TUNASAN NATIONAL HIGH SCHOOL

EXPLORING THE SMARTPHONE APPLICATION

‘ENGLISH GRAMMAR’ FOR EFFECTIVE
MOBILE-ASSISTED LANGUAGE LEARNING
IN ENHANCING ENGLISH
GRAMMAR

(inverted pyramid)

In Partial Fulfillment of the Requirements

for the English Subject

Submitted by:

Year and Section

Group 0

Members
HXXXXXX R. RXXXXXX
DXXXXXX XXXX C. RXXXXX

May 2022
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ACKNOWLEGDMENTS

The researchers would like to extend their profound gratitude to the people

who helped in the completion of this study. ii

First, to their research adviser, name of the adviser of the English

Department, whose great efforts are incomparable when assisting the researchers

throughout the study. Her adjustments, pieces of advice in studies and in life are

beyond measure and are beneficial to the researchers as students and as good

individuals.

Also, to the experts who helped in the validation of the research instruments,

Name of the experts like teachers. Without their passionate participation and input,

the data gathering procedure would not have been completed.

To the Tunasan National High School, principal’s name, teacher/adviser’s

name,Grade 9 students and English teachers for providing the assistance and

information we need in the survey and discussions conducted and completed in the

school. ----(To whom you ask permission in conducting the survey.)

Lastly, this research is a product of hard work, dedication and commitment as

the researchers owe a lot to their parents who never stop to provide them with the

love and support, they need in accomplishing their tasks.

As the book of James said, “Blessed is the man who remains steadfast under

trial, for when he has stood the test he will receive the crown of life, which God has

promised to those who love him.”

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For His glory alone, the researchers dedicate their work.

H. R. R.

D. A. C. R.

May 2022
 TUNASAN NATIONAL HIGH SCHOOL

ABSTRACT

Title : Exploring the Smartphone Application

‘English Grammar’ for Effective Use of Mobile-Assisted
Language Learning in Enhancing English Grammar
iv
Researchers : Name of Researcher 1
Name of Researcher 2
Name of Researcher 3
Name of Researcher 4
Name of Researcher 5

Grade Level : Grade 10

Institution : Tunasan National High School

Year : 2021- 2022

Adviser : Name of adviser (English Teacher)

This study aims to compare the use of modern technological devices and

traditional teaching aids in teaching literature and to prove the difference, if there is

such, in the comprehension of selected Grade 9 Cluster 4 students of Muntinlupa

National High School-Tunasan Annex. Additionally, one of the most prevalent

issues in my classroom that affects the learning of my students, specifically in

literature, is the lack of interest of the students in reading literary pieces, much

more, comprehending them. Therefore, the use of appropriate teaching aids and

strategies to employ will be tested and observed.

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Keywords: Teaching aids, Comprehension, Literature, Technological devices,

traditional teaching aids (Definition of Terms after INTRODUCTION)

TABLE OF CONTENTS

Page
TITLE PAGE …………………………………………………………. .i
ACKNOWLEDGEMENTS ……………………………………………...ii v
ABSTRACT………………………………………………………………iv
TABLE OF CONTENTS ………………………………………………. v
LIST OF TABLES ……………………………………………………….
LIST OF FIGRUES ……………………………………………………..

INTRODUCTION

Statement of the Problem ………………………………

Definition of Terms ………………………………………

REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature ……………………………………...

Local Literature ……………………………………...
Foreign Studies ………………………………………
Local Studies ……………………………………...

METHODOLOGY

Research Design ……………………………………….

Respondents of the Study …………………………….
Sampling Technique …………………………………...
Research Instrument ……………………………………
Validation of Research Instrument ……………………
Data Gathering Procedure ……………………………
Statistical Treatment …………………………………..

RESULTS AND DISCUSSION

(Examples)
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Proficiency level of the

participants after reading the
contents of the App 74

Proficiency level of the

participants for post-test 87

CONCLUSIONS ………………………………………………
RECOMMENDATIONS ……………………………………...

References vi
Appendices
Appendix 1: Research Instruments
Appendix 2: Letters
Appendix 3: Document/Table
Appendix 4: Curriculum Vitae
Appendix 5: Certificate of Editing
and Validation

LIST OF TABLES

Number Title Page

1 Scale of the scores in the pre-test 61

and post-test for the eight (8)
Parts of Speech

2 Scale in Percentage of the scores 62

in the pre-test and post-test for the
eight (8) Parts of Speech

LIST OF FIGURES

Number Title
Page

1 Integration of Mobile-Assisted 9
Language Learning to
traditional classrooms
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2 Screenshot of the Smartphone 51

Application ‘English Grammar’

INTRODUCTION

This is a general introduction to the topical area. It is a general, broad statement that

provides an overview of the area involving your study. Guiding questions for this area are: 1

• Why is this an important area?

• What has been the historical development of the topic?

• Are there different points of view about the topic?

• Have there been significant investigations, studies, or reports concerning the topical

area?

• What is the current status of the area of your interest?

• What are the major outstanding concerns in the general area?

EXAMPLE

“Education is vital to the pace of the social, political and economic development of

any nation, so effective teaching is very essential. It is important because it is based on

helping the learners progress from one level to another in a more sociable interactive

environment and to get the right approach to get students to be independent learners”.

(Muijus and Reynolds, 2005).

Effectiveness does not mean perfection, but rather bringing out the best in the

students. This implies that the acquisition of this quality of education, being one of the

most important goals of any educational institution, has always been in the hands of
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the educators. With this, the careful choice of teaching approaches and aids by the

teachers must be considered. Only then will learning take place.

Statement of the Problem

Since the introduction has given a broad, general background to the study, this should be

very specific in nature. The statement of the problem might begin with the words, "The

problem of the study is...." or "This study will address the problem of..." Guiding

questions for this area are:

• Does the problem pose significance for education?

• Will the problem present data that explains previously unexplained facts?

• Will the problem serve as a point of departure for the study?

EXAMPLE

The study aimed to determine the result of the comparison between the use of

modern technological devices and traditional teaching aids and how it affects the

selected second year students of the College of Teacher Education in their

academic performance in English in terms: of motivation, interest and

comprehension.

Specifically, it sought to answer the following questions;

1. What are the common modern technological devices and traditional teaching

aids used by the professors in teaching the particular English subject?

2. What is the frequency level of the teacher’s usage of modern technological

devices and traditional teaching aids in teaching the particular English subject?
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3. Which teaching aids do the students preferred more that their professors use

in teaching English in terms of:

3.1 Motivation

3.2 Interest

4. Is there a significant difference between the comprehension of the students

who are taught using modern technological devices and those who are taught

using traditional teaching aids?

DEFINITION OF TERMS

Be sure that important terms and concepts used in the study are adequately analyzed and

defined. Assign a precise meaning to commonplace words of importance.

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EXAMPLE

The following terms are operationally defined according to the description of

variables, research instruments and statistical tools used in this study.

Online Pedagogical Approach. This term refers to a closer integration of

classroom and online teaching under the generic term of blended or hybrid

learning; where classroom time is reduced but not eliminated, with substantial

time being used for online learning.

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REVIEW OF RELATED LITERATURE AND STUDIES

This is a vital part of the proposal that you present to your committee. It is

evidence that you are thoroughly knowledgeable about the research that has
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been conducted in the area of your proposed investigation. It becomes the basis

for your study. The review is a careful examination of a body of literature

pointing toward the answer to the problem of your study. It is essential to

discover what is already known about your topic/area. Guiding questions are:

• What is known about my subject?

• Are there any gaps of knowledge of my subject?

• Have these gaps been identified by other researchers or professionals in the

field?

• Is there a consensus on relevant issues or is there significant debate?

• What are the various positions?

• What direction should my study take based on my review of the literature?

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Related Literature

Foreign (Minimum of 3)

Local (Minimum of 3)

Related Studies

Foreign (Minimum of 2)

Local (Minimum of 2)
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METHODOLOGY

The purpose of this chapter is to provide, in detail, clear and understandable

statements describing EVERY STEP you will take in carrying out your study.
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Research Design - let the reader know the type of design you are using and

why that research design was chosen.

EXAMPLE

This study makes use of the descriptive method under the qualitative approach

where the data were collected through form of words other than numerical figures.

This research made use of observation, test results and questionnaires as

instruments. Qualitative research is the methodology that will perpetuate in the

study. Qualitative research is a method wherein the interpretations and

generalizations are not based on the frequency of occurrence of certain

phenomena instead it is based on logic of generalizing the individual case or

problem (Bogdan &Taylor, 1987).

Specifically, under qualitative research is descriptive method of research which

will be used in the study. Descriptive research as referred by Shields &

Rangarajan (2013), is used to answer the questions that starts with “what” rather

than the other questions that starts with “how” or “why” and it is used for
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frequencies, averages and other statistical methods that requires low requirement

for internal validity. Moreover, descriptive statistics is used for proposed

interventions or programs on a certain problem.

Research Design

In finding the significant difference between the use of modern technological

devices and traditional teaching aids in the comprehension of selected Grade 9

Cluster 4 students, the study came about with one major kind of research
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method; the Quasi-Experimental Design. It involved both descriptive and

experimental approaches. This is also a method involving the side by side

comparison of two different matters for the purpose of studying the difference

from one another. In addition, a semi-descriptive analysis was also used to

interpret parts of the survey results.

Respondents of the Study

The study comprised of the ten students in Grade 9 Cluster 4 of MNHS-TA

for S.Y. 2019-2020.

Sampling Technique

carefully identify the sample and describe in detail the manner in which it was

chosen. Naturally, if you are including all possible subjects, you are dealing
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with a population. In this case, you describe the characteristics of the

population.

The study used convenience sampling to select the participants in the study.

Consequently, the population revolved among the students in Grade 9 Cluster 4

of the current school year. Convenience sampling as defined by Sanders (2012)

is a non-probability sampling method that is used when the members of the

population is present or near at hand of the researcher There was no limit to

which gender had been chosen as the participants since it is not directly related

to the study.

Research Instrument

identify each instrument you will use to measure the variables in your study.

There should be a separate subsection for each instrument. Information should

be provided regarding the development of the instrument, the history of its

use, data regarding its validity and reliability, data regarding how the

instrument is administered and scored and anything else that will give insight

into its appropriateness. Additionally, provide a rationale for the selection of

your instruments. Generally, a copy of the instrument should be included in

the appendix (for the proposal and the final thesis). If you are conducting

qualitative inquiry, explain your data collection procedures.

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To be able to come up with the most valid results, we administered

comprehension test and surveys. The test questionnaires were used during post-

test to assess the significant difference between the comprehensions of the two

groups: the Experimental Group (2E) and the Controlled Group (2B). The test

questionnaires were divided into parts: 5-item for Literal, 5-item for Interpretive

and 10-item for Analytical. Survey forms served as tools in evaluating the

respondents’ perception regarding the teacher’s use of teaching aids in their

Contemporary Philippine Literature subject.

Likewise, the survey form was constructed using a 4-point Likert scale for

each response. Actual observations supported other instruments used during

the conduct of research.

Validation of Research Instrument

The Comprehension Test and survey forms were submitted to the adviser of

the researchers, Professor Alyssa Aventurado for corrections and suggestions.

Some were modified and edited. The final drafts of the materials were

presented to the following: Dr. Isagani Nazareno, Professor Josephine M.

Montero, Professor Ruby M. Lacro, Professor Darylle Cesar Hilapo and

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Professor Agripino Piquero and were approved. Therefore, it was concluded

that the research materials are valid and reliable.

Data Gathering Procedure

Describe each and every step taken to do your study. It is a type of "road

map" that other must follow if they choose to replicate your study. Include the

steps you took to contact the population/sample in your study, how you

obtained their cooperation, how the instruments(s) were administered, how the

data was handled as it was returned, how follow-ups were handled, etc.

Copies of all letters, instruction sheets, etc. should be placed in the appendices.

Guiding questions:

• Is the sample adequate in kind and number?

• Is the sample appropriate for the purpose of the study?

• Is the sample sufficiently representative of the population to permit you to

generalize the findings?

The researchers submitted a request letter to the Registrar’s Office and to the

College of Teacher Education to get the exact population of the Second-year

students of the College of the Teacher Education. Since the population was too

large to employ in an experimental method, the researchers adapted the Purposive

sampling method instead. The researchers were able to come up with the selected

population to be considered as the respondents of the study through this method.

Also, the researchers were able to gather information from the different resource
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centers such as Pamantasan ng Lungsod ng Muntinlupa Libraries, National Library,

Internet Correspondences, and the actual teaching demonstration. Gathering

procedures included were Surveys on both groups and Post-test where:

Post-test – done after the teacher’s demonstration which aimed to evaluate the

respondent’s comprehension in terms of their over-all scores.

Statistical Treatment

Discuss how the data will be analyzed and include any statistical treatments.

To test for the significant difference of both teaching aids in the

comprehension of the Experimental Group and Controlled group respectively,

the researchers used z-test. A parametric test of hypothesis is concerning two

dependent or correlated means to determine whether it has positive difference

or no positive difference.

where:

x= Experimental Group’s Mean

u= Controlled Group’s Mean

s= Standard Deviation

n= sample size
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Weighted Mean

This formula was used in the analysis of the survey results and for the computation

of test results data needed.

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where:

x= total weighted mean of variables being analyzed.

Ʃf= summation of the frequency of responses.

Ʃfx= summation of the frequencies of responses.

Frequency distribution according to Anderson (2008) is a tabular summary of data

showing the frequency or number of items of several classes while a percentage

distribution can be used to present data in an abbreviated manner. Instead of

presenting an actual number of occurrences of values, it shows the occurrences a

percentage of the total number of incidences in the set.

These formulas helped the researcher in finding out the relationship between the

use of varied teaching aids and comprehension of the respondents. Also, the

answers gathered from the observation sheet were generalized with the use of this

formula. The results of both instruments were present in tabular forms on the

next part of this research.

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Likert Scale

Likert scale was used to gauge the responses to be able to come up with the

appropriate descriptive rating on each statement under the survey forms.

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RESULTS AND DISCUSSION

Introduction

tell the reader how you have organized the findings. Typically, you would
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organize them around your study's research questions or hypotheses. There

should be an analysis of each section and tables/charts included.

Interpretation & Discussion

this gives you an opportunity to move beyond the data with inferences and

implications. Guiding questions:

• Have you provided an overview of the significant findings of the study?

• Have you discussed the findings and compared them to existing research

studies?

• Have you presented implications of the study for education?

• Have you discussed the applications of your findings?

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CONCLUSIONS

These are the conclusions you draw from your findings. Number the

conclusions. The conclusions must relate directly to the findings.

The use of teaching aids is essential in facilitating the learning process. It

does not matter whether it is modern technological devices or traditional

teaching aids, as long as it is something which would effectively motivate one

person to follow the lesson throughout. This is especially important in Literature,

where most students feel boredom and lack of interest.

The most commonly used modern technological devices in teaching English

are Laptops/Computers with LCD projector. However, with traditional teaching

aids, the most commonly used includes chalkboards and printed visuals.

Therefore, the researcher concluded that those teaching aids should always be

available when teaching inside the classroom. It is both helpful in imparting

knowledge to the students, especially given the fact that it could also increase

their motivation and boost their interest.

The level of the teacher’s usage of either traditional teaching aids or modern

technological devices are both in the same frequency, thus, the teacher’s

utilization of the said teaching aids were just balance. This can also be

concluded that there were no inadequacies in terms of the teacher’s

competency with regard to the use of teaching aids in gaining student’s

attention.
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The comprehension of the students is an essential part of their academic

performance; therefore it is a must for the teachers to think of ways to

determine which specific intervention they should employ to encourage

comprehension.

RECOMMENDATIONS

These should be based on the conclusions. Number the Recommendations.

Guiding questions are:

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• Are the summary, conclusions and recommendations concisely and precisely

stated?

• Are the conclusions and recommendations justified by the data gathered?

• Does the study suggest related problems that need to be investigated?

In the light of findings and conclusions of the study, the following recommendations

were given:

1. The teachers must know the level of comprehension of the students so that the

teachers in English might know how to help the students enhance and improve their

strengths and weaknesses concerning their comprehension. This will help the students

better appreciate and understand Literature.

2. The use of modern technological devices as teaching aids is a good motivation, as

well as a good way to capture the student’s interest. Students nowadays belong to the

Generation Z; their fondness towards new technological devices must be taken into
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account by the teachers since this can serve as an opportunity to reach out to them.

Teachers must always be several pages ahead of their students and the integration of

technology in teaching could be a good step to achieve this.

3. The school administration, together with the teachers, must work hand-in-hand in

supporting and providing the essential technological devices needed by the students to

enhance their learning experience. Analyzing and surveying regarding the sufficiency

of such technologies in education must be given attention as well.

4. The Parents should continuously support in the upgrading and enhancing of the

technological expertise of the teachers and the acknowledgement of the need for

integration of modern technological devices to education. Parents must be open-

minded in realizing the capabilities of technology as a tool for learning that can be

beneficial for the children.

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REFERENCES

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APPENDICES

Research Instruments

Letters
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Document/Table

Curriculum Vitae

Certificate of Editing and Validation