arrangement). Word order is the proper arrangement of
subject and verb in a sentence. When someone is in his/her middle school the
sentence might be “In middle school I am” but this sentence is grammatically
incorrect. It should be rearranged as “I am in middle school” to make it correct
and clear. On the other hand, learners should know the agreement of words in a
sentence or the so called
“subject-verb agreement”. In the sentence “She like candy”, we can infer from it
that it does not follow the rules of subject and verb agreement. To make it
grammatically correct the sentence should be “She likes candy” wherein the
singular subject must takes the singular form of the verb.
Smith (2015) disclosed that the study of syntax is quite difficult
considering that the learner needed to have knowledge on how to put
appropriate words in a sentence to make it meaningful. Most of the learners
know the meaning of certain words but they find it challenging when creating

22
their own sentences which is free from grammatical errors. Even a simple
sentence conveys a thought but considering the proper arrangement of words
would make it clear and sensible.
Syntax can look back on a long tradition. The term itself is ambiguous.
On the one hand, it was understood as a mean of structural and descriptive
analysis of individual languages using a clearly defined instruments. Naturally,
syntactic analyses can be comparative, spanning several languages. On the
other hand, syntax is understood as syntactic theory, the aim of which is to
decide which instrument can be sensible applied to syntactic analysis.
Haspelmath, in his book Understanding Morphology claims that
sometimes people use the term GRAMMAR to denote same as syntax. But
most linguists follow the more recent practice whereby the grammar of a
language includes all of its organizing principles—information about the sound
system, about the forms of words, how we adjust language according to
context, and so on; syntax is only one part of this grammar. The term syntax is
also used to mean the study of the syntactic properties of languages. In this
sense, syntax is used in the exact way we use stylistics to mean to the study of
literary style. Syntactic properties tell us the rules and principles of combining
meaningful sentences. Syntax is not just a string of words rather syntactic rules
determine the structure of that string. Syntactic rules may vary from language to

22
language, person to person, or situation to situation, however syntax is still
considered as universal to all human languages. Haspelmath (2002) contends
that all languages have syntax, and non-industrial societies also have
languages which are as complex as the languages of most civilized industrial
societies. Linguists know this fact as all languages have various sophisticated
features in common; and moreover speakers of all languages can express the
same thoughts and concepts, hold the same debates and reason in the same
interactive ways.
In the book Syntax – Theory and Analysis by Tibor Kiss and Artemis
Alexiadou, syntax is said to have an implicit connections to other components of
grammar, such as lexis, morphology, phonology, semantics, and pragmatics.
However, in this study we are only going to discuss the relationship of syntax to
lexicon and morphology.
As also stated in the study made by AA Munfaati (2013) Syntax is
determining the relevant component part of sentence. It also means as
describing these parts grammatically. This definition of syntax implies that w e
start from what is regarded as the largest unit of syntactic description –the
sentence- and proceed until we arrive at the smallest meaningful unit. This is
called a ‘top to bottom’ analysis. The units smaller than the sentence will be
referred to as clauses, phrases, words and morphemes respectively. However,
instead of saying that a sentence can be broken down into smaller constituents,

22
we might also look at the sentence the other way round –that is, ‘from bottom to
top’ –and say that constituents at different levels can combine to form
increasingly larger units: then proceed from the morpheme to the sentence as a
whole. Constituents are like building blocks which pattern in certain ways to
form larger units, and the largest unit being a sentence.
One account that shows the relationship between the two is The
Lexicalist Hypothesis (Chomsky 1970). It identified regularities in the relation
between a nominal and the verb from which it had been derived. But, according
to Wasow (1977); the former and not the latter affected the structure, it could
relate items of different categories, it is local, it could have exceptions and
applied before any syntactic rules. Central to all formulation of the Lexicalist
Hypothesis is the notion that syntactic operations, which follows those
responsible for word-formation, are blind to the internal structure of lexical
items.
In the book An Introduction to English Syntax by Jim Miller, it is simple
and indisputable that syntax cannot be isolated from other areas of language;
and individual lexical items, particularly verbs, exercise strong control over
syntactic structure. There are a small fraction of the extensive interplay between
syntactic structure and individual lexical items. Analysts can isolate the syntactic
constructions of a given language on constituent structure and on constructions.


22
Syntactic constructions, however, are not identical with specific clauses;
particular clauses do not appear until lexical items are inserted into a general
syntactic structure. The process of insertion is not simple. As mentioned,
particular lexical items only fit into particular pieces of structure – some verbs
combine with one noun phrase, others with two, and a third set of verbs with
three.
The book The Oxford Handbook of Linguistic Interfaces edited by Gillian
Ramchand and Charles Reiss, stated that the relation between morphology and
syntax is the following: while morphology builds up word forms—typically by
combining roots with other roots and with affixes, however also by applying
other operations to them—syntax takes fully inflected words as input and
combines them into phrases and sentences. The division of labor between
morphology and syntax is thus perfect: morphology only operates below the
word level whereas syntax only operates above the word level. Moreover, these
two components of grammar are ordered in strict sequence, such that the
syntax takes over after the morphology has done its work.
On the other side of the controversy, the syntactic view on word
formation has been defended in Baker (1988), where derived words of various
types are dealt with, and in Halle and Marantz (1993, 1994), which are attempts
to formulate a general and complete theory of complex words based on the idea
that every morphological element is also a syntactic element. The theory, called

22
Distributed Morphology, is further developed by, among others, Halle (1997)
and Marantz (1997).
S. Ruiz et al. (2018) researched the simultaneous acquisition of words
and Syntax, it examined the simultaneous acquisition of vocabulary and
grammar by adult learners and the role of exposure condition and declarative
memory. The results showed that adult learners can rapidly acquire basic
syntactic information of a novel language while processing the input for meaning
(plausibility judgments) and attempting to learn novel vocabulary at the same
time. The results further indicated that exposure condition (incidental versus
intentional) made no difference in terms of either vocabulary or grammar
learning gains. The study also revealed that learners developed explicit, not
implicit knowledge, of lexis and syntax.
Mastering a second language (L2) comprises acquiring the grammatical
options of the target language and identifying the appropriate contexts of their
use. While adult L2 speakers acquire the word order options in the target
language (TL) at advanced proficiency levels, they often continue to struggle to
restrict them t o the discourse contexts in which they are pragmatically
appropriate. In other words, adult L2 speakers fail to converge on the discourse-
appropriate use of alternating L2 word orders, instead exhibiting residual
optionality and first language (L1) transfer at the syntax–discourse interface, i.e.,
the mapping of discourse constraints on word order. More recently, Slabakova


22
(2015) proposed that these difficulties are aggravated if discourse-to-syntax
mappings differ in the frequency with which they occur across L1 and L2 (Hoop,
et.al, 2018).
However, it remains an open question whether L2 speakers can
successfully configure discourse–syntax mappings and approximate the
frequency with which different word orders are employed in the L2 across
different discourse contexts, especially if analogous word order options in the L1
are realized at different frequencies (Slabakova, 2015.)
Lexis
The aim on the study on lexis and the interrelation of vocabulary, syntax,
morphology and as a part of lexis in grammar. It concerns the following
questions:
a.) What makes lexis differs from vocabulary?
b.) How's the importance of lexis in syntax, morphology and grammar
The term Lexis from the ancient Greek "word" or "speech" that refers to
totality of the words in a language or the overall vocabulary about the language.
It is one of the essential components of language and language development. It
is comprises by system of words that is why it is composite and systematic.
Lexicon is another term for lexis and lexicon is also called as dictionary which

22
contains the vocabulary or simply the definition. There's no question that lexis
and vocabulary are synonymous words. Stated in the study of Nayibe Rosado &
Keiby G. Caro entitled "English Language Teaching; The Relationship between
Lexis and Reading Comprehension: A Review year 2018 there is a significant
connection in reading skill and lexis enhancement. As cited in the study by
(Groux, 2015) lexis is important in language learning and development which is
important in reading skill key to grammatical competence. It confirmed what
(Krashen, 2013) stated "Vocabulary is acquired as result of receiving
comprehensible input.
The common view of the relationship between context and lexis is
generally one of disambiguation, frequently through collocation. However, there
is more involved than that. In the study of (Fontain, 2017), he used an approach
to context to establish the first steps towards an analogous approach to
lexicology. He, therefore, concluded that it is theoretically plausible to draw on
the dimension of instantiation, in a complementary way to delicacy, to model
lexis as most local context, where the lexeme (or lemma) was modeled as
meaning potential.
Brinder et al, (2017) tried to establish how lexical breadth and depth is
closely related to reading comprehension. To prove that, 107 female college
students aged 18-40 were assigned tasks and given tests to assess their lexical
knowledge. For breath, the target was asked to write diverse forms of a root

22
word using prefixes and suffixes. They also had them complete a set of six
sentences with the corresponding missing word. For depth, the subjects were
tested through standardized reading comprehension and lexis test. The study
demonstrated that knowing a great number of lexical items in varied contexts is
necessary for reading comprehension and reading speed.
When we are reading books, stories, passages, and articles as a foreign
language reader we may encounter unfamiliar words that test our vocabulary.
How are we going to comprehend a context if we knew that our vocabulary is
not good enough? College English Volume 1 published by Systems Technology
Institute cited that first-language readers can recognize 50,000 different words
not just by learning those but by applying new sets of words and utilize it. We
can use a dictionary as a tool in learning deeper about a certain word, another
is to organize a program about vocabulary building and most important is by
indulging yourself by reading more materials.
There are a lot of ways for you to improve your vocabulary according to
them Vocabulary Module that contains exercises that challenges student to
enhance their vocabulary. The Vocabulary Module starts with a pre-test to know
the prior knowledge of students, then it follows series of activities and exercises
to discover new words and meaning and ends with post-test to evaluate
student’s achievement and progress.


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They also cited the Vocabulary Learning Method ways in using new
vocabulary, first students need to be an active reader it means one meaning of
a word is not enough instead figure out the meaning of the whole passage,
having a personal vocabulary notebook wherein you can write the word and the
meaning keep looking to remind yourself to the new words, you also need to
practice using
it.
It is very ineffective to memorize the definitions, you have to play with the
words you can associate a word to anther words or synonyms and antonyms for
you to obtain. A word of your own language. It is also necessary to know the
roots, prefixes, and suffixes.
According to Michael Hoey, Routledge 2012 in A New Theory of words
and language it argued that the lexicon theory reverses the roles of grammar that
it has been the product of the lexical structure contradictory to what most of us
know that lexis is under or part of grammar. Lexis again, is the set of all words
and phrases in a language while the rules in constructing phrases is in grammar
in order for the language to have a grammatical function refers on the meaning of
the sentence and the structure. That is the reason why there is lexical grammar
or the formal grammar that defines the syntax of basic rules scoped in character
reference, identifier and the alphanumeric. Excluding grammar in language


22
learning the result- a little can be conveyed: excluding vocabulary (or lexis)
nothing can be conveyed.
Can we assume that our vocabulary is enough that we may understand
we read? Do we understand every single word that we encounter in reading
several of reading materials? If not, then we are facing a huge problem in
developing our second language as we continue in exploring the world of
communication. This lesson aims to increase both the amount and the intensity
of your reading for us to assimilate as many as word in our vocabulary.
Lexis is one important part of language and its development. Lack of
lexical knowledge may lead learners to prevention and demotivation. To
achieve a higher level of development in the four basic communication skills,
learners should have a foundation of lexis that lets them do so.
The main factor affecting the ongoing development of communicative
competence is disregarding the methodical lessons of lexis. Teachers with
minimal information about the lexical field have contributed depressingly to this
current situation. To achieve these goal concepts such as lexis (vocabulary),
lexical competence and knowledge and size and depth of lexical knowledge. It
discusses new viewpoints that could benefit language teachers in developing
conceptual knowledge to handle instructional practices.


22
In the framework of lexical competence, vocabulary knowledge is
considered to be same as the lexical knowledge defined by Laufer and
Goldstein
(2004) as “the sum of interrelated sub-knowledge’s” or “…construed as a
continuum consisting of several levels of knowledge, starting with superficial
familiarity with the word and ending with the ability to use the word correctly in
free production”. This definition surpasses traditional views, where acquiring a
new word or lexical piece is come up to as learning the forms and meanings
administering the cognitive effort and the need of using the word in different and
manifold communicative contexts. Potential lexical competence from this
meaning may support the teacher to be conscious of and help students in
improving the necessarily interconnected subknowledge that it constitutes.
The traditional approach to engage in vocabulary knowledge teaching
and learning has caused incomplete vocabulary learning leading to prevention,
disappointment, demotivation, and hampering communication. According to
Alqahtani’s words (2015) “vocabulary knowledge is often viewed as a critical
tool for second language learners because a limited vocabulary in a second
language impedes successful communication”. If the students are not familiar
with systematic vocabulary knowledge learning opportunities, their vocabulary
or lexical knowledge will not increase. For that, learners can have trouble in

22
understanding the target language even though they are equipped with
grammatical competence.
In a complex adapted to perspective of word/lexical knowledge,
Moghadam, Zainal, and Ghaderpour (2012) mentioned particular aspects that
describe point of view of vocabulary/ lexical knowledge: Researchers have
taken notice of the multidimensionality and complication of word knowledge,
suggesting that knowing a word completely should include various kinds of
linguistic knowledge ranging from pronunciation, spelling, and morphology …
and … to knowledge of the word's syntactic and semantic relationships with
other words in the language, involving knowledge of antonym, synonymy,
hyponym and collocational meanings. As highlighted above, vocabulary or
lexical knowledge is multi-layered.
Though the fact that course books are essential in second foreign
language learning, few researches have explored L2 textbooks that support
language l e a r n i n g and whether the content in them is connected from a
vocabulary perception. A corpus has been assembled based on the words in
the textbooks. Utilizing a concordance software tool, the material has been
analyzed by linking the vocabulary between the books and to words on the New
General Service List. The study shows that several words in the textbooks
happen only occasionally in mutual everyday language use. It also determines
that there is a great difference in the number and choice of words across books

22
representing that there does not seem to be a common thought behind word
selection in textbooks used in Swedish schools.
In building up a considerable vocabulary is a foundation in second
foreign language learning. Vocabulary knowledge is critical in the development
of reading skills and has been recognized as strictly related to overall
accomplishment in learning a second foreign language. To completely
recognize a word means knowledge of meaning and form, juxtaposition and
association, among other things. To increase this knowledge, to facilitate word
knowledge, and recognition, a word must be encountered many times in a
diversity of frameworks. Language erudition materials should thus be built in
ways that accomplish as much as possible for students to encounter new words
constantly and in diverse contexts. Continual exposure has been shown as 3 –
4 times more significant for beginners than for progressive learners. In addition,
significant matter in second foreign language learning is vocabulary scope, in
cooperation with terms of how many words a textbook for a certain level should
include and how many words a student for a specific level of learning should
know. It is also challenging to start how many words a learner of a second
foreign language should know to complete adequate comprehension of a text of
average difficulty. But there are studies presenting that knowledge of high-
frequency words is narrowly connected to text analysis and effective linguistic
education (Learning the first one thousand (1,000) words, which transpire
repeatedly in any homily, should thus enable vocabulary learning and


22
comprehension substantially, and provide a concrete basis for additional
learning.
It usually described by teachers and students the strong and progressive connection
between lexis and reading comprehension. This statement is commonly grounded on
familiarity and having the experience. In significance, this study attempts to discover
research-based evidence to support the connection between lexis and reading
comprehension. Relevant themes begun from the analysis: lexical knowledge, lexical
coverage, direct instruction, incidental, intentional learning, lexical knowledge and
receptive & productive lexical knowledge. The inquiry provisions the association
between lexis and reading comprehension not just in EFL alone, but also in ESL and
L1 contexts. In connection with this, the researchers suggest that the teachers should
emphasize on systematic lexis lessons since it supports learners to increase not just
is lexical knowledge but also is reading comprehension.
Morphology
Morphology is the study of word structure that is closely related to both
language description and linguistic theory. Both these enterprises should be
informed by cross-linguistic variation in the domain of morphology, albeit for
different reasons (Arkadiev and Klamer, 2016).
Yang (2016) concluded in his study that children’s acquisition of
morphology provides a wealth of empirical data to bear on the theoretical issues


22
in morphology. The fact that their morphological knowledge is generally secure
is especially impressive when considered in a psychological setting of language
learning.
Akbulut (2016) suggested in her study that morphological guidelines alter
the vocabulary acknowledgment process; along these lines, it is capable of
affecting vocabulary learning. In the same study, she proposed that
morphological guidelines direct learners’ consideration in a particular way
characterizes learners’ recognition in morpheme areas and directly helps them
to find the relationship between their roots and meanings.
Goldsmith (2019) cited in his work that morphology which set the stage
for much of the discussion of the subject in the years that f o l l o w e d , right up
to today. In several ways, they laid greater emphasis on the role of morphemes
in morphological analysis when linguists in Europe focused more on the central
role played by words in morph syntactic paradigms.
According to the study of Matushansky & Marantz entitled Neubiology of
Language in the year 2013 the morphological theory most closely associated
with generative grammar in this century, distributed morphology, there is no
strict word/phrase distinction. The internal arrangement of morphemes both
within words and within phrases and sentences is explained by a single
syntactic theory, and morphology provides an account of the way in which these

22
morphemes are realized phonologically (in sound), whether inside words or
independently arranged in phrases.
As explained in Marantz (2013), distributed morphology is relatively
conservative from a historical perspective, preserving the insights of
mainstream linguistics from the 20th century. In experimental work, one can
attempt to explicitly test differing predictions made by competing
representational theories of language, and so an experimentalist could choose
to pit predictions of distributed morphology against available alternatives.
However, experimental work related to morphology must make some theoretical
commitments; it is not possible to be agnostic over issues such as whether
words decompose into morphemes.
According to the study of Soifer entitled Teaching Morphology: Enhancing
Vocabulary Development and Reading Comprehension in the year 2005,
Morphology is a critical element of successful vocabulary development and
accurate decoding. Awareness of morphology has been shown to be a strong
indicator of and positive influence upon reading comprehension. Subsequently,
weakness in decoding and vocabulary skills is noted as a potent inhibitor to fully
comprehending text.
Intervention Program
The mere collection of baseline data to estimate the student’s current
performance in the certain academic area is not enough however knowing their

22
difficulty and setting goals for improvement is what will make this study
beneficial.
Wright (2012) stated that an academic intervention is new way of helping
the learner to develop their weaknesses in particular field of language. Peer
tutoring and weekly agendas are some of the several that fall under the
category of academic intervention.
In choosing an intervention plan it should not just a plan however an aim
with a visualize outcome. It also requires four components: (1) what is needed
for the students to improve; (2) a follow up assessment is essential to trail the
effectiveness of the intervention; (3) an authentic data collected from the
students should be reliable; and (4) the objective for student improvement
should be calculated before the intervention started to assess whether that
intervention plan ultimately succeed, (Witt, VanDerHeyden, & Gilbertson, 2004).
Synthesis of Related Literature and Studies
The review of related literatures and studies were found to be relevant
and supportive to the study of the researcher since they focus on important
details and ideas included in the research.
The findings and recommendations of the different studies undertaken
gave the researcher an insight to pursue this study on determining the teachers’
competencies among Grade 10 students in selected schools of Taguig City.


22
This research affirms the study of Blew (2011), that by providing detailed
and specific directions, decelerating or accelerating the pace of student work
and using variety of criteria for success based on whole class requirements as
well as individual student readiness needs and so with the study of Seena
(2014) that teachers should prepare strategies for varying products that meet a
students’ interest. Teachers can encourage students to demonstrate critical
skills in relation to topics of special interest.
This is also an assertion of Geane’s study (2013) that in flexible
classroom, teachers should take advantage of time in letting the students to
work in various works and groups.
This study goes to show that the respondents can excel in different kind
of abilities; it may be scientific, verbal and logical. Good teaching does not occur
in a vacuum. Every competent teacher also needs to possess a strong set of
values, skills and knowledge to cater diverse learners.
This study simply implies that if a student is inclined with the Technical-
Vocational Area, all the abilities of this track were given an Average rating which
means that every learner has his own strengths and weaknesses. This will go
with the study of Tomlinson that teachers should have various ways to strategic
instruction.

22
Likewise, agreed with the study of Chamberlin and Powers (2010) that
teachers should know the readiness, interests and learning profile of the
learners to enhance objectives, cooperation, self- worth and engagement.
As what Flooz (2010) stated that “Products are the end results of
learning.’ In the two items namely, Technical- Vocational Aptitude and
Academic Track item, product competencies are very salient on the said two
areas and these products can consist of various ways or activities that students
can use to demonstrate mastery of concept. Teachers can engage students in
projects that match their learning strengths or in projects that will help students
to practice their areas of weakness.
This study is also similar to the studies of Robison (2014) and Evant
(2013) which imply that the learning environment must be designed to meet the
diverse learning needs of the students and to help both the teachers and the
students work in the most efficient way possible especially in General
Scholastic Aptitude area and Academic Tracks.


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46
CHAPTER 3
METHODOLOGY
This chapter discussed the methods and procedures used in the study.
The focus of the study was to determine the grammatical competence of the
freshmen under the five programs of the College of Education at Taguig City
University. The following information provides details on the research method,
population and sampling, sampling technique, respondents’ instrumentation,
respondents’ profile, and data gathering procedure.
Research Method Used
Descriptive research method can be explained as a statement of affairs as
they are at present with the researcher having no control over variable. Moreover,
“descriptive studies may be characterized as simply the attempt to determine,
describe or identify what is, while analytical research attempts to establish why
it is that way or how it came to be.”
Descriptive method “aimed at casting light on current issues or problems
through a process of data collection that enables them to describe the situation
more completely than was possible without employing this method.”


22
In its essence, descriptive studies are used to describe various aspects of
the phenomenon. In its popular format, descriptive research is used to describe
characteristics and/or behavior of sample population.
An important characteristic of descriptive research relates to the fact that
while descriptive research can employ a number of variables, only one variable
is required to conduct a descriptive study. Three main purposes of descriptive
studies can be explained as describing, explaining and validating research
findings.
Description emerges following creative exploration, and serves to
organize the findings in order to fit them with explanations, and then test or
validate those explanations (Krathwohl, 1993). Many research studies call for
the description of natural or man-made phenomena such as their form,
structure, activity, and change over time, relation to other phenomena, and so
on. The description often illuminates knowledge that we might not otherwise
notice or even encounter.
Population and Sample of the Study
The accessible population of this study were the freshmen students of the
College of Education at Taguig City University that are comprised of five
programs namely: Bachelor of Secondary Education Major in English, Bachelor
of

22
Elementary Education, Bachelor of Secondary Education Major in Science,
Bachelor of Secondary Education Major in Mathematics, and Bachelor of
Physical Education.
The respondents of the study were 55 students from the Bachelor of Secondary
Education Major in English (in two sections), 71 students from the
Bachelor of Elementary Education (in two sections), 36 students from the Bachelor of
Secondary Education Major in Science, 30 students from the Bachelor of Secondary
Education Major in Mathematics, and 27 students from the Bachelor of Physical
Education with a total number of 219 respondents.
Sampling Procedure
The convenient sampling technique and random sampling technique
were employed in selecting the samples of the study from the freshmen
students in five (5) Programs in the College of Education at Taguig City
University, Gen. Santos Ave. Central Bicutan Taguig City.
The total number of respondents for this study is 219 and they were
chosen as participants depend on their availability. As stated above, the
respondents are divided and grouped according to their course and
specialization have taken which are sampled for the purpose of acting as
participants in this research study. They shared their opinions with the
researcher by answering the survey questionnaire in the form of a standardized
test to measure their grammatical competence specifically in three areas
namely:

22
Syntax, Lexis, and Morphology.
Sampling Technique
The researcher used random sampling to get the number of
respondents by major to get their grammatical competence level. In statistics
it is a subset of individual (a sample) chosen randomly and entirely by chance,
such that each individuals has the same probability of being chosen for the
sample as any other subset of individual.
To get the percentage of correct response the researcher divide the total number
of correct response in total number of examinees and multiply by 100.
Total no of Correct Response

% Correct Response = ———————————————————— x 100
Total no of examinees
To get the mean of each test items, the researcher divide the sum of the correct
response per major to the total number of examinees.
Σ of Correct Response per section

Mean per Test Items = —————————————————
Total no. of examinees

22
In getting the mean per areas: syntax, lexical; and morphological. First
get the total number of the correct response per major and divide it by the
total number of respondents / examinees per major.
Total no. of Correct Response per major

Mean per Areas= ——————————————————
Total no of examinees per major
Instrument for Data Collection
The researcher constructed questionnaire as instrument to gather data for the
study entitled “Grammatical Competence of Freshmen students of five
programs in the College of Education. The major from five (5) programs that will
get the lowest score will be the focus of the intervention program which we are
about to conduct. This tool is divided into two parts, Part I includes the name
(optional), age, gender, last school attended it’s either public or private, and the
personal data collection of respondents that considered to be the factors that
might affect in the tabulation of the results. Together with these demographic
profile is the Part II includes the questions that will assess their grammatical
competence. Each areas of grammar covers 20 questions for a total of 60
items. Questionnaires are separated from the answer sheets. The respondents
will pick from the choices a, b, c and d.
The questions has three sections for the three areas of grammar Test I,
Test II, and Test III:


22
a. Test I covers syntactical competence,
b. Test II concerning lexis that will measure their level of vocabulary; and
c. Test III is the assessment for their morphological awareness.
In checking and tabulating the results, respondents’ scores must be
interpreted per student and per major. The scores per student ranging from 0-15
equivalent as amateur, scores ranging from 16-30 can be interpreted as
familiar, scores ranging from 31-45 is equivalent to proficient, and scores
ranging from 46- 60 is interpreted as mastered. The scores per major will be
interpreted by getting the mean per areas such as syntax, lexis and
morphological. In determining the significant differences of the grammatical
competence among the five programs, Anova one-way testing was used.
Total no. of correct response per major

Mean per areas = —————————————————
No. of respondents per major
The mean per areas will be interpreted as:
Scores Score Interpretation Value Interpretation

1-5 Amateur 1
6-10 Familiar 2
11-15 Proficient 3
16-20 Mastered 4
Distribution of Respondents

22
Table 1 Distribution of Respondents in terms of Age
Age Frequency Percent %

17-below 6 2.74
18-20 201 91.78
21-23 9 4.11
24-above 3 1.37
Total 219 100
Table 1 shows that 201 of the total respondents have ages ranging from
18 – 20 years old or 91.78% of the total number of respondents, while 9 of the
respondents have ages 21 - 23 years old or 4.11% of the total respondents,
however 6 respondents have ages 17 years old and below or 2.74% of the total
number of respondents and the remaining three (3) respondents have ages 24
years old and above equivalent to 1.37% of the total 219 respondents.
Table 2 Distribution of Respondents in terms of Sex
Sex Frequency Percent %

Male 49 77.62
Female 170 23.37
Total 219 100
Table 2 shows the profile of the respondents. It presented that the
majority of the students are male with 77.62%, while the female consists
23.37% of the total population.
Table 3 Distribution of Respondents in Terms of Last School

Attended
School Type Frequency Percent %

Public 128 58.45

22
Private 91 41.55
Total 219 100
Table 3 presents that 58.45% of the respondents came from public schools while
41.55% came from private schools of the total 55 respondents.
Table 4 Distribution of Respondents in Terms of Major

Classifications
Major Classification Frequency Percent %

BSE-English 55 25.11
BSE-Math 30 13.70
BEED 71 32.42
BSE-Science 36 16.44
BPED 27 12.33
Total 219 100
Table 4 presents the major classification, 71 of the total respondents
belong to the BEED major or the 32.42%, 55 or the 25.11% of the respondents
belong to the BSE – English major, 36 or the 16.44% of the respondents belong
to the BSE
–Science, 30 or the 13.70 of the respondents belong to the BSE – Math while the
27 respondents which is equivalent to 12.33% belong to the BPED major.
Data Gathering Procedure
For the completion of this study, a step by step data gathering procedure
was accomplished accordingly. In doing so, the researchers first adopted the

22
questionnaire and then it was presented to their adviser for their further
comments and suggestions. The questionnaires was divided into three parts:
syntax, morphology and vocabulary. As the questionnaire was finally approved,
the researchers conducted the survey and a letter of request was submitted for
an appointment. After the request was granted, the researchers left a copy of
the questionnaire to the participants. The answered questionnaires were
presented in a tabulated form to expedite the analysis and interpretation of data.
From the tabulated data were derived the findings of the study, from the findings
the conclusion and from the conclusion the recommendation. The final parts of
the presentation of this study were those encoding, printing, and bookbinding of
outputs.

22
CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA
This chapter presents the results of data analysis in four sections and a
discussion of the results. The first section presented the demographic
information of the five programs. The second section presented the qualitative
finding on the level of grammatical competence of freshmen respondents. The
third section contained the comparison of the results in five programs. And the
last section presented the discussion of the overall results.
Table 5 Assessment of the Five Programs on the Level of

Grammatical Competence in terms of Syntax, Morphology and
Lexis/Vocabulary
BSEE V BSE V BEE V BSE V BPE V

Mean I M I D I S I D I
Mean Mean Mean Mean

22
Syntax 13.58 P 12.6 P 13.20 P 14.28 P 13.30 P
Morpholog 14.6 P 13.03 P 15.85 P 14.22 P 12.89 P

y
Vocabular 11.7 P 11.67 P 11.06 P 11.67 P 10.19 F

y 8
Overall 13.3
Mean P 12.43 P 13.37 P 13.39 P 12.13 P
2
Legend: 0-5 Amateur 5-10 Familiar 10-15 Proficient 16-20 Mastered
The Table 5 shows that the level of grammatical competence of the five
programs. In BSE-English, morphology got the highest mean of 14.6 in which is
equivalent to 24.35%, it is followed by syntax which has a figure of 13.58 mean
and equivalent to 22.63%. However, vocabulary has the lowest mean which has
a figure of 11.78 or 19.63 in percentage. The said results in the column of BSE-
ENG - 14.6,
13.58 and 11.78 is interpreted as P or proficient.
The grammatical competence of BSE-Math, morphology has the same
highest mean with BSEE which is 13.03 followed by syntax which has an
average mean of 12.6. The lowest mean which has a mean of 11.67 was in the
vocabulary. In the column of BSEM - 13.03, 12.6 and 11.67 were verbally
interpreted as
proficient.

22
It is observed on the table that the respondents of BSES have mastery in
syntax which registers 23.8% with an average mean of 14.28. The results
revealed that the respondents are proficient in morphology which has 23.7
percentage with a mean of 14.22. However, the respondents gained the lowest
percentage of 19.45 with an average mean of 11.47 in vocabulary. Meanwhile,
the respondents of BEED got 26.42% in morphology with an average mean of
15.85. While, in terms of syntax they got an average mean 18.43 which is
equivalent to 22% and lowest percentage in vocabulary which is 18.43% that
corresponds to their average mean of 11.06. In column of BEED - 13.20, 15.85,
and 11.06 were interpreted as
proficient.
The column 10 shows the level of grammatical competence of BSE Major
in Physical Education. The respondents got an average mean of 13.30 in terms
of syntax that is equivalent in 20.75% which is explicated as P (Proficient). In
terms of morphology they got 12.89 mean equivalent to 21.48%, however, in
terms of vocabulary they got the lowest mean among the other programs which
10.19 equivalent to 16. 98 % and interpreted as F or Familiar.
Table 6 Overall Results and Interpretation of Five Programs
No. of Overall Overall

Programs Examinees Mean V. I.
BSE-ENGLISH 55 13.32 P
BSE-MATH 30 12.43 P
BSE-SCIENCE 36 13.39 P

22
BEED 71 13.37 P
BPED 27 12.13 P
Total 219 64.64 P
Legend: V. I. - Value Interpretation P- Proficient
Table 6 shows the overall result and interpretation of the five programs
that had taken the grammar test. Out of 60 items, BSE-Science got the highest
mean of 13.39 and a percentage of 22.32 compared to the other four programs.
It appears that most of BSE-Science got the highest score. Next is BEED, who
got the second- highest mean of 13. 37 and a 22.28 percentage. In the overall
value interpretation, all programs fall under the proficient level.
Table 7 Significant Difference on the Level of Grammatical

Competence of BSEEnglish
Components F- value Sig- value Decision Remarks
Syntax 3.736 0.00227 Reject H0 Significant
Lexis 01.810 0.12337 Accept H0 Not Significant
Morphology 5.22636 0.00074 Reject H0 Significant

Decision Rule: Sig-value > 0.05 Accept H0
Sig-value < 0.05 Reject H0
As signified in the table 7, “Syntax” obtained the f-value of 3.736 with
significant value of 0.00227. “Lexis” received the f-value of 01.810 with sig. value

22
of 0.12337. Meanwhile, “Morphology” computed the f-value of 5.22636 with the
sig. value of 0.00074.
Since the f-value is greater than the sig-value and the sig-value is less
than 0.05, therefore the null hypothesis is rejected and it means that there is a
significant difference on the level of grammatical competence of BSE-English
among the five programs.

Competence of BSEMathematics

Table 8, “Syntax” acquired the f-value of 4.836 with significant value of


22
0.00136. “Lexis” received the f-value of 01.920 with sig. value of 0.11337. However,
“Morphology” earned the f-value of 5.33636 with the sig-value of
0.00064.
Considering the f-value is greater than the sig-value and the sig-value is less
than 0.05, therefore the null hypothesis is rejected and has significant difference
on the level of grammatical competence of BSE-Math among the five programs.

Competence of BSEScience

Table 9, displayed “Syntax” got the f-value of 3.836 with significant value of
0.00127. “Lexis” received the f-value of 01.820 with sig. value of 0.11338. Whereas,
“Morphology” gained the f-value of 5.33535 with sig. value of 0.00062.


22
Seeing that the f-value is greater than the sig-value and the sig-value is
less than 0.05, therefore the null hypothesis is rejected and has significant
difference on the level of grammatical competence of BSE-Science among the
five programs.

Competence of BEED

As defined in the table 10, “Syntax” procured the f-value of 5.835 with
significant value of 0.00135. “Lexis” received the f-value of 01.922 with sig. value
of 0.11339. On the other hand, “Morphology” determined the f-value of 4.33536
with the sig. value of 0.00070.
Preceding that the f-value is greater than the sig-value and the sig-value
is less than 0.05, therefore the null hypothesis is rejected and has significant
difference on the level of grammatical competence of BEED among the five
programs.

22

Competence of BPED

Table 11, “Syntax” attained the f-value of 4.826 with significant value of
0.00138. “Lexis” received the f-value of 01.924 with sig. value of 0.11337. Meanwhile,
“Morphology” summed the f-value of 5.33636 with the sig. value of
0.00066.
Since the f-value is greater than the sig-value and the sig-value is less
than 0.05, therefore the null hypothesis is rejected and has significant difference
on the level of grammatical competence of BPED among the five programs.


22
CHAPTER 5
SUMMARYOF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
This chapter presents the summary, conclusions and recommendations
based on the data analyzed and interpreted. The presentation of results is
patterned with the statement of the problem presented earlier in chapter one
and reproduced here.


22
Summary of Findings
Based on the results of the study, these were the notable findings that
strengthen the objectives of this research work. The following are some of the
findings.
1. In the studies conducted by the researcher, the data shows that among the
five programs BSE - Science has the highest mean while BSE – Mathematics
has the lowest mean in terms of Syntax shown in the first column of Table 2.
However, all the five programs has the same value interpretation of P or
proficient. While in terms of Morphology, BEEd has the highest mean and BPEd
has the lowest mean presented in the second column of Table 2. Also, all the
five programs has the same value interpretation of P or proficient. In addition,
the grammatical competence of
BSE – English in terms of Lexis/Vocabulary has the highest mean meanwhile, both
BSE – Mathematics and Science has the same mean value interpretation of P or
proficient shown the third column of Table 2. On the other hands, BPEd has the lowest
mean presented in the said column, ninth row with value interpretation of F or familiar.
2. Data revealed that among the 5 programs of the College of Education at
Taguig City University, the BSE – Science compose of 36 out 219 examinees
attained the highest overall mean and percentage shown in Table 3 upon taking
the grammar test. While the BPED attained the lowest overall mean and

22
percentage. However, the five programs manage to gain the overall value
interpretation of P or proficient with the overall mean.
3. It can be gleaned that in terms of grammatical competency, there Isa clear
theory of differences between the five programs that in terms of syntax,
morphology, and lexis/vocabulary. In addition, the comparison between the
BSE – Science and BPEd. Data revealed that there is a significant difference in
terms of the level of grammatical competence wherein BSE – Science and
BPEd has a mean
difference of 1.26 and percentage difference of 2.1.
4. When it comes to the value interpretation for the five programs on the level
of grammatical competency in terms of:
a. Lexis/Vocabulary, BSE – English earned the highest number of
examinees that attained “Mastered” with the rating of 18% as illustrated in
Table 9 & Figure 4.
b. Syntax, BSE – Science earned the highest number of examinees
that attained “Mastered” with the rating of 33.3% as illustrated in Table 10
& Figure 5.
c.Morphology, BSE – Science earned the highest number of examinees
that attained “Mastered” with the rating of 47.2% as illustrated in Table
11. & Figure 6.


22
Conclusion
Based on the result of the study, these were the notable conclusion that the study
has made:
1. With regards to the collected data from the general profile of the respondents,
the majority of respondents are female.
2. Based on the findings, the study concluded that the majority of freshmen in the
College of Education of the Taguig City University have grammatical competence
belonging to the proficient level.
3. Further, the study concluded that the freshmen from BSE-Science got the
highest overall mean compared to the four programs. It only shows that freshmen
from BSE-Science have a higher grammatical competence level compare to the
other four.
4. Likewise, the ANOVA test results concluded that there are significant difference
among the five programs in both syntax and morphology, however none in lexis.
5. Thus, the study further concludes that the grammatical competence among
freshmen under the College Of Education should be prioritized, especially in terms
of lexis or vocabulary in which some of the students got an (A) Amateur rating.
There must be a program to help them improve or enhance their grammatical
competence since grammar is very important in language. It is the glue that holds

22
the pieces of language together. If the language is unclear and the message
meaningless, it can be attributed to incorrect grammar. It is also salient for us as
future educators.
Recommendation
From the given findings and conclusions the following recommendations are
suggested:
1. Taguig City University may conduct interviews to all the aspiring education
students in order to evaluate their grammatical competence in terms of
speaking or verbal test, aside from the entrance examination, in order to ensure
that the aspiring education students are both structurally and communicatively
competent when it comes to grammatical competency.
2. College of Education may extend programs or activities engaging the
students to develop their knowledge and skills in grammar. They may also
implement the examination annually before the school year ends to monitor
student’s development.
3. Professors. They may innovate their methodology and pedagogy in
teaching, particularly the English professors by providing worksheets consisting
written activities or set of questions to be answered by the students which will
allow them to practice their grammatical competency. They may also consider
extending their time in mentoring and tutoring students who needs extra help in

22
grammar, they may enhanced their grammatical competency by means of
knowing on what area in grammar they’re good at for advancement, and which
area in grammar they need to focus for improvement.

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Appendices
LETTER REQUESTING FOR PROFESSORS’ PERMISSION
Republic of the Philippines

City of Taguig
Taguig City University
Gen. Avenue, Central Bicutan, Taguig City

73
November 04, 2019
Sir/Madam:
The undersigned are Bachelor of Secondary Education, Major in English students of Taguig
City
University undertaking a research entitled, “Grammatical Competence Level in Freshmen in the
College of Education at Taguig City University: Basis for an Intervention Program”.
We are in the process of gathering data through survey that will be used in our study. We would
like to ask your permission to distribute our survey questionnaires to the students that will help
us to obtain information we need in relation in our topic.
We would greatly appreciate your consent on our request.

Thank you and more power.
Respectfully yours,
Bermundo, Celeste M.
Beriña, Joannara Mae J.
Fuentes, Junelaine B.
Hernandez, Janine V.
Lazaro, Lenna M.
Manalon, Kathleen Joy G
Raguin, Christian James D.
Rustia, CarissaC.
Valiente, Rhea V.
Noted by:
Dr. Jenifer E.Tolang

Thesis Adviser
74

SURVEY QUESTIONNAIRE
QUESTIONNAIRES FOR ASSESSING
THE GRAMMATICAL COMPETENCE
LEVEL OF FRESHMEN IN THE
COLLEGE OF EDUCATION AT TAGUIG
CITY UNIVERSITY
This questionnaire is used to help the researchers collect information in order

to complete the study: GRAMMATICAL COMPETENCE LEVEL OF
FRESHMEN IN THE COLLEGE OF EDUCATION AT TAGUIG CITY
UNIVERSITY.
Please answer all the questions by providing appropriate information. The
collected data will be treated with utmost confidentiality.

73
PART I: SYNTAX
Directions: Read each questions carefully and shade in your answer on the answer
sheet.
76


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73
Grammarian’s
Certificate
This is to certify that the thesis “GRAMMATICAL COMPETENCE LEVEL
OF FRESHMEN IN THE COLLEGE OF EDUCATION AT

TAGUIG CITY
UNIVERSITY: BASIS FOR AN INTERVENTION PROGRAM”, by the following
student of Bachelor of Secondary Education Major in English: BERIÑA,
JOANNARA MAE J., BERMUNDO, CELESTE M.,
FUENTES, JUNELAINE B., HERNANDEZ, JANINE V.,
LAZARO, LENNA M., MANALON, KATHLEEN JOY G.,
RAGUIN, CHRISTIAN JAMES D., RUSTIA, CARISSA C.,
VALIENTE, RHEA
V. has been reviewed and edited by the undersigned.
This certificate is issued upon the request of the researchers. Signed this
26th of October in the year of the Lord, 2020 at Taguig City University.
GAY I. ALONZO, MAEd.
Grammarian

73

88
Statistician’s
Certificate
This is to certify that the thesis “GRAMMATICAL COMPETENCE LEVEL
OF FRESHMEN IN THE COLLEGE OF EDUCATION AT TAGUIG

CITY
UNIVERSITY: BASIS FOR AN INTERVENTION PROGRAM”, by the following student of
Bachelor of Secondary Education Major in English: BERIÑA,
JOANNARA MAE J., BERMUNDO, CELESTE M., FUENTES, JUNELAINE B.,
HERNANDEZ, JANINE V., LAZARO, LENNA M., MANALON, KATHLEEN JOY
G., RAGUIN, CHRISTIAN JAMES D., RUSTIA, CARISSA C., VALIENTE,
RHEA
V. has been reviewed and edited by the undersigned.
This certificate is issued upon the request of the researchers. Signed this 26 th
of October in the year of the Lord, 2020 at Taguig City University.

CURRICULUM VITAE

90
MONEMAR B. VELEZ, MAEd
Statistician
Curriculum
Vitae

89
JOANNARA MAE JABINES BERIÑA

109 MLQ. St. Purok 2 New Lower Bicutan, Taguig City
09997353394
Personal Data
Date of Birth : May 28, 1995

Age : 25
Civil Status : single
Religion : Roman Catholic
Father : Eulogio Rudy Beriña
Jr.
Mother : Lumen Beriña
Educational Background
Tertiary : Taguig City University

Bachelor of Secondary Education Major in
English (2020)
CURRICULUM VITAE

90
: St. Chamuel Institute of
Technology Hotel &
Restaurant Services (2014)
Secondary : Cangawa National High School (2012)
Elementary : Buenavista Central Elementary
School
(2008)
CURRICULUM VITAE

91
CELESTE M. BERMUNDO
13 A Duhat St. Western Bicutan, Taguig City.1630
09104951264
Personal Data
Date of Birth : October 4, 1997

Age : 22
Father : Alex B. Bermundo
Mother : Evangeline M.
Bermundo
Bachelor of Secondary Education Major in English

(2020)
Secondary : Army’s Angels Integrated School (2015)

Elementary : Tenement Elementary School (2011)
CURRICULUM VITAE

90
JUNELAINE B. FUENTES
55 N.P Cruz St. Ibayo, Ususan, Taguig City
09267116990
Personal Data
Date of Birth : October 26, 1997
Age : 22
Father : William O. Fuentes Jr.
Mother : Elaine B. Fuentes

English (2020)
Secondary : Liceo de San Jose (2014)
Elementary : Milagros West Central School

(2006)
CURRICULUM VITAE

91
JANINE V. HERNANDEZ
39 B Tanyag St. Zone 6 Signal Village, Taguig City
09612598376
Personal
Data
Date of Birth : November 28,
1997
Age : 22
Father : Jerry D. Hernandez
Mother : Jinky C. Vargas

Bachelor of Secondary Education Major
in
English (2020)
Secondary : Surigao Norte National High School

(2012)
Elementary : Tenement Elementary School (2008)

CURRICULUM VITAE

90
LENNA M. LAZARO
288-F M. L. Quezon St. Phase 4, Lower Bicutan, Taguig City
09368134317
Personal Data

Age : 33
Father : Joselito O. Lazaro
Mother : Genna M. Lazaro

Bachelor of Secondary Education Major
in English (2020)
Secondary : Ramon Avanceña National High School

(2004)
Elementary : Severo Abeto Elementary School (2000)

CURRICULUM VITAE

91
KATHLEEN JOY G. MANALON

Block 64, Lot 10, Phase 3, Upper Bicutan, Taguig City
09998562527
Personal Data

Age : 28
Father : Cecilio Manalon
Mother : Josephine Manalon

Bachelor of Secondary Education major in
English (2020)
Secondary : Tablas Academy (2008)
Elementary : Justice Vicente Santiago Elementary School (2004)
Work Experience:
Soliman Security ServicesDon Chino Roces
Avenue,Makati City
CURRICULUM VITAE

90
Receptionist at Convergys Glorieta 5 and
Teletech Mandaluyong (2012- 2017)
CHRISTIAN JAMES DE GUZMAN RAGUIN

15378 Saint Andrews St., Daang Batang St. San Agustin Village,
Moonwalk, Paranaque City
0938 443 1917
Personal Data
Date of Birth : June 2,

1994
Age : 26
Religion : N/A

Premiere Computer Learning Center Information &
Communication Technology
Secondary : Moonwalk High School
Primary : San Agustin Elementary School

(1999 – 2006)
CURRICULUM VITAE

91
CARISSA CANTELA RUSTIA

Block 158, Lot 10 Central Bicutan, Taguig City
09500054358
Personal Data
Date of Birth : January 29, 1998

Age : 22
Religion : Catholic
Father : Teodulo R Rustia Jr.
Mother : Maria Cristina R. Rustia

English (2020)
Secondary : Lutucal National Highschool (2015)
Primary : Lutucan Central Elementary School
(2011)
CURRICULUM VITAE

90
RHEA VICTORIANO VALIENTE

#8 Bougainvillea St., Purok 6B, Lower Bicutan, Taguig City
09509922591
Personal Data
Age : 21
Date of Birth : March 26,
1999
Place of Birth : Naujan,
Oriental
Mindoro Civil Status : single
Nationality : Filipino
Religion : Roman
Catholic
Tertiary : Bachelor of Secondary Education Major in

English Taguig City University
S.Y. 2017-Present
University of Rizal System - Taytay Campus
S.Y. 2015 - 2016
CURRICULUM VITAE

91
Secondary : Anselmo A. Sandoval Memorial NHS

S.Y. 2011 - 2015
Elementary : Montelago Elementary School

S.Y. 2005 – 2011

Grammatical Competence Level of Freshmen in The College of Education at Taguig City University: Basis For An Intervention Program

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COLLEGE OF EDUCATION

TAGUIG CITY UNIVERSITY