The Proficiency Level On Grammar Usage and Sentence Construction of The Senior High School Students of Leon Guinto Memorial College, Inc.

Leon Guinto Memorial College, Inc.
Senior High School Department
The Proficiency Level on Grammar Usage and Sentence Construction of the
Senior High School Students of Leon Guinto Memorial College, Inc.
A Research Paper
Presented to the Senior High School Department
Humanities and Social Sciences
Atimonan, Quezon
In partial fulfillment for Research Project
Rowell Paul O. Alegre
Arriane Lynn M. Altez
Marco M. Coner
Jeanne Mari E. Resano
March 2020
Senior High School Department ii
APPROVAL SHEET
In partial fulfillment of the requirements for Research Project, this research
entitled, “The Proficiency Level on Grammar Usage and Sentence Construction of
the Senior High School Students of Leon Guinto Memorial College, Inc.” has been
prepared and submitted by Rowell Paul O. Alegre, Arriane Lynn M. Altez, Marco
M. Coner and Jeanne Mari E. Resano, who are recommended for oral examination.
ZARAH JOYCE A. SEGOVIA, LPT

Research Adviser
Approved in partial fulfillment of the requirements for Research Project.
EDNA Q. ALTAMIRA, DBM MARIETTA A. VILLARAMA, DBM

Member Member
WAKEFIELD C. LAGARILE
Member
Accepted in partial fulfillment of the requirements for the subject, Research
Project.
__________________ CORAZON L. NATIVIDAD

Date Principal
MYLENE P. LACUESTA
Vice President for Academic Affairs
Senior High School Department iii
DEDICATION
This work is dedicated to their beloved parents who are always there to motivate them.
To their brothers, sisters, relatives, teachers, friends and classmates
who encouraged them to finish this study.
And lastly, to the Almighty God, Deepest Gratitude
for the strength, skills, teamwork and protection.
All of these, they offer to You.
- RPOA
ALMA
MMC
JMER
Senior High School Department iv
ACKNOWLEDGEMENT
The researchers wish to extend their deepest gratitude to the following persons
who made significant contributions for the accomplishment of this research.
Ms. ZARAH JOYCE A. SEGOVIA, LPT, research adviser, for unending support,
patience, understanding, time, effort and constructive advice for the improvement
as well as completion of this paper on time;
Mr. JUNE ERNEST M. TESORIO, LPT and Ms. MARJORIE C. BORLONGAN,
LPT, members of the validation committee, for giving their time and effort for
validating the questionnaires for the paper;
Mrs. CORAZON L. NATIVIDAD, Principal, for the undying support for making this
study possible;
Mrs. EDNA Q. ALTAMIRA, DBM, Ms. MARIETTA A. VILLARAMA, DBM and
Mr. WAKEFIELD LAGARILE, members of the oral examination committee,
for their valuable comments to make this study even more significant;
The researchers’ PARENTS, for their undying emotional and financial support, love
and encouragement to complete this study as well as to their brothers and sisters.
Their SUPPORTIVE BEST FRIENDS, FRIENDS, AND FAMILY for giving them
the energy, moral support and positivity, for always providing encouragement to
pursue and accomplish this study and most especially;
LORD GOD ALMIGHTY, for giving the strength and wisdom to accomplish this
study.
Senior High School Department v
TABLE OF CONTENTS
Page
Title Page .................................................................................................. i
Approval Sheet .......................................................................................... ii
Dedication ................................................................................................. iii
Acknowledgement ..................................................................................... iv
Table of Contents ...................................................................................... v
List of Tables ............................................................................................ vii
List of Figures ............................................................................................ viii
Abstract ...................................................................................................... ix
Chapter I Introduction .............................................................................. 1
Background of the Study .............................................................. 2
Objectives of the Study ................................................................. 2
Significance of the Study .............................................................. 3
Scope and Limitations .................................................................. 5
Definition of Terms ...................................................................... 5
Chapter II: Review of Related Literature .............................................. 7
Research Paradigm ........................................................... 14
Chapter III Methodology ………………………………………………. 15
Research Locale ........................................................................... 15
Respondents ................................................................................. 15
Senior High School Department vi
Sampling Procedures .................................................................. 16
Research Design ......................................................................... 16
Instrumentation .......................................................................... 17
Data Gathering Procedure .......................................................... 17
Statistical Treatment ................................................................... 18
Chapter IV: Presentation, Analysis and Interpretation of Data

Results and Discussion ............................................................... 20
Chapter V: Summary, Conclusions and Recommendations …………. 29

Summary ..................................................................................... 29
Findings ...................................................................................... 31
Conclusions ................................................................................ 32
Recommendations ...................................................................... 34
Bibliography
References Cited ........................................................................ 36
Appendices
Appendix A: Communications ................................................... 43
Appendix B: Instrumentations .................................................... 50
Appendix C: Validations ............................................................ 56
Appendix D: Computations ........................................................ 60
Curriculum Vitae ................................................................................. 71

Senior High School Department vii
LIST OF TABLES
Table Page
1 Likert Scale .................................................................................... 19
2 Proficiency of the Senior High School students in terms of
Sentence Construction .................................................................... 26
3 Proficiency of the Senior High School students in terms of
Grammar Usage ............................................................................. 27

viii
FIGURE
Figure Page
1 The Input – Process – Output Model in the Proficiency Level 14
on Grammar Usage and Sentence Construction of the Senior
High School Students of Leon Guinto Memorial College, Inc.
2 Profile of the respondents in terms of grade level ....................... 20
3 Profile of the respondents in terms of strand ............................... 21
4 Profile of the respondents in terms of sex ..................................... 21
5 Error Percentage of the Senior High School students in terms
Of Subject – Verb Agreement ......................................................... 22
Of Verb Tenses ................................................................................ 23
Of Word forms ................................................................................. 24
Of Vocabulary .................................................................................. 25
Senior High School Department ix
ABSTRACT
Title: THE PROFICIENCY LEVEL ON GRAMMAR USAGE AND
SENTENCE CONSTRUCTION OF THE SENIOR HIGH
SCHOOL STUDENTS OF LEON GUINTO MEMORIAL
COLLEGE, INC.
Researchers: ROWELL PAUL O. ALEGRE, ARRIANE LYNN M. ALTEZ,
MARCO M. CONER, JEANNE MARI E. RESANO
Adviser: ZARAH JOYCE A. SEGOVIA, LPT
Keywords: proficiency level, grammar, sentence construction,
Senior high school, English language
Having the ability to write correctly is one of the most important skill for attaining
the knowledge that the students need to succeed in life, the researchers have made a
move to know what is the current proficiency level of the senior high school students of
Leon Guinto Memorial College, Inc. with regards to their English writing. The
researchers concluded four (4) major subjects to identify where the students are having
difficulty with in writing and constructing sentences, subject – verb agreement, verb
tenses, word forms and vocabulary.
The research was conducted at Leon Guinto Memorial College, Inc. and its
respondents are the Senior High School students .Based on the results from the test, the
Senior High School Department x
highest error percentage in terms of subject-verb agreement is in Item no. 12, a total of
114 or 74% of the respondents answered incorrectly. And the highest error percentage
in terms of verb tenses is in Item no.5 wherein the total error reached 78% or 153 out of
195. In word forms, Item no. 5 got the highest percentage of incorrect answers where
more than half of the total number of respondents commits an error. Lastly, 150 or 77%
of the respondents failed to answer Item no. 5 which is a test of vocabulary .After the
results is been tallied the researchers produced a hand book that contain a compilation
of activities with guides and tips to help the students improve their writing.
Chapter I
INTRODUCTION
English is one of the prominent and useful language in any parts of the world
since it becomes the universal language when it comes to communicating.
There are different parts of speech in the English language that people have to
acknowledge and need to learn in order to build a quality communication between
other people.
Barcelon (2015) stated that “most Filipinos are not native English speakers and
they have little difficulty in speaking grammatically correct English because of various
grammar problems” wherein the Philippine history, Filipinos are engaged in the
English language later on in the early 1890’s after the Philippines was ruled by the
Americans.
It will be challenging in the learning process of the English language by the
higher level if the rules of the said language are still unaware as the early as in the
primary level.
Nowadays, the problem is that students are unfamiliar about certain rules of
grammar in the English language. Due to this unawareness, both learners and teachers
are having a hard time acquiring and teaching that involves the English language.
Senior High School Department 2
Background of the Study
Nowadays, students are mostly unfamiliar about the basic rules of grammar. They
struggle in constructing simple sentences and they are having more difficulties in
complex writing activities. Due to difficulties, both learners and instructors are now
having a hard time acquiring better methods to solve this.
Developing better write ups can be attained by identifying the proficiency and
level of comprehension in the English language. Both teachers and instructors can
create better strategies especially in the language - related subjects and aid the growing
numbers of students who is unfamiliar to the basics of writing.
Determining the proficiency level in the use of English language will be a great
advancement for both the teachers and learners in having a better performance and
creating a quality outputs in Leon Guinto Memorial College, Inc. The ability of Senior
High School students to write and express their thoughts using the English language
will surely play a big role on their discovery of more knowledge thus the skill is also a
necessity.
Objectives of the Study
This research aimed at determining the Proficiency Level on Grammar Usage and
Sentence Construction of the Senior High Students of Leon Guinto Memorial College,
Inc.
Specifically, the study sought to achieve the following objectives:
1. To identify the demographic profile of the respondents in terms of:
1.1 Grade Level;
1.2 Strand; and
1.3 Sex.
2. To know the common errors in constructing a sentence by the Senior High School
students of Leon Guinto Memorial College, Inc.:
2.1 Subject – verb Agreement; and
2.2 Verb tenses.
3. To know the common errors committed in grammar by the Senior High School
students of Leon Guinto Memorial College, Inc.:
3.1 Word forms; and
3.2 Vocabulary.
4. To determine how proficient, the Senior High School students of Leon Guinto
Memorial College, Inc. when it comes to the use of grammar and sentence construction
in the English language.
Significance of the Study
It is anticipated that the result would give substantial to the following:

Students This will help them in determining their errors in their write ups. By
this, it will now help them improve their grammar and sentence construction in making
their writings like essays and reflection papers.
Teachers Determining the common errors in grammar usage and sentence
construction of the Leon Guinto Memorial College, Inc. – Senior High School students
will be the first step of the teacher in creating new teaching strategies to help improve
that certain learning area of students.
School Administration The study will determine how proficient each Senior
High School student of Leon Guinto Memorial College, Inc. – when it comes to using
the grammar and sentence construction in doing their writing activities. The school will
easily provide the essential needs of the students to have a better understanding of their
own errors.
Future Researchers The findings of the study will serve them as basis of their
research. It will provide ideas and different information that can help them widen their
study as they learn more as they read the study.

Scope and Limitations
This research discusses the proficiency level of the Leon Guinto Memorial
College, Inc. – Senior High School students regarding the use of grammar and
construction of sentence.
The data were collected from the Senior High School Department, in all strands in
both Grade 11 and Grade 12.
This study only focused on the rule of grammar which also includes lexical and
morphological aspects of the language such as subject-verb agreements, verb tenses,
word forms and vocabulary of the students. Identifying and stating the statistics of
errors that were committed by the respondents regarding the usage of grammar and
sentence construction in any writing activity. Other English matters were excluded.
Definition of Terms
For clarity of the study to guide and enlighten the readers, the following
terminologies are hereby defined conceptually and operationally.
Grammar is the whole system and structure of a language in general, usually taken as
consisting of syntax and morphology and sometimes also phonology and
semantics. In the study, it refers to the aspect of the English language that
the Leon Guinto Memorial College, Inc. – Senior High School students
need to master.
Lexical Aspects is within the grammatical skills, it is the collective knowledge of
words, also known as vocabulary. In the study, it is one of the skills of the
students that will be observed and studied by the researchers.
Morphological Aspects is the study of words and how they are formed in a sentence. It
is one of the aspects in writing that will be observed in the study.
Proficiency is a high degree of competence or skill; expertise. In the study, it refers to
the level of knowledge that the students possess in English writing.
Senior High School Students are students that are enrolled in the Grade 11 and Grade
12 which is included in the additional two years in high school as part of the
K to 12 Curriculum. In this study, the Senior High School students of Leon
Guinto Memorial College, Inc. will be the respondents for the survey
conducted by the researchers.
Sentence Construction is the set of words that completes a thought. In the study, it
refers to the way how the Senior High School students construct sentences
while considering the different rules and aspects of the English language.
Chapter II
REVIEW OF RELATED LITERATURE
This chapter presents the different literature persued to gather insights for th
study. This also includes the studies considered to strengthen the concepts. Moreover,
the chapter provides the conceptual frame work that lead to the formulation of
hypothesis.
Foreign Literature
West (2013) believed that most English learners have had some exposure to
English already often, because of the teaching techniques used, have studied a lot of
grammar already. He added that the people who know a lot of grammar and can read
and write fairly well are still very low level speakers because they try to speak the way
they write.
According to Ma Kien Linh (2011), students should know that without the basic
knowledge of grammar they can never be able to write well wherein Saqueton (2008)
stated that college students still commit the simplest errors in grammar usage and
sentence construction of sentence that they should learned in grade school.
Grammar plays a crucial part of grasping and expressing spoken language (e.g
expressions) since learning the grammar of a language is considered necessary to

acquire the capability of producing grammatically acceptable utterance in the language
as Widodo (2004) pointed out. Bathan (2010) defined that grammar is the way you used
words and put them together into sentences that everyone can understand.
In a context of EFL, teaching grammar has traditionally been dominated by a
grammar translation method where the use of mother tongue is clearly important to
elicit the meaning of target language by translating the target language into native
language.
West (2013) stated that the subject and verb agreement simply means the subject
of the sentence and verb must agree in numbers wherein a word refers to one person or
thing, it is singular in number and when it refers to more than one, it is plural in
number.
However, Barkho (2016) stated that one of the major sources of difficulty for
learners of English regarding subject – verb agreement is the tendency to apply the rule
of concord or proximity to the nearby noun instead of the head noun in complex noun
phrase and explained that the most important agreement between grammatical units in
English occurs between the singular subjects and singular verb, and plural objects and
plural verbs.
Also, West (2013) defined verb as a word that expresses action or otherwise helps
to make a statement and changes when they are used in different tenses.
Vocabulary is commonly defined as “all the words known and used by a
particular person as defined by WriteWork (2004) and Shen (2008) defined the breadth
of vocabulary knowledge as the number of words that a person knows.
On the other hand, West (2013) stated that vocabulary represents one of the most
important skills necessary for teaching and learning a foreign language wherein it is the
basis for the development of all other skills: reading comprehension, listening
comprehension, speaking writing , spelling and pronunciation and the main tool to
students in attempt to learn and us English effectively.
According to the School of Engineering Computer Science (2010) of Victoria
University of Wellington, one of the biggest challenges in learning a second or foreign
language is not necessarily mastering the grammar, as many people assume, but rather
accumulating enough words in order to communicate idea which WriteWork (2004)
explained that learning vocabulary is one of the first steps of learning a second
language, yet a learner never finishes vocabulary acquisition.
Local Literature
Writing is one of the most important skills an individual need to become literates
and language is basically consist of rules of various types which in combination with
the lexicon makes it possible for the native speakers to produce an infinite number of
sentence as Abanador (2012) believed.
According to Manalo (2014), grammar is defined as the back of any language and
must be understand in order for one to communicate effectively which How to Write
Correct Sentences (2011) differentiated from Syntax as all about the arrangement of
words in sentences, clauses, and phrases and the study of the formation of sentences
and the relationship of their parts.
Alvarez (2015) explained that grammar enables learners to comprehend sentence
interrelationship in a paragraph, a passage, and a text and grammar provides a pathway
to learners of how some lexical items should be combined into a good sentence so that
meaningful and communicative statements or expressions can be formed.
Inconsistencies and mistakes of grammar blur the meaning of the written work and
another problem with grammatical, or syntactic, definitions of the sentences is that not
all sentences – even – English – are divisible into subject an predicate as stated in Skill
you Need (2014).
Foreign Studies
Nyugen Thi Thy Linh (2012) stated that English serves as a major language for
international communication and people all over the world are maximizing the use of
English as their “Second Language”.

11
Ma Kin Linh (2011) believed that the ability to write is well not naturally
acquired skill wherein Bui Thi Thanh Huong (2012) explained that writing is a skill
like driving, typing, cooking which contributes to the learning process of foreign
languages and like any skill; it can be learned and mastered gradually.
According to Tran Thi Quynh Huong (2012), written language is generally
expected to be more formally correct than spoken language that Bui Thi Than Huong
(2012) stated that writing is an essential skill for both first and second language because
it is considered the most difficult language skill to master due to its complexity and
high measurement of linguistic skills.
Many college students are able to speak fluently but they have difficulty in
writing o expressing ideas even in the simplest way because they have lack of interest
and motivation in writing as asserted by Tran Thi Quynh Huong (2012) that Bui Thi
Than Huong (2012) highlighted that writing skill is most difficult skill not only for
second language learners but also even for non-native English teachers.
Kibui (2012) defined that vocabulary in the language of learning an teachings is
an important component of overall English language proficiency, playing an important
role in reading and academic success wherein Learners are required to learn about
grammar rules and the vocabulary of the target language, Ma Kien Linh (2011) pointed
out.
According to Gagen (2007), vocabulary is defined as the understanding the
meaning of the word.

The success in most every area of life is directly connected to the level of vocabulary
knowledge as stated in LearnThat Foundation (2005) where Gagen (2007) claimed that
expanding the student’s knowledge bank of vocabulary is important to comprehension
and emphasized that the greater the student’s vocabulary, the easier it is to make sense
of and understand text. Between Grade 3 and 12, average students gain knowledge of
around 3,000 words each year as Ma Kien Linh (2011) estimated.
Local Studies
Among the English language macro skills, Saludez (2014) highlighted that
writing gain prominence as a productive process strictly bound by the rules of the
thumb and onstrained by the set of standards – spelling, capitalization, mechanics,
punctuations and grammar.
In grammar, Sales (2015), Agupo (2014) and Torres (2012) have their own
perspectives wherein they defined grammar as a system of rules for speaking or writing
language; innate predisposition to master language basically consists of set of rules; and
organized in “close systems, to be systematic and regular”.
Agupo (2014) differentiate grammar from syntax as the study of principles and
processes by which sentences are constructed in particular language which is concerned
with the concept of grammatical sentences and how words are grouped together.
13
According to Mercuio (2009) stated that the common essay writing difficulties
met by the students in observing agreement in constructing a sentence, unity and
coherence of paragraphs, and following the rules of English grammar in order to come
up with an impressive and scholarly-made essay wherein Cea (2012) affirmed that out
of 163 first year students of Luis Palad National High School, 63.34% of it found
difficulties in the agreement when words come between subject and verb.
Filipino still need to improve an excel more on English communication skills,
specifically grammar, pronunciation and sentence construction as Araniador (2013)
believed. Manongsong (2013) added that it is difficult to understand English words
without vocabulary building activities. Agupo (2014) showed that the problems in
writing grammatical sentences must be resolved at the elementary level.
Maligalig (2013) claimed that the English language proficiency can be attained by
constant exposure to those who are well acquired in speaking in using the English
language in their daily activities. Saludez (2014) suggested in order to understand how
best to improve writing aside from doing well to understand better how readers go
about reading, advance composition skills is of greater necessity.

Research Paradigm
• Surveys and Survey Questionnaires

• Demographic Profile of respondents
• A. Grade Level
• B. Strand
INPUT • C. Sex
• Analysis and Interpretation of Data

PROCESS
• Established Proficiency Level of the Senior High School

Students
OUTPUT
Figure 1. The Input – Process – Output Model in the Proficiency Level on Grammar
Usage and Sentence Construction of the Senior High School Students of Leon Guinto
Memorial College, Inc.
Figure 1 shows the research paradigm of the study. The input is made up of the
researchers’ ideas about the topic through the survey questionnaires. The process
wherein the gathered data from the Leon Guinto Memorial College, Inc. – Senior High
School students are analyzed and interpreted. The output will be a compilation of
written activities to enhance their grammar usage.

Chapter III
METHODOLOGY
In this chapter, the researchers described the method and procedures, research
design, research locale, research population or the subject of the study, sampling design
and procedures, research instrument, data gathering procedures and statistical treatment
of data.
Research Locale
The researchers conducted the study in Leon Guinto Memorial College, Inc.
Atimonan, Quezon. This school provided them the information they need, to identify
the level of the Senior High School students in grammar usage and sentence
construction.
Respondents
The respondents of the study were 110 students from the Grade 11 and 85
students from the Grade 12 from the Senior High School department of the Leon Guinto
Memorial College, Inc. for the Academic Year 2019 – 2020.

The study is primarily focused on the lexical and morphological aspects that
students encounter in the English language wherein the respondents are chosen because
they can give clear answers regarding the topic since they are engaged and exposed to
different writing activities in different subject areas.
Sampling Procedures
A simple random sampling procedure was used for selecting the participants in
this study. This technique was employed to ensure a fairly equal representation of the
variables for the study. The selection was based on strands, grade level and gender of
the Senior High School students of Leon Guinto Memorial College, Inc. It was achieved
by randomly distributing the questionnaire to the students.
Research Design
The researchers used descriptive type of research. This method was used to
describe the characteristics of population that being studied.
The descriptive type of reasearch was used in this study to gather information,
identify there common errors, determine and differentiate their opinion about the study
since the study was focused about the difficulties of the Senior High School Students in
sentence construction and usage of grammar.

Instrumentation
The instrument is a proficiency test made by the researchers to gather the needed
data from the Senior High students’ profile. The draft of the questionnaire was drawn
out based on the title – “The Proficiency Level on Grammar Usage and Sentence
Construction of the Senior High School Students of Leon Guinto Memorial College,
Inc.”.
In preparation of the instrument, the requirements in the data instrument were
considered. The test is consists of two parts, wherein it of 42 – item proficiency test
with multiple choices and an 18 – item survey questionnaire. These questions present
are about the lexical and morphological aspects of the language such as subject-verb
agreements, verb tenses, word forms and vocabulary that concerns with the grammar
and sentence construction. The researchers chose this type of test to effectively and
accurately identify the proficiency of each respondent in the basic writing skills in
English language.
Data Gathering Procedure
The necessary validations and permits for the study were first secured and sent to
the offices of the principal’s approval. The day of the survey was also scheduled to
avoid interruption of classes. 195 copies of the questionnaire were given out and
successfully completed and returned and followed up by the analysis and interpretation
of the gathered data.
Statistical Treatment
The data from the respondents will be gathered, tallied, tabulated and analyzed by
the researchers. The following formula was used to obtain the needed data.
1. Percentage
Percentage formula was used to present the percentage of errors committed by the
respondents. Also, to show the demographic profile of the respondents in terms of grade
level, strand and sex.
P= x 100
Where:
P = percentage
f = total number of incorrect responses
N = total number of respondents
2. Weighted Mean
Weighted Mean formula was used to identify the proficiency level of the Senior
High School students when it comes to English writing.
Wm =
Where:
Wm = weighted mean
f = frequency
N = number of respondents
Table 1
Likert Scale
Qualitative
Scale Point Rating Scale Code
Description
4 3.26 – 4.00 Always A
3 2.51 – 3.25 Often O
2 1.76 – 2.50 Sometimes S
1 1.00 – 1.75 Never N
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the results of data gathered through research instrument.
Their corresponding interpretations are presented through tables to enable the readers to
understand better the meaning of the collected data.
Figure 2
Profile of the respondents in terms of grade level
43%
57%
Grade 12
Grade 11
The chart above shows the demographic profile of the respondents in terms of
grade level, 83 or 43% of respondents are in the Grade 12 while the remaining 112 or
57% are in the Grade 11.

Figure 3
Profile of the respondents in terms of strand
19%
47% HUMSS
11%
ABM
23%
GAS
ICT
The chart reveals that the total of 195 samples consists of 91 (47%) of the
respondents are from the Humanities and Social Sciences, 45 (23%) from the
Accountancy and Business Management, 37 (19%) from the Information and
Technology Communication and 22 (11%) from the General Academic Strand.
Figure 4
Profile of the respondents in terms of sex
44%
56%
Male
Female
Figure 4 presents the demographic profile of the respondents in terms of sex, out
of 195 respondents, 85 or 44% of the sample are male and the remaining 110 or 56%
are female.
Figure 5
Error Percentage of the Senior High School students in terms of Subject – Verb
Agreement
COMMITTED ERRORS IN TERMS OF

SUBJECT - VERB AGREEMENT
80%
ERROR PERCENTAGE
70%
60%
50%
40%
30%
20%
10%
0%
1 2 3 4 5 6 7 8 9 10 11 12
NO. OF RESPONDENTS 1% 9% 14% 5% 52% 4% 19% 48% 31% 4% 24% 74%
Figure 5 presents the error percentage of the Senior High School students in terms of
Subject – Verb Agreement.
Based on the figure, it shows that the respondents have the three highest error
percentage in Items No. 5, 8 and 12. Over 195 respondents, Item No. 12 - “When I
graduate from college next June, I will have been a student here for five years.”, has a
total of 144 or 74% of the respondents that answered incorrectly while 102 or 52% in
Item No. 5 - “They had to retake the test yesterday.” and 48% or 94 of the sample got
wrong in the Item No. 8, “Coach Ross made us ran 20 laps in the gym.”
Figure 6
Error Percentage of the Senior High School students in terms of Verb Tenses

VERB TENSES
ERROR PERCENTAGE
100%
80%
60%
40%
20%
0%
1 2 3 4 5 6 7 8 9 10
NO. OF RESPONDENTS 29% 28% 26% 78% 79% 39% 18% 46% 41% 56%
Figure 6 shows the error percentage of the respondents in terms of verb tenses.
As shown above, the three highest error percentage of the Senior High School
students are among Items No. 4, 5 and 10, wherein 79% or 154 of the total respondents
got wrong in Item No. 5, “He ocassionally have a headache in the morning.” While one
percent (1%) lower in Item No. 4, “Alert doesn’t like to work on weekends.” And 56%
or 109 answered wrong in Item No. 10, “The sun rises in the east, and sets in the west.”
Figure 7
Error Percentage of the Senior High School students in terms of Word forms

WORD FORMS
70%
ERROR PERCENTAGE
60%
50%
40%
30%
20%
10%
0%
1 2 3 4 5 6 7 8 9 10
Figure 7 reveals the error percentage of the Senior High School students in terms
of Word forms.
It shows that the respondents have the three highest error percentage whenn it
come to word forms are in Items No. 5, 6 and 7. It tells that 60% or 117 of the 195
respondents have answered incorrectly in Item No. 5, “Are you a good cook?” while
49% or 95 of the sample in Item No. 6, “Volunteering for charity is rewarding.” And
45% or 87 of the respondents got wrong in Item No. 7, “Napoleon was victorious in
Italy.”
Figure 8
Error Percentage of the Senior High School students in terms of Vocabulary

VOCABULARY
90%
ERROR PERCENTAGE
80%
70%
60%
50%
40%
30%
20%
10%
0%
1 2 3 4 5 6 7 8 9 10
Figure 8 presents the error percentage of the Senior High School students in terms
of vocabulary.
Based on the table, Item No. 5, “When preparing a diet, a person should be aware
that vitamin D acts to increase the amount of calcium absorbed by the body.” Has the
highest error percentage of 77% while 42% or 81 respondents got wrong in Item No. 6,
“It is difficult to get young people to plan for their old age, which seems very distant to
them.”
Also, both Item No. 7, “NASA detected an invisible object coming towards the
Earth.” And Item No. 10, “Me and my family relocate to Florida last April.” Have 29%
or 56 of the total respondents which is the third highest error percentage in terms
vocabulary.
Table 2
Proficiency of the Senior High School students in terms of Sentence Construction
A O S N WM QD
I know how and when to use
1 51 12 100 1 2.69 O
conjunctions.
I can use the correct and
2 appropriate punctuations to use 60 15 92 1 2.80 O
in a sentence.
I can use different types of
3 48 23 100 0 2.70 O
sentences according to structure.
I can differentiate and use the
4 verb tenses to be used in a 58 33 89 10 2.73 O
sentence.
I know how to use transitional
5 38 45 95 2 2.66 O
words in a paragraph.
I can identify the subject and
6 73 29 87 4 2.89 O
predicate in a sentence.
I can identify the direct and
7 42 38 95 2 2.68 O
indirect object of a sentence
I know how to use symbols
8 69 27 83 4 2.66 O
properly.
I know the rules in the Subject –
9 40 48 82 9 2.66 O
Verb agreement
I can identify the different types
10 56 30 88 2 2.80 O
of adverbs and their uses.
AVERAGE WEIGHTED MEAN 2.73 O
Table 2 reveals the weighted mean distribution on the proficiency of the Senior
High School students in terms of sentence construction.
Based on the table, it tells that with the highest ratings by 2.89, the respondents
can often identify the subject and predicate in a sentence though with the lowest rating
of 2.66, the students often know how to use transitional words in a sentence, how to use
symbols properly and also they often know the rules in the subject – verb agreement.
As a whole, the proficiency level of the Senior High School students in terms of
Sentence Construction is rated “often” as evident in 2.73 average weighted mean. This
shows that the students often use their knowledge and skills in constructing English
sentences.
Table 3
Proficiency of the Senior High School students in terms of Grammar Usage
A O S N WM QD
I know how to use the singular
1 and plural form of verbs in a 89 8 82 0 3.04 O
sentence.
I know how and when to use the
2 singular and plural form of 67 21 92 4 2.82 O
pronouns.
I know how to use adjectives to
3 58 20 102 0 2.76 O
effectively describe the subject.
4 singular and plural form of 67 28 86 2 2.87 O
nouns.
I can choose the appropriate
5 71 28 84 2 2.91 O
words to use in a sentence.
6 51 30 90 0 2.77 O
of nouns and their functions
I know how to identify whether
the word is used as a noun,
7 68 35 82 2 2.90 O
pronoun, verb, adverb or an
adjective.
I can use interjections to show
8 the feeling or emotions within 63 28 88 0 2.86 O
my sentences.
AVERAGE WEIGHTED MEAN 2.87 O
Table 3 presents the weighted mean distribution of on the proficiency of the
Senior High School students in terms of Grammar usage

28
As shown in the table, it reveals that the respondents, with the highest ratings of
3.04, often know how to use the singular and plural form of verbs in a sentence. Also,
the respondents often know how to use adjectives to effectively describe the subject
with the lowest weighted mean of 2.76 wherein all in all, the proficiency of the Senior
High School students in terms of grammar usage is “often” with an average weighted
mean of 2.87
Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the study conducted. This also presents the
findings derived from analysis and interpretation of the results. Moreover, this imparts
the conclusions framed and the recommendations thereafter.
Summary
It is now a common knowledge that the English language plays a big role in the
development and learning process of students in school specially that text books and
other literatures are mostly written in this language.
The problem is that some students are still unfamiliar with the rules of grammar
even if they have reached the Senior High School which causes slow progress of their
attainment of higher skills and mastery in writing likewise in constructing different
sentences, either in simple or complex form.
The study aims to identify the proficiency level of the Senior High School
students in Leon Guinto Memorial College, Inc. in their usage of this language in terms
of grammar and sentence construction in order to develop and create an output to help
them cope up with and make an advancement.

The research is sought to determine the proficiency level of the Senior High
School students in terms of the use of grammar and sentence construction in the English
language. Also, identifying the common errors encountered by the students specifically
in the subject – verb agreement, verb tenses, word forms and vocabulary. It attempts to
identify the demographic profile of the Senior Highs School students in terms of the
grade level, strand and sex.
It consists of 195 respondents, 110 students from the Grade 11 and 85 students
from the Grade 12 of the Senior High School students of the academic year 2019 – 2020
of Leon Guinto Memorial College, Inc. in Atimonan, Quezon.
It is a descriptive research in order for the researchers to gather information,
identify the common errors encountered, determining and differentiating their opinions
about the study.
A simple random sampling procedure is used for selecting the respondents to
ensure a fairly equal representation of the variables of the study.
A two-part questionnaire wherein 42 – item proficiency test which presents the
lexical and morphological aspects of the English language with multiple choices and an
18 – item questionnaire is handed to the chosen students to effectively and accurately
identify the proficiency level of each respondent in such language.

Findings
The researchers arrived to the following findings:
1. From the survey conducted, the researchers found out that 83 or 48% of the
respondents are in Grade 12 while the remaining 112 or 57% are in the Grade 11
in the demographic profile of the respondents in terms of grade level in Figure 2.
2. The researchers found out that in the total of 195 samples in Figure 3, almost half
of the respondents are from the Humanities and Social Sciences (HUMSS) with
91 samples or 47% of it while 22 samples or only 11% from the General
Academic Strand (GAS).
3. Out of 195 respondents in the demographic profile of the respondents in terms of
sex in Figure 4, 85 or 44% are male and the remaining 110 or 56% are female.
4. Based in the results of the conducted survey in Figure 5, the highest error
percentage in terms of subject – verb agreement is in Item No. 12 wherein a total
of 114 of 74% of the respondents answered incorrectly while in Item No. 1 only
one got wrong.
5. In Figure 6, the highest error percentage in terms of verb tenses of the Senior
High School students is in Item No.5 which is 1% higher than Item No. 4 which
got 78% or 153 incorrect answers; however, 35 of the samples or 18 got wrong in
Item No. 7
32
6. The highest error percentage in terms word forms in Figure 7 is found in Item No.
5 wherein more than half of the total number of respondents answered incorrectly
but in Item No. 3, only 12 or 6% of the samples got wrong.
7. Base on the results of the researchers in Figure 8, 150 or 77% of the respondents
failed to answer correctly in Item No. 5 which is the highest error percentage
while both in Item Nos. 2 and 9, 14% or 28 respondents incorrectly answered
which is the lowest error percentage in terms of vocabulary.
8. Based on Table 2, with the highest ratings of 2.89, it tells that the respondents
often identify the subject and predicate in a sentence; however, they often use
transitional words, use proper symbols and also know the subject – verb
agreement with the lowest rating of 2.66
9. As a result of the survey conducted by the researchers, it reveals that the students
often know the different rules in grammar wherein particularly, they know the use
of the singular and plural form of verbs as rated 3.04 and also with the rate of
2.76, they know how to use adjectives to effectively describe the subject in a
sentence.
Conclusions
From the findings of the study, the following conclusions about the proficiency
level on grammar usage and sentence construction of the students are:

1. Mostly of the respondents are from the Grade 11 than from the Grade 12 level.
2. In terms of strand, mostly the samples are from Humanities and Social Sciences
(HUMSS) than in the other strands which are Accountancy and Business
Management (ABM), Information, Communication,Technology (ICT) and the
General Academic Strand (GAS).
3. Most of the respondents are female when it comes to the demographic profile of
the respondents in terms of sex.
4. The students struggle in identifying the correct subject – verb agreement based on
the time setting of the sentence.
5. It tells that the respondents have a difficulty in identifying the correct tense of the
verbs in a sentence whether it will be in the past, present or future tense based on
the time usage of the sentence.
6. Based on the results, it shows that the students face difficulty in identifying the
use of the given word in a sentence whether it will be a noun, adjective, verb or a
gerund.
7. The respondents have difficulty in getting the meaning of the unfamiliar words
using context clues.
8. It tells that the knowledge and skills in constructing English sentences are often
used by the students.

Leon Guinto Memorial College, Inc. 34
9. The skills and knowledge of the respondents in terms of grammar usage are often
used by the students and given that they are often aware of the different rules in
the different parts of the speech wherein they use their written outputs.
Recommendations
Base on the conclusions drawn by the findings of the researchers, the following
recommendations are suggested:
1. The teacher must give daily task to look for words that they did not have
encountered yet in the dictionary and use it to construct a sentence.
2. For the teachers, assign essay writing activities regularly. This will them develop
their thinking and at the same time their understanding of grammar.
3. Teachers should make the students self-assessment of their own writings orally.
This will help them identify their own mistakes and help them learn.
4. After discussions, give the students a task wherein they will give the functions
and uses of the grammar they tackled. This will help them to remember the rules
you discussed.
5. For teachers, it is best to prepare spelling activities and use unusual words. It will
give the students a chance to learn new words to add in their vocabulary.
6. Find or create realistic situations wherein time is emphasized so that the students
can differentiate the use of tenses in a certain sentence.

35
7. Make them play educational games like crossword puzzles, scrabble and text
twist to help the students to have a wider vocabulary of unusual words.
8. Make students a list of unusual words they encounter every day and find its
meaning in the dictionary.
9. For students, it is a must to review the lessons you’ve learned in school by
writing a bunch of sentences wherein you will apply the knowledge you acquired
in school.
10. For students, play some English games which you can download in Google Play
store. It will be entertaining in a way of practicing your knowledge in English.

36
REFERENCES CITED
Books
Barkho, Leon (2016). Where You May Get It Wrong When Writing English. Book
boon Publishing, Denmark
Warriner, John E. (1988) English Composition and Grammar Benchmark Edition,

First Course. Hancourt Brace Jovanich Publishers
West, Jason (2013). I Still Can’t Speak English. Languages Out There Ltd
Unpublished Theses
Alvarez, Rose Ann S. (2015). Difficulties in the Use of Subject – Verb Agreement by
Grade 8 Students of Leon Guinto Memorial College School Year 2014 –
2015 (undergraduate) Atimonan, Quezon, Philippines: Leon Guinto
Memorial College, Inc. College of Education
Amper, Joy Cledel May A. (2016). Comparative Analysis of the Level of Proficiency
English Grammar Between the First Section and Last Section of Grade V
Pupils of Atimonan Central School, Atimonan, Quezon S.Y 2015 – 2016
(undergraduate) Atimonan, Quezon, Philippines: Quezonian Educational
College, Inc. College of Education

37
Amper, Karl Lawrence L. (2016). Analysis of the Common Errors in the Use of
Prepositions Committed by Grade 8 Students of Malusak National High
School, S.Y 2015 -2016 (undergraduate) Atimonan, Quezon, Philippines:
Leon Guinto Memorial College, Inc. College of Education
Bui Thi Thanh Huong (2012). Enhancing the Writing Skills of Grade 11 High School
Students Using Different Scaffolding Strategies (dissertation) Lucban,
Quezon, Philippines: Southern Luzon State University Graduate School
Camara, Myra P. (2011). The Common Spelling Errors in Vowel Rules in English
Vocabulary Words Committed by the Third Year High School Student of
Quezonian Educational College, Inc. (undergraduate) Atimonan, Quezon,
Philippines: Quezonian Educational College, Inc. College of Education
Datoy, Rencel Joy R. (2018). Factors that Contribute to the English Vocabulary
Development Among the Grade VI Pupils of Malinao Ilaya Elementary
School, Atimonan, Quezon SY 2017 – 2018 (undergraduate) Atimonan,
Quezon, Philippines: Quezonian Educational College, Inc. College of
Education
38
Limpiado, Art Margaret V. (2015). Error Analysis of Written Composition of Grade
Seven Students of Leon Guinto Memorial College, S.Y 2014 – 2015
(undergraduate) Atimonan, Quezon, Philippines: Leon Guinto Memorial
College, Inc. College of Education
Ma Kien Linh (2011). Writing Abilities in English of Grade 10 Students: Basis for
Enhancement Activities (dissertation): Lucban, Quezon, Philippines:
Southern Luzon State University Graduate School
Magpantay, Sarah Cathrina B. (2015). Morphological Awareness and Vocabulary
Skill Among Grade III Pupils: An Assessment (undergraduate) Lucban,
Quezon, Philippines: Southern Luzon State University College of Education
Maligalig, Alyssa Farlin R. (2013). The Language Proficiency of the Grade 6 Pupils in
Catanauan Central School S.Y 2013-2014 (undergraduate) Lucena City,
Quezon, Philippines: Manuel S. Enverga University Foundation College of
Education
Manalo, Janelle Rosette M. (2014). Difficulty in Determining the Tenses of the Verb
as Encountered by Grade 8 Students of Leon Guinto Memorial College

39
School Year 2013 – 2014 (undergraduate) Atimonan, Quezon, Philippines:
Leon Guinto Memorial College, Inc. College of Education
Manongsong, Lizabeth D. (2013). Advancing English Vocabulary Proficiency
Through Experimental Learning (dissertation) Lucban, Quezon, Philippines:
Marribay, Erica Dianne Lee A. (2017). Difficulties in Forming the Plural Forms of
Nouns as Encountered by the Selected Grade 7 Students of Leon Guinto
Memoria College; S.Y 2016 – 2017 (undergraduate) Atimonan, Quezon,
Philippines: Leon Guinto Memorial College, Inc. College of Education
Nguyen Thi Thuy Linh (2012). Writing Needs as Perceived by Grade 10 Students
Basis for Enhancement Activities (dissertation) Lucban, Quezon, Philippines:
Ortiz, John Ian M. (2018). Difficulties of Passive Voice in Written English as
Encountered by Grade 10 Students of Leon Guinto Memorial College, Inc.
S.Y 2017 – 2018 (undergraduate) Atimonan, Quezon, Philippines: Leon
Guinto Memorial College, Inc. College of Education

Salas, Mischel L. (2015). The Common Difficulties in Writing Narrative English as
Encountered by the College of Education Students M.S.E.U.F Lucena City,
S.Y 2015 -2016 (undergraduate) Lucena City, Quezon, Philippines: Manuel
S. Enverga University Foundation College of Education
Saludez, Luis Miguel P. (2014). Scientific Research Writing Skills Advanced
Composition Stances and Respondents’ Ratings in Colloquium Papers: A
Proposed Writing Manual (dissertation) Lucban, Quezon, Philippines:
Tran Thi Quyah Huong (2012). Use of E-material in Motivating Second Year College
Students to Write in English (dissertation) Lucban, Quezon, Philippines:
Yanela, Lovely A. (2012). Level of English Grammar Among Grade IV Pupils of
Caridad Ibaba Elementary School, Atimonan, Quezon School Year 2011 –
2012 (undergraduate) Atimonan, Quezon, Philippines: Quezonian
Educational College, Inc. College of Education

Online Resources
https://www.scribd.com/document/287191178/english-proficiency-test-answers-pdf
https://quizizz.com/admin/quiz/5637fc7f34fe08474b028c67/answers
https://www.proprofs.com/quiz-school/topic/verb-tense
https://www.testprepreview.com/modules/usagetest.htm
https://www.ecenglish.com/learnenglish/lessons/word-forms-quiz
https://www.transparent.com/learn-english/proficiency-test.html
https://reviewgamezone.com/mc/candidate/test/?test_id=34989&title=Subject%20Ver
b%20Agreement
http://utminers.utep.edu/micontreras/Verb%20Tense%20Quiz%201.htm
http://serragotestprep.com/Sub-vd%20agr.pdf
https://www.slideshare.net/En_Teng/subject-verb-agreement-rules-and-exercise-with-answer-
key
https://www.hinds.k12.ms.us/cms/lib07/MS01001020/Centricity/Domain/131/review.verb.ten
se.pdf
https://www.armoredpenguin.com/crossword/Data/2017.01/2215/22151737.415.html
https://www.grammarbank.com/noun-verb-adjective-adverb.html
https://www.grammarbank.com/word-formation.html
https://www.proprofs.com/quiz-school/story.php?title=english-6-vocabulary
https://www.unibs.it/sites/default/files/ricerca/allegati/11422multiple%20choice2_0.pdf
APPENDIX “A”
COMMUNICATIONS
LEON GUINTO MEMORIAL COLLEGE, INC.

443 Mabini St. Zone II Poblacion, Atimonan, Quezon
Senior High School Department – Humanities and Social Sciences
September 6, 2019
AUGUSTA ROSARIO VILLAMATER

Manuel S. Enverga University Foundation
Lucena City, Quezon
This is to request your good office that our students in Research, Arriane Lynn M.
Altez and Rowell Paul O. Alegre, be allowed to undertake the research activity in your school
library about their topic, “The Proficiency Level on Grammar Usage and Sentence
Construction of the Senior High School Students of Leon Guinto Memorial College, Inc.”
in Research Writing on September 11, 2019
Any help extended to them will be greatly appreciated.
Thank you and God bless!
Truly yours,
JULIANA ESCASA
Librarian
Noted by:
CORAZON L. NATIVIDAD
Principal

September 6, 2019
GILLIAN PORTIS PEREZ DIMARANAN

Southern Luzon State University
Lucban, Quezon
in Research Writing on September 11, 2019
Truly yours,
JULIANA ESCASA
Librarian
Noted by:
Principal

September 6, 2019
MARITES PANAL
Quezonian Educational College, Inc.
Atimonan, Quezon
This is to request your good office that our students in Research, Marco M. Coner and
Jeanne Mari E. Resano, be allowed to undertake the research activity in your school library
about their topic, “The Proficiency Level on Grammar Usage and Sentence Construction of
the Senior High School Students of Leon Guinto Memorial College, Inc.” in Research
Writing on September 11, 2019
Truly yours,
JULIANA ESCASA
Librarian
Noted by:
Principal

February 14, 2020
GILLIAN PORTIA PEREZ DIMARANAN

Southern Luzon State University
Lucban, Quezon
in Research Writing on February 18, 2020
Truly yours,
JULIANA ESCASA
Librarian
Noted by:
Principal

February 14, 2020
MARITES PANAL
Quezonian Educational College, Inc.
Atimonan, Quezon
This is to request your good office that our students in Research, Marco M. Coner and
Jeanne Mari E. Resano, be allowed to undertake the research activity in your school library
about their topic, “The Proficiency Level on Grammar Usage and Sentence Construction of
the Senior High School Students of Leon Guinto Memorial College, Inc.” in Research
Writing on February 18, 2020
Truly yours,
JULIANA ESCASA
Librarian
Noted by:
Principal
APPENDIX “B”
INSTRUMENTATION

SENIOR HIGH SCHOOL DEPARTMENT
Name (optional): _________________________ Sex:_________________
Section/Strand:_________________________ Date:__________________
I. SUBJECT – VERB AGREEMENT

DIRECTIONS: Select and encircle the correct answer.
1. I ______ not feeling well. A. be B. is C. am
2. We _____ not heard from mom today. A. have B. is C. has
3. The store _____ closing soon. A. be B. has C. is
4. I _____ working hard on my math. A. be B. is C. am
5. They _____ to retake the test yesterday. A. has B. have C. had
6. What ____ your dog’s name? A. be B. is C. has
7. We ____ last night. A. went B. gone C. go
8. Coach Ross made us ____ 20 laps in the gym. A. ran B. run
C. running
9. My dad ____ me with my homework. A. help B. helping
C. helped
10. Please _____ a picture to go with your story. A. drawing B. draw
C. drew
11. Juan ____ in the library this morning. A. is study B. studying
C. is studying D. are studying
12. When I graduate from college next June, I ___ a student here for five years.
A. will have been B. have been C. has been D. will have
II. VERB TENSES

DIRECTIONS: Choose the correct verb tense to complete the sentence.
1. Ronnie, I ____ you in a long time. How are you? A. was seen B. saw
C. haven’t seen D. hadn’t seen
2. Yesterday, I ____ to see my grandparents. A. go B. have gone
52
C. gone D. went
3. Some people say that it is better to ___ for today. A. is living B. living
C. lives D. live
4. Alert doesn’t like ___ on weekends. A. working B. to work
C. work D. A and B are correct
5. He occasionally ____ a headache in the morning. A. having B. has
C. have D. is having
6. I ___ all the requirements for the job already. A. am meeting B. meet
C. have meet D. will meet
7. Marsha sometimes ____ her homework. A. doesn’t do B. hasn’t done
C. has been done D. do
8. When you ___ the lotto, be sure to call me. A. are going to win B. will win
C. are winning D. win
9. She ___ to school on the bus temporarily. A.goes B. will go
C. has gone D. is going
10. The sun ___ in the east, and ___ in the west. A. sets, rises B. rises, sets
C. will rise, will set D. only B is correct
III. WORD FORMS
DIRECTIONS: Encircle the appropriate word to use to complete the sentence.
1. You must not ___ the animals in the zoo. A. feeds B. feed
C. feeding D. fed
2. James looks a lot ____ than you. A. elder B. oldest
C. older D. old
3. They all value their ___. A.freedom B. freeing
C. free D. freed
4. We all played cards and I was the ____. A. winner B. winning
C. win D. won
5. Are you a good _____? A. cooking B. cooker
C. cooks D. cook
6. ___ for charity is rewarding. A. volunteers B. volunteering
C. volunteer D. volunteered
53
7. Napoleon was ___ in Italy. A. win B. victorious
C. victory D. victor
8. Do you know who you will ____ for in the election. A. voter B. voting
C. voted D. vote
9. She’s ____ of staying home. A. boredom B. boring
C. bored D. bore
10. I’m a baker. What do you do for a ____? A. living B. lived
C. live D. life
IV. VOCABULARY
DIRECTIONS: Encircle the meaning of the underlined word in each statement using its
context clues.
1. Receptors for the sense of smell are located at the top of the nasal cavity.
A. Upper end B. Inner edge C. Mouth D. Division
2. Passenger ships and aircraft are often equipped with ship – to – shore or air – to – land
radio telephones.
A. Highways B. railroads C. Airplanes D. sailboats
3. Dotting the marshy expanse of the Florida Everglades are little islands know locally as
hummacks.
A. Generally B. To all C. In that area D. occasionally
4. It is not possible for people to recall every thing that they have thought, felt or done.
A. Remember B. appreciate C. Repeat D. discuss
5. When preparing a diet , a person should be aware that vitami D acts to increase the
amount of calcium absorbed by the body.
A. Schedule of exercise B. Nutritional plan C. Study of longetivity D. medicinal
chart
6. It is difficuult to get young people to plan for their old age, which seems very distant to
them.
A. Impossible B. far away C. Observable D. fearful
7. NASA detected an invisible object coming towards the Earth.
A. Bright B. not straight C. Cannot break D. unseen
8. It is imortant to communicate your feelings.
A. tell B. meet C. Deny D. stop
9. The author of the famouse Harry Poter is J.K. Rowling.
A. doctor B. writer C. Foreigner D. nurse
10. Me and my family relocate to Florida last April.
A. relax B. moved C. Remove D. recognize
Name (optional): _____________________ Sex:_________________

Section/Strand:_____________________________
DIRECTIONS: Put a check (/) on the column of your chosen answer if you feel always,
sometimes, often or never in the statement below.
SENTENCE
ALWAYS SOMETIMES OFTEN NEVER
CONSTRUCTION
I know how and when to use
1
conjunctions.
I can use the correct and
2 appropriate punctuations to use in
a sentence.
I can use different types of
3
sentences according to structure.
I can differentiate and use the
4 verb tenses to be used in a
sentence.
I know how to use transitional
5
words in a paragraph.
I can identify the subject and
6
predicate in a sentence.
I can identify the direct and
7
indirect object of a sentence.
I know how to use symbols
8
properly.
I know the rules in the subject –
9
verb agreement
10
of adverbs and their uses
GRAMMAR ALWAYS SOMETIMES OFTEN NEVER

I know how to use the singular
1 and plural form of verbs in a
sentence.
2 singular and plural form of
pronouns.
I know how to use adjectives to
3
effectively describe the subject.
4 singular and plural form of
nouns.
4
I can choose the appropriate
5
words to use in a sentence.
6
of nouns and their functions.
I know how to identify whether
the words is used as a noun,
7
pronoun, verb, adverb or an
adjective.
I can use interjections to show the
8 feeling or emotions within my
sentences.
APPENDIX “C”
VALIDATIONS
APPENDIX “D”
COMPUTATIONS
DEMOGRAPHIC PROFILE OF THE RESPONDENTS

WEIGHTED MEAN COMPUTATION

ERROR TALLY
ERROR PERCENTAGE COMPUTATION

CURRICULUM VITAE
ROWELL PAUL OGAYRE ALEGRE

Sitio Santol, Brgy. San Andres Labak
Atimonan, Quezon
09362266940
[email protected]
I. Personal Information
Date of Birth: July 16, 2002

Place of Birth: Lucena City, Quezon
Gender: Male
Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic
II. Educational Attainment

2018 – Present Leon Guinto Memorial College, Inc.
443 Mabini St. Atimonan, Quezon
Senior High School – Humanities and Social Sciences
2014 – 2018 Maligaya National High School

San Isidro, Atimonan, Quezon
Junior High School
2008 – 2014 Sapaan Elementary School

Brgy. Sapaan, Atimonan, Quezon
I hereby certify that the above information is true and corect to the best of my
knowledge and belief.
ROWELL PAUL O. ALEGRE

ARRIANE LYNN MANALO ALTEZ

Purok Bagong Silang, Brgy. Tagbakin
Atimonan, Quezon
09455614521
[email protected]
Date of Birth: September 25, 2001

Place of Birth: Atimonan, Quezon
Gender: Female
Religion: Iglesia Ni Cristo

2014 – 2018 Leon Guinto Memorial College, Inc.

Junior High School
2008 – 2014 Atimonan Central School

Zone II Poblacion Atimonan, Quezon
Grade School

Kindergarten
2006 – 2007 Day Care

III. Affiliations / Organizations
School Organizations
Class Officer
Vice President 2014 - 2015
Secretary 2015 -2017
President 2018 - 2019
Organizational Officer
Secretary 2015 – 2017
Supreme Student Government (SSG)

Secretary 2019 – Present
Green Plume / Luntiang Pluma

News Editor 2014 – 2017
Managing Editor 2016 – 2017
Associate Editor 2018 – 2019
News Editor 2019 – Present
Filipino and English Club

Member 2015 – 2016
Member 2014 – 2015
Wikang Fil Club

Member 2016 - Present
Music Club
Member 2019 - Present
Secretary 2018 – 2019
Member 2017 – 2018
Different Grooves in One (DGIO)

Member 2018 – Present
IV. Awards / Recognition
Certificate of Excellence
Third Honorable Mention
Atimonan Central School
Academic Year 2014
Certificate of Recognition
10th Place in Pagsulat ng Balita (Secondary)
Division Schools Press Conference
Pagbilao, Quezon
October 24, 2014
5th Place in Pagsulat ng Balita (Secondary)
Atimonan, Quezon
October 26, 2015
1st Place in Pagsulat ng Balita (Student Category)
Revolt 2017: National Seminar – Workshop on Campus Journalism
April 29, 2017
2nd Place in Pagsulat ng Balita (Secondary)
Sevilla’s Farm & Resort, Lucena City
September 15, 2017
Certificate of Execellence
With Honors
Academic Year 2017 -2018
1st Place in News Writing – Filipino (Secondary Level)
5th Place in Science Writing – Filipino (Secondary Level)
CrossOver: District Campus Journalism Workshop
Atimonan, Quezon
August 22, 2018
3rd Place in Pagsulat ng Balita (Secondary Level)
Sevilla’s Farm & Resort, Lucena City
September 2019
6th Place in Pagsulat ng Balita (Secondary Level)
Regional Schools Press Conference
Sta. Cruz, Laguna
December 10, 2019
Green Plume – Luntiang Pluma Press Award
Atimonan, Quezon
April 1, 2019
Certificate of Excellence
With Honors
Leon Guinto Memorial College Inc.
Grade 11 – 2019
V. Seminars / Conference Attended
Leadership Training and Seminar (2019)

Theme: Empowering Leadership: Iniative, Success, Serving Ignition of Passion
De Gracia Beach and Resort
Brgy. Balubad, Atimonan, Quezon

Theme: “Leaders: Changing the Tides”
Malusak Elementary School
Brgy. Malusak, Atimonan, Quezon
August 25, 2018
CrossOver: District Campus Journalism Workshop (2018)

Our Lady of the Angels Academy (OLAA)
Zone II Poblacion, Atimonan, Quezon
August 22, 2018
76

Theme: “Leadership is consist of choosing Good Men and Helping them Do their
Best”
Vallesteros Beach and Resort
Brgy. Caridad Ibaba, Atimonan, Quezon
August 19, 2017
Revolt: National Seminar – Workshop on Campus Journalism (2017)

La Vista Pansol Complex
Brgy. Pansol, Calamba City, Laguna
April 29, 2017

De Gracia Beach and Resort
Brgy. Balubad, Atimonan, Quezon

Theme: “Emerging Leaders: Unleash your Potentials”
Vallesteros Beach and Resort
August 15, 2015
Cluster IX Seminar – Workshop on Campus Journalism (2015)

Atimonan National Comprehensive High School (ANCHS)
Atimonan, Quezon
August 23, 2015

Theme: “Leadership: Translating Vision into reality”
Green Park Resort
September 13, 2014
I hereby certify that the above informaion is true and correct to the best of my
ARRIANE LYNN M. ALTEZ

MARCO MANLANGIT CONER

Brgy. Caridad Ibaba, Atimonan, Quezon6
09952822215
[email protected]
Date of Birth: January 28, 2002

Place of Birth: Japan
Gender: Male


Junior High School

Zone II Poblacion, Atimonan, Quezon
MARCO M. CONER
JEANNE MARI ESGUERRA RESANO

Brgy. Ponon, Atimonan, Quezon
09454538386
[email protected]
Date of Birth: April 19, 2002

Place of Birth: Atimonan, Quezon
Gender: Female


Junior High School
2008 – 2014 St. Louie Kids World Learning Center

Brgy. Tagbakin, Atimonan, Quezon
III. Affiliations / Organizations
School Organizations
Class Officer
Coordinator 2018 – 2019
Math – Sci Club

Member 2017 – 2018
Filipino Club
Member 2014 – 2018
IV. Seminars / Conference Attended

Theme: “Leaders: Changing Tides”
Malusak Elementary School
Atimonan, Quezon
August 22, 2018
JEANNE MARI E. RESANO

The Proficiency Level On Grammar Usage and Sentence Construction of The Senior High School Students of Leon Guinto Memorial College, Inc.

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Leon Guinto Memorial College, Inc.

Senior High School Department

The Proficiency Level on Grammar Usage and Sentence Construction of the

Senior High School Students of Leon Guinto Memorial College, Inc.

Presented to the Senior High School Department

Humanities and Social Sciences

Leon Guinto Memorial College, Inc.

In partial fulfillment for Research Project

Rowell Paul O. Alegre

Arriane Lynn M. Altez

Jeanne Mari E. Resano

In partial fulfillment of the requirements for Research Project, this research

entitled, “The Proficiency Level on Grammar Usage and Sentence Construction of

ZARAH JOYCE A. SEGOVIA, LPT

Approved in partial fulfillment of the requirements for Research Project.

EDNA Q. ALTAMIRA, DBM MARIETTA A. VILLARAMA, DBM

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

__________________ CORAZON L. NATIVIDAD

To their brothers, sisters, relatives, teachers, friends and classmates

who encouraged them to finish this study.

And lastly, to the Almighty God, Deepest Gratitude

for the strength, skills, teamwork and protection.

All of these, they offer to You.

who made significant contributions for the accomplishment of this research.

as well as completion of this paper on time;

Mr. JUNE ERNEST M. TESORIO, LPT and Ms. MARJORIE C. BORLONGAN,

validating the questionnaires for the paper;

Mrs. EDNA Q. ALTAMIRA, DBM, Ms. MARIETTA A. VILLARAMA, DBM and

Mr. WAKEFIELD LAGARILE, members of the oral examination committee,

pursue and accomplish this study and most especially;

Title Page .................................................................................................. i

Approval Sheet .......................................................................................... ii

Dedication ................................................................................................. iii

Table of Contents ...................................................................................... v

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

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

Chapter I Introduction .............................................................................. 1

Background of the Study .............................................................. 2

Objectives of the Study ................................................................. 2

Significance of the Study .............................................................. 3

Scope and Limitations .................................................................. 5

Definition of Terms ...................................................................... 5

Chapter II: Review of Related Literature .............................................. 7

Research Paradigm ........................................................... 14

Chapter III Methodology ………………………………………………. 15

Research Locale ........................................................................... 15

Sampling Procedures .................................................................. 16

Research Design ......................................................................... 16

Data Gathering Procedure .......................................................... 17

Statistical Treatment ................................................................... 18

Chapter IV: Presentation, Analysis and Interpretation of Data

Chapter V: Summary, Conclusions and Recommendations …………. 29

References Cited ........................................................................ 36

Appendix A: Communications ................................................... 43

Appendix B: Instrumentations .................................................... 50

Appendix C: Validations ............................................................ 56

Appendix D: Computations ........................................................ 60

Curriculum Vitae ................................................................................. 71

1 Likert Scale .................................................................................... 19