chapter i iii

8/2/2019 Chapter i III

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English Grammar Competency of English 2 Summer Class Students of

Aklan Catholic College

Chapter 1

Background of the Study

Introduction:

The significance of language for the individuals personal

growth as well as the nations social and economic development

is incontestable.

Filipinos were envied in Asia for their proficiency in

English language. In fact, we were no.1 before on the

recruitment list for oversees job because of a good knowledge in

English.

Now, Filipinos stand to lose our language advantage-our

superiority in the use of language. The reason for the

defoliation of the English of Filipinos is the so called

bilingual education policy that some schools implemented. Based

on some studies conducted found out that there are some subjects

are taught in Filipino that supposed to be in English language.


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They acclaimed that the subject taught is understood more

quickly and more easily when native language in being used.

A native language expresses best the thoughts, the

aspiration, and the soul of people. But we have to wake up to

the reality of life that English is the global lingua franca. It

is the medium of instructions, communication among business and

education sectors. If this is the case, we have to be competent

in it and to become globally competitive. (Beltran, 2006)

This study aimed to find out the English grammar

competency of English 2 summer class students of Aklan Catholic

College and to find out the level of improvement after they took

up their English 1.


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Statement of the Problem

This study aimed to determine the English Grammar

Competency of English 2 summer class students of Aklan Catholic

College.

Specifically, it aimed to answer the following questions:

1. How would the summer class students of Aklan Catholic

College be characterized in terms of:

1.1 sex

1.2 age

1.3 course and year

1.4English 1 Grade

2. What is the level of competency in English Grammar of

English 2 summer class students in the following areas of

Grammar: conjunction, subject-verb agreement, tenses of

verbs, modals, pronoun and antecedent, preposition and

modifiers.


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3. Is there a significant relationship between the profile

of English 2 summer class students and the level of

competency in English Grammar

Theoretical Framework

This research uses the Theory of Logical Structure of

Linguistic of Auram Noam Chomsky (1995, 75) as basis in

conducting the study.

This theory challenges structural linguistic and introduces

transformational grammar language has influenced the philosophy

of language emphasizes an initial set of linguistic principles

shared by all humans known as universal grammar, the initial

state learner, and discovering an account for linguistic

variation via most general possible mechanism. He was

interested in grammar and much of his work consists of complex

explanations of grammatical rules.

Universal Grammar, theory of linguistic postulating

principle of grammar shared by all language. Universal grammar

proposes a set of rules intended to explain language acquisition

in child development.


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A growing number of language acquisition researchers argue

that the every idea of a strict rule-based grammar in any

language, flies in the face of what is known about how languages

are spoken and how language evolve time, generalizing about the

usage of new words from similar word that they already know how

to use.

Conceptual Framework

Independent variable Dependent variable

Personal

Characteristics

Age

Sex

Course & Year

English1 Grade

Figure1. the relationship between the independent variable and

dependent variable.

English Grammar

Competency


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Figure1. determine the relationship of independent variable

including the personal characteristics of English 2 summer class

students and the dependent variable, which is English Grammar

Competency.

Significance of the Study:

This study will benefit to the following sectors:

Students: The result of this study will provide to determine

how in the English Grammar Competency of English 2 summer class

students. They may identify their weaknesses and strength in

English. So that they improve they and they will encourage

striving more for their betterment.

Teachers: The result of this study will help to the teachers

to know the abilities and difficulties of students in term of

English grammar. So that they could give proper assistance to

the students to improve their English grammar competency.

Future Researcher: The result of the study will serve as

reference materials for other researchers who wish to conduct

further study.


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Scope and Delimitation of the Study

This study was delimited only to the college students of

Aklan Catholic College who have summer class and taking up

English 2. The courses included were Bachelor of Secondary

Education, Bachelor of Elementary Education, Bachelor in

Criminology, Bachelor in Hospitality Management, Bachelor in

Information Technology, Bachelor in Accountancy, Bachelor in

Business Administration and Associate in Foods and Services

Management___________________???(To be done this afternoon.)

Definition of Terms

The following terms are defined to give a clear

understanding of the study:

English Grammar Competency: It is the respond to questions

related to English Language abilities in reading, writing,

listening, and speaking. It also includes analyses of academic

language on students. (http://www.ets.org/Medial

TESTS/TOEFL/pdf/ Eng.Lang.Comp Descriptors.pdf)

In this study, English Grammar Competency in rind of an

evaluation test that challenges ones mind ability of thinking.

These ensure students competency in the field of English

language.
http://www.ets.org/Medialhttp://www.ets.org/Medial


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Grammar: It is the study of how words and their component

parts combine to form sentences. It is also the study of

structural relationships in language or in a language, sometimes

including pronunciation, meaning and linguistic history.

(http://www.answers.com/topic/grammar)

In this study, Grammar means it is a set of words and how

we use it in a correct manner of language. Their relationship

with the other parts will create and form a meaningful sentence.

Competence: Is a standardize requirement for individual to

properly perform a specific work or job. It encompasses a

combination of knowledge, skills and behavior utilized to

improve performance. (http://en.wikipedia.org./wiki/competence )

In this study, competence means can emotional,

intelligence and skills of a person for him/her to perform

effectively in his/her work or actions. It is ability of an

individual to excel in a certain task.

Summer Class: Also known as extended-year programs are

designed to provide educational opportunities to students during

the summer months when schools traditionally observe summer

break or summer vacation. (http://www.answers.com/topic/summer

-school)
http://www.answers.com/topic/grammarhttp://en.wikipedia.org./wiki/competencehttp://www.answers.com/topic/grammarhttp://en.wikipedia.org./wiki/competence


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In this study, summer class means an extended-year for

students with special needs or students remedy for failed

subjects. Some students get summer classes in order for them to

be advanced in their studies.

English Language: It has become the lingua franca in many

parts of the world, and the prominent language in international

business and science. (http://en.wikipedia.org./wiki?

english.lang.)

In this study, English language means the universal of

people. It has been thought in every private or public school.

We can economically and socially communicate in terms of

language.

Students: A person engages in study; one who is devoted to

learning, a learner, a pupil, a scholar.

(http://artictionary.com/student/17021)

In this study, Student means a learner or one who enrolled

and study in an educational institution in order to acquire

knowledge and learning. He is an attentive and

systematic observer.
http://en.wikipedia.org./wiki?english.langhttp://en.wikipedia.org./wiki?english.langhttp://artictionary.com/student/17021http://en.wikipedia.org./wiki?english.langhttp://en.wikipedia.org./wiki?english.langhttp://artictionary.com/student/17021


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Chapter 2

Related Literature

This chapter is the review of related literature and other

studies made by some psychologists and linguists. The contents

of this chapter are the following; grammar in different views,

different types of grammar, learning second language,

grammatical theory, grammaticality and grammar and its teaching:

challenging the myths.

Grammar in Different Views

Grammar constitutes OF rules and principles that help a

person to make use of words on manipulate and words to give

meaning in a proper manner. It concerns with forms and structure

of words and their relationships in sentences. This means that

as the word order or form in the sentences changes, the meaning

of the sentences also changes (Cobbett,1984).


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Grammar is a part of competence acts as filter, screening

out errors and incorrect arrangements of words, admissible and

connected to other sentences that follow the rule, Grammar is an

antichance device, keeping sentences regular and law-abiding

(Campbell, 1984).

Grammar is an important component that relates phonology

and semantics or sound and meaning (Leech et al; 1982).

Huddleston (1988) sees grammar as consisting of morphology

and syntax. Morphology deals with forms of words while syntax

deals with the ordering of the words to forms sentences.

Grammar has been called a system of linguistic traffic

rules. It helps us understand the speech and writings of others

and also to speak and write correctly and consequently convey

the intended meaning. (www.ulum.nl/b98.html)

Hudson (1992) is in the opinion that grammar embraces any

kind of information about words since there are number

boundaries and grammar.

Savignon (1997), said that the ability to interpret the

underlying meaning of a message, understand cultural references,

use strategies to keep communication from breaking down, and

apply the rules of grammar of the language.
http://www.ulum.nl/b98.htmlhttp://www.ulum.nl/b98.html


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According to Morrow (1994), the communicative methods

concentration on aspects of the use of language result s in the

commission of mistakes, particularly of grammar; however formal

accuracy must be sacrificed for language use.

According to Brotonel (2002), grammatical competence refers

to knowing about the phonology, vocabulary and grammar of the

language and how they operate.

According to Cobbett (2006), grammar helps to construct a

sentence referring to his means to communicate (either spoken or

written). It acts as his tools to create meaning. Meaning- it is

the most important thing in language which results to a

successful communication. In addition, teachers define grammar

as the word rule. They split in 3 ways: prescriptive,

descriptive and pedagogical. Pedagogical rule gives guideline as

what to use. Batstone suggests the teachers perspective there is

a need to view rules at different levels according to the

competence of the learner.

Different Types of Grammar

Woods (1995) outlines five different types of grammar:

prescriptive and descriptive grammar, traditional grammar,


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phrase structural grammar, transformational-generative grammar

and functional-systematic grammar.

1. Prescriptive and Descriptive Grammar

Prescriptive grammar is when the correct use of language is

prescribed by a set of rules. These rules are fixed. Unlike

prescriptive grammar, descriptive grammar recognizes that

language is constantly changing. (Quirk et.al,1985). This means

that certain utterances that were considered incorrect

grammatically at one time are now accepted as correct. For

example, the use of a few and a little. In prescriptive

grammar, a few determines count noun (a few students) and a

little is related to non count noun (a little salt). Thus, we

say few students; fewer students, fewest students and

little salt, less salt, least. But today, the use of

less with count noun as in less students is also accepted

(Woods, 1995).

2. Traditional Grammar


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Syntax rather than semantics is the central component of a

language. Traditional grammarians that have identified and

defined the eight parts of speech in teaching syntactic

organization of the sentences, these are the following that make

up a sentence, nouns, verbs, pronouns, adjectives, adverbs,

prepositions, conjunctions, and interjections. They are focused

on the relationships of words in a sentence. Traditional grammar

is descriptive in the sense that is it attempts to describe

linguistic structures (Quirk et.al; 1985).

3. Phrase-structural Grammar

According to Cook (1991), the work of the traditional

grammar is to extend and develop while phrase-structural grammar

focused in the relationships of words and phrase in a sentence.

According to Wood (1995), structural-grammar helps to

understand the structural relationships of words and phrases to

support the meanings. Traditional grammar centered in the

written form, but then phrase-structural grammar focused on

spoken form.

4. Transformational-Generative Grammar


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According to Radford (1981), transformational-generative

grammar is also emphasis on syntax in great details.

Transformational-generative grammarians interested to explain

how our mind generates sentences from intent to utterance.

Grammarians argue that syntactic combinations can be generated

by means of a system of formal rules, such as transformational

rules. These transformational rules are based on the phrase

structure and there structure transforms phrase structures into

other forms like active to passive voice. The processes that

transform do not depict the grammatical relationships between

the different constituents that make up the sentence, but

explain how individual can make numerous sentences.

Chomsky (1965), sees language as a generative system not a

close system, a construct, which accounts for understanding and

producing infinite number of grammatical sentences. To him,

native speakers should describe intuitive understanding of

language he or she uses. Surface structure and deep

structure are used to describe this intuitive knowledge

surface structure-is the actual form of the sentence produced

while deep structure-underlying form that relates to the

meaning of the sentence (Radford, 1981). Hierarchal tree diagram

is used to represent the abstract grammatical relationship of

words and phrases within a sentence. Chomsky (1965), established


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transformational rules that specify how deep structure is to

be transformed into surface structure, example in this

sentence, The postman was bitten by the dog. and The dog bit

the man.- first sentence is a transformation from the second

sentence although they have different grammatical structure but

then the meaning of the sentences are still the same.

Chomsky transformational grammar offers insights into

features of language which are important for language learning

and useful for language learning. Through transformational-

generative grammar exercises, learner will learn how the parts

of a sentence can be arranged, combined, substituted, and they

can be manipulated and play with language at the sentence,

phrase and paragraph.

5. Functional-Systemic Grammar

It concerns in the making of clear interaction between

syntax, semantics and pragmatics. Hallidays (1985), functional-

systemic grammar, it focuses on fundamental aspects attempt to

account for how language is used. Utterances are viewed as some

meaning whose expression will vary depending on the situation.

Thus, the semantics of intended utterances as well as the


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to parental speech reinforcement-and as an inborn tendency to

acquire language (Clancy and Finlay, 2001).

Noam Chomsky (1988, 1990), labeled this innate tendency a

language acquisition device (LAD), evidence for an inborn

tendency is found in the universality of human language

abilities; in the regularity of the early production of sounds,

even among deaf children and in the invariant sequences of

language development, regardless of which language the child is

learning (Bloom, 1998; Volterra et al; 2004).

The inborn tendency primes nervous system to learn grammar.

Languages differ in their vocabulary and grammar. Language

Acquisition Device (LAD) services children all over the world

because languages share what Noam Chomsky refers to as

universal grammar. According to psycholinguistic theory the

universal grammar that resides in the LAD is the basic operating

system just like in the computer whereas that particular

language a child learns to use is the word-processing program.

Surface structure is the superficial grammatical construction of

a sentence; deep structure is the underlying meaning of a

sentence (Ruthus, 2008).

According to McLaughlin and Heredia (1996), there has no

been considerable advance in understanding the nature of second

language acquisition in the past half century with much of the


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work carried out and interpreted within information processing

theory. Teaching second language in school is challenging.

Good second language learners are very strategic, they do

know about the language to attempt to express meaning, often

adopting the rules of the language. They learn strategies for

keeping conservation going and approaches that work to keep them

in conservation even if they cannot quite say what they mean.

Good language learners use a variety of memory strategies to

remember the things of words encountered including mnemonic

systems, such as the keyword method. The good learner pays

attention to meaning, habitually making the most of context

clues to guess at the meaning of a word or phrase the good

language learner actively and consciously monitors his/her

language and the effects it has, gaining insights about the

language by doing song. He/she is motivated to learn the second

language, wanting to learn how to communicate well in the second

language. In short, he/she is self-motivated and self-regulated.

The good language learner knows and uses a variety of

strategies, improving as a result of practices and reflection on

the language during attempts to understand and communicate with

the language.


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According to Vandergrift (2003), good second language

learners are more sophisticated in their use of strategies than

weaker second language learners.

According to Chamot and El-Dinary (1999), found that better

child language learners use more of some strategies than weaker

learners when they read in the second language. Stronger

students made more predictions, inferences and elaborations base

on background knowledge, where as the weaker students expanded

more effort on sounding out strategies. Moreover good language

learners monitor their learning and use of language more than

weaker learner. When good and poor learners use the same number

of strategies, the good learners are more likely to use task

appropriate strategies, probably caused by greater metacognitive

understandings about when where particular strategies should be

used. In addition, better second language learners do more

cognitive and metacognitive processing much of its strategic

processing than do less skilled second language learners.

Grammatical Theory

Chomsky (1960) introduced two ideas to the construction and

evaluation of grammatical theory. First difference between

competence and performance, Chomsky pointed out the fact that


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when speaking in the real world, often make linguistic errors

(starting a sentence and then abandoning it midway through).

Chomsky argued that these errors in linguistic performance were

irrelevant to the study of linguistic competence (the knowledge

that allows people to construct and understand grammatical

sentences). Second the idea related to the evaluation of

grammar, Chomsky made a differentiation between grammars which

achieved descriptive adequacy. Descriptive adequate grammar for

a particular language defines the set of grammatical sentences

in that language. The grammar achieves explanatory adequacy has

the additional property that it gives an insight into the

underlying linguistic structures in the human mind; it doesnt

make a prediction about is mentally represented. The nature of

mental representation is largely innate, if the grammatical

theory has explanatory adequacy it must be explained the

different grammatical manners of the world.

Chomsky (1986), proposed a distinction between I-language

and E-language, similar to the competence and performance

distinction (I-language) refers to international language and

contrasted to (E-language) or external language. I- language is

the mentally represented linguistic knowledge that s native

speaker of a language has, and is therefore a mental object. E-


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language encompasses all other notions of what a language is.

The E-language is not itself a coherent concept

Grammaticality

Chomsky argued about the concepts of ``grammatical and

``ungrammatical. Some linguists argued that language can be

studied through recordings or transcription of actual speech.

Chomsky opposed extremely, he defined grammaticality in an

unusual metalistic way. He said that the intuition of a native

speaker is enough to define the grammaticalness of a sentence,

if a particular string of English words elicit a double take or

feeling of wrongness in a nature English speaker, it can be said

that the string of words is ungrammatical. According to Chomsky

entirely distinct from the question of whether a sentence is

meaningful. It is possible for a sentence to be both grammatical

and meaningless. The construction of generative grammars when

conceived of as some kind of representation of mental grammars

would be impossible at the time, the gathering of the necessary

data to assess a speakers mental grammar would be prohibitively

difficult (http://en .wikipedia.org/wiki/transformational-

grammar).


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Grammar and Its Teaching: Challenging the Myths.

Grammar is often misunderstood in the language teaching

field. The misconception lies in the view that grammar is a

collection of arbitrary rules about static structures in the

language. Further questionable claims are that the structures do

not have to be taught, learners will acquire them on their own,

or if the structures are taught, the lessons that ensue will be

boring. Consequently, communicative and proficiency-based

teaching approaches sometimes unduly limit grammar instruction.

Of the many claims about grammar that deserve to be called myths.

Grammar is acquired naturally; it need not be taught.

It is true that some learners acquire second grammar

naturally without instruction. It requires a great deal of time

to learn particular grammatical distinction even for the most

skilled learners.

According to Carol Chomsky (1969), native English speakers

still in the process of acquiring certain grammatical structures

in English, they develop this as they reach adolescence in other

hand Larsen-Freeman and Long (1991), it is possible to

accelerate students natural learning of grammar from a variety

of sources through instruction.


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According to Pienemann (1984), a student who taught grammar

instruction progress its ability after a week but a student

missed to received instruction on grammar takes several months

to learn grammar. With regards to whether instruction can help

learners acquire grammar they would not have learned on their

own, some research, although not equivocal, points to the value

of form-focused instruction to improve learners accuracy over

what normally transpires when there is no form (Lasern-Freeman,

1995).

Grammar is a collection of meaningless forms.

This myth may have arisen because many people associate the

term grammar with verb paradigms and rules about linguistic

form. However, grammar is not one-dimensional and not

meaningless; it embodies the three dimensions of morphosyntax

(form), semantics (meaning), and pragmatics (use).

Grammar consists of arbitrary rules.

While there is some synchronic arbitrariness to grammar,

not all of what is deemed arbitrary is so. If one adopts a broad

enough perspective, it is possible to see why things are way

they are. Consider the following sentences, There is book


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missing. and the other one is There is a book missing. The

first sentence according to grammar books is ungrammatical

because sentences with existential there almost always take an

indefinite noun phrase in the predicate. The reason is not

arbitrary. There is used to introduce new information and the

preferred position for new information is toward the end of a

sentence. A noun phrase that contains new information is marked

by the use of the indefinite article, a or an, if it is a

singular common noun, as in sentence.

Grammar is boring.

This myth is derived from the impression that grammar can

only be taught through repetition and other rote drills.

Teaching grammar does not mean asking students to repeat models

in a mindless way, and it does not mean memorizing rules. Such

activities can be boring and do not necessarily teach grammar.

This does not mean there is no place for drills, but drills

should be used in a meaningful and purposeful way. For example,

to practice past-tense yes/no sentences in English, the teacher

may ask her students to close their eyes while she changes five

things about herself. She takes off one shoe, takes off her

watch, puts on her glasses, puts on her sweater, and takes off

her ring. Students are then asked to pose questions to figure


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out the changes she has made. Students may ask, "Did you take

off a shoe?" or "Did you put on a sweater?" This kind of

activity can be fun and, more importantly, engages students in a

way that requires them to think and not just provide mechanical

responses. Teaching grammar in a way that engages students may

require creativity, but the teaching need not and should not be

boring.

Students have different learning styles. Not all students can

learn grammar.

Research shows that some people have more analytical

learning style than others. According to Hatch (1974), some

learners approach the language learning task as "rule formers."

Such learners are accurate but halting users of the target

language. Others are what Hatch calls "data gatherers," fluent

but inaccurate producers of the target language. This

observation by itself does not address whether or not all

students can learn grammar. While it may be true that learners

approach language learning differently, there has been no

research to show that some students are incapable of learning

grammar. Students have different strengths and weaknesses. It is

clear that all students can learn grammar as is evident from

their mastery of their first language. As grammar is no


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different from anything else, it is likely that students will

learn at different rates.

Grammar structures are learned one at a time.

This myth is demonstrably untrue. Teachers may teach

one grammar structure at a time, and students may focus on one

at a time, but students do not master one at a time before going

on to learn another. There is a constant interaction between new

interlingua forms and old.Students may give the appearance ofhaving learned the present tense, for example, but when the

present progressive is introduced, often their mastery vanishes

and their performance declines. This backsliding continues until

the grammar they have internalized is restructured to reflect

the distinct uses of the two tenses. We know that the learning

curve for grammatical structures is not a smoothly ascending

linear one, but rather is characterized by peaks and valleys,

backslidings and restructurings.

Grammar has to do only with sentence-level and sub-sentence-level

phenomena.

Grammar does operate at the sentence level and governs the

syntax or word orders that are permissible in the language. It

also works at the sub-sentence level to govern such things as


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number and person agreement between subject and verb in a

sentence. However, grammar rules also apply at the

suprasentential or discourse level. For example, not every

choice between the use of the past and the present perfect tense

can be explained at the sentence level. Often, the speaker's

choice to use one or the other can only be understood by

examining the discourse context. Similarly, use of the definite

article with a particular noun phrase after the noun phrase has

been introduced in a text is a discourse-governed phenomenon. It

would be a mistake to teach students grammar only at the

sentence and sub-sentence levels. Much of the apparent

arbitrariness of grammar disappears when it is viewed from a

discourse-level perspective.

Grammar and vocabulary are areas of knowledge. Reading, writing,

speaking, and listening are the four skills.

While grammar can be thought of as static knowledge, it can

also be considered a process. Language teachers would not be

content if their students could recite all the rules of grammar

but not be able to apply them. The goal is for students to be

able to use grammar in an unselfconscious fashion to achieve

their communicative ends. As with any skill, achieving this goal

takes practice. Ellis (1993), postulates that structural syllabi


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work better to facilitate intake than to teach learners to

produce grammatical items correctly. He suggests that grammar

teaching should focus on consciousness rising rather than on the

practice of accurate production. In support of this assertion

are VanPatten and Cardierno's (1993) finding that students'

experience with processing input data is more effective than

giving students a grammatical explanation followed by output

practice.

Grammars provide the rules/explanations for all the structures in

language.

Explaining why things is the way they are is an ongoing

quest. Because languages evolve, linguists' descriptions can

never be complete for all time; they have to accommodate the

changing nature of language. For example, most grammar books

make clear the fact that progressive aspect is not used with

stative verbs; therefore, the following would be ungrammatical:

"I am wanting a new car." For some English speakers, the

sentence is not ungrammatical, and even those who find it so

would be more inclined to accept progressive aspect when it co-

occurs with perfective aspect, as in : "I have been wanting a

new car" The point is, languages change, and any textbook rule


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should be seen as subject to change and non-categorical. Just as

grammar learning is a process--witness the persistent

instability of inter-languages--so grammar itself. There is

little static about either.

(http://www.kidsource.com/kidsource/content4/grammer.morph.html )

Chapter 3

Methodology

This chapter describes the research design, the setting of

the study, the respondents, the data gathering instrument, the

validation of the instrument, the data processing, the data

gathering and the statistical treatment.

Research Design

The study is focused on the English grammar competency of

English 2 summer class students of Aklan Catholic College A.Y

2009-2010.
http://www.kidsource.com/kidsource/content4/grammer.morph.htmlhttp://www.kidsource.com/kidsource/content4/grammer.morph.html


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The descriptive method was used to utilize the research

problem. Descriptive method, describes data and characteristics

about the population or phenomenon being studied; descriptive

method defined also as a purposive process of gathering ,

analyzing, classifying and tabulating data about the existing

conditions, trends cause-effect relationships and then making

adequate and accurate interpretations about such data with or

without the aid of statistical method (Calderon and Gonzales).

Descriptive method was found to be appropriate method to

use for this research, since this study aims to determine the

English grammar competency of English 2 summer class students of

Aklan Catholic College A.Y. 2009-2010.

The Setting of the Study

The research was conducted in Aklan Catholic College,

Archbishop Gabriel M. Reyes St. Kalibo, Aklan. The institution

aims to produce globally competent and authentic Christians

through empowering the stakeholders. It is her objectives to

continuously produce excellent graduates towards sustainability

of the institution through innovative programs integrated with

Gospel values for the integral development of the stakeholders.


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Aklan Catholic College is a Catholic institution headed by

priests. The institution is placed beside the St. John the

Baptist Cathedral and in the front of Pastrana Park.

Currently, Aklan Catholic College underwent through an

accreditation and successfully passed, now Aklan Catholic

College is PAASCU Level 1 accredited college, the only PAASCU

accredited college in the province of Aklan. The instructors and

the instructress were graduated from different prestigious

colleges and universities in the Philippines; they are skilled

and well motivated teachers and also well equipped who are

almost for years in teaching field. Aklan Catholic College is

committed in producing excellence graduates especially in

Teacher Education program. The institution continuously

innovating and adding baccalaureate courses, recently BS Nursing

were added. Many government officials and leaders were the

product of Aklan Catholic College, she almost serving the

province of Aklan and the neighboring provinces for more than

six decades.

The Respondents


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There were 45 respondents; they are all English 2 summer

class students of Aklan Catholic College. The total population

was used because they were less than 100 in population.

The Data Gathering Instrument

The research instrument used in collecting data for this

research was the questionnaire. The questionnaire was divided

into two parts. Part one was concerned about the personal

profile of the respondent in terms of sex, age, course, year and

English 1 grade. Part 2 was intended to find out the level of

English grammar competency of English 2 summer class students in

the following areas of grammar such as conjunction, subject-verb

agreement, tenses of verb, verb forms, pronouns and antecedent,

modals, preposition, modifiers.

The Validation of the Instrument

The researchers with the help of their adviser formulated

the questionnaire. Their adviser gave reactions and suggestions

for further improvement of the instrument.

The researchers also used faced validity technique for the

establishment of the validity of the questionnaire.


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The face draft of the questionnaire was subjected to a face

validation by pretest to 15 college students who were given an

English grammar test.

These identified validations validated the researchers

prepared questionnaire according to the criteria set by Good and

Scater.

The Data Processing

The data collected was checked, tallied and tabukated with

the help of the computer to facilitate fast and precise

processing as well as their scores and their respective grammar

aspects using the statistical treatment.

The Data Gathering

The questionnaire was finalized and validated; copies were

produced for the actual survey. The researchers distributed

personally the questionnaire to the respondents and facilitated

the gathering of data, which was done during their English 2


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class. Retrieval of the instrument was done right after the

respondents finished answering the questionnaire.

Statistical Treatment

The percentage and the frequency were computed to present

the profile of the respondents.

The mean of the grammar areas based on the score was

employed to determine the grammar competency.

To test the significance, the chi-square was used.

chapter i iii

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