Abstract

This study aimed to determine the grammar aptitude of the students. This study

utilized a descriptive research design. The respondents of this study were forty-nine (49)

grade 10 students of Koronadal National Comprehensive High School. This study was

conducted at Koronadal National Comprehensive High Junior School. The researcher

used a survey questionnaire to obtain the data. The researcher used descriptive

statistics to determine the students' grammar aptitude. Based on the interpretation and

analysis of the gathered data, the following are the study's findings: (1) The mean

percentage score of the grammar aptitude of the students in terms of phonology was

interpreted as very low. (2) The mean percentage score of the grammar aptitude of the

students in terms of morphology was interpreted as very low. (3) The mean percentage

score of the grammar aptitude of the students in terms of semantics was interpreted as

very low. (4) The mean percentage score of the grammar aptitude of the students in

terms of syntax was interpreted as very low. The result of the study indicated that

students need to undergo an enhancement program to improve their knowledge and to

enhance the grammar aptitude of the students. The students are encouraged to join

enhancement programs and participate in school activities that promote language

proficiency. Also, students are encouraged to read more books and other literary

materials to enhance their grammar skills. Teachers are encouraged to develop teaching

strategies that cater to the diverse learning and grammar aptitude levels of the students.

Keywords: grammar aptitudes, intervention program, phonology, morphology, syntax,

semantics, explicit grammar instruction, collaborative learning, feedback, mixed-
methods design.
 ACKNOWLEDGEMENT
The researcher would like to offer our heartfelt appreciation and joy to everyone

who has helped me by sharing their ideas, providing support, and always showing

perseverance to make this research possible. In particular, the researcher is grateful to:

First and foremost, to the Lord Almighty for his continuous guidance and the

clarity of our minds in the realization of this manuscript. All the praise and honor belong

to Him.

The researcher would like to thank Benjie G. Easpina, Ph. D., our research

adviser, for his patience and willingness to share his bright thoughts and insights. To the

teachers, she always ran if she needed help, especially to Sir. Arnel Rosano, LPT, Sir

Adonis C. Bayron, EdD. and Sir Raleigh J. Ojanola, MAED.

Special thanks are also given to her friends, Pearl Ann, Antonette, Sandra Mae,

Rodel, and Chrissly, and my groupmates who helped and advised me, Crystal Claire,

Angel Mae, and Dar Lyn, and to Vincent Carl for boosting my spirit, providing financial

support, the downfall, and the tears just to finish these manuscripts.

The evaluator/panel members, Albert P. Balongoy, Ph. D., our Panelist

Chairman, and also the rest of the validators and panelists, Vicente C. Garces

Jr., EdD and Arturo D. Pangilinan Jr., Maed.

Thank you very much.

ACELYN MAE C. ROLLO

 DEDICATION

I humbly honor this research work to my dear parents, Felimon N. Rollo Jr. and Marilou

C. Rollo. Their constant love, encouragement, and inspiration influenced my academic career.

They gave me the willpower to keep going after my goals in the face of obstacles. This thesis is

proof of my dedication, which was sustained by loved ones and heavenly grace.

I also want to thank my family, friends, and research adviser for their unwavering support

and helpful advice. I dedicate this most of all to the All-Knowing God for wisdom and safety.

May this piece of writing be beneficial to society and our neighborhood.

Rationale

Grammar aptitude refers to an individual's inherent or developed ability to understand

and use the rules and structures of grammar in a language. It encompasses recognizing

grammatical errors, applying correct syntax, and using appropriate verb tenses. Grammar

aptitude can vary among individuals and can be influenced by factors such as language

exposure, education, and natural language abilities. Strong grammar aptitude is essential for

effective communication and is often a key focus in language education.

The primary purpose of grammar is to improve the speaking and writing skills of

learners. It also helps them become better communicators. Grammar studies the rules and

structure of language, as well as parts of speech, sentence structure, and punctuation. Learning

grammar is essential because it enables clear and effective communication in any situation.

The term "students' grammar aptitudes" broadly refers to students' capacity to

comprehend and apply grammatical structures and rules in a language. It may also refer to their

ability to learn grammar through instruction and practice. However, without additional

information regarding the context or purpose of the text, it is challenging to ascertain the precise

meaning or intention behind the phrase "students' grammar aptitudes."

Language learning plays an integral part in education in the globalized world, and the

ability to communicate effectively in a second language has become increasingly important in

various settings, such as academia, business, and social interactions. Grammar skills are

crucial in language learning as they provide the foundation for effective communication.

Therefore, developing learners' grammar aptitudes is essential for their language proficiency

and overall success in language learning. In the context of the Philippines, several studies have
been conducted to assess the grammar skills of students and develop programs that enhance

their grammar aptitudes.

However, there is still a need for a comprehensive and localized approach to improving

students' grammar skills. This study focuses to address this gap by examining the level of

grammar aptitude among junior high school students in a public school in Manila, identifying the

factors that affect their grammar skills, and proposing an enhancement program based on the

gathered data. The findings of this study can provide insights into practical approaches for

enhancing students' grammar aptitudes and contribute to the improvement of language

education in the Philippines.

Research conducted by scholars has highlighted the importance of English language

capability for academic and professional success. However, many Filipino students struggle

with English grammar, as revealed in a study by Toprak Tuğba Elif (2019), a questionnaire was

used to gather the opinions of educators about problems such as the direct and implicit teaching

of grammar, its combination with other language skills, and the role of a teacher in grammar

teaching. Furthermore, unstructured conversations with ten volunteer instructors were

undertaken to acquire more detailed information regarding teachers' reported beliefs.

English proficiency is considered an essential skill for Filipinos in various fields,

especially in academia and the workforce. However, poor grammar skills can significantly hinder

students' academic and professional growth. Thus, this thesis aimed to develop an intervention

program to address the English grammar difficulties of Filipino students, particularly those in

KNCHS. The intervention program will utilize explicit grammar instruction, feedback, and

collaborative learning activities to enhance students' grammar proficiency and increase their

confidence in using English. The efficacy of the intervention program will be evaluated through

pre- and post-assessments and feedback from both students and teachers.
 Furthermore, in line with the study by Intan Sinta Dewi Rahayu and Pupung

Purnawarman (2019), Quizizz, a web-based assessment tool, has been utilized creatively in

formative assessment to encourage students' self-evaluation. The importance of timely

feedback on students' performance is a fundamental aspect of self-assessment that most

teachers rarely provide, owing to time constraints.

Moreover, this study is motivated by the need to investigate the extent to which students'

grammar aptitudes can improve their grammar skills. Additionally, the researchers have chosen

this topic based on the availability of respondents and the time allotted for this study. The

findings of this study will benefit the researcher, as a future educator, in preparing and

developing practical teaching skills to provide students with well-learned learning experiences.

In conclusion, this study aimed to contribute to the improvement of the quality of

education and the overall development of the country by addressing the grammar difficulties

faced by Filipino students. Through the result of an effective intervention program, this research

aimed to enhance students' grammar proficiency, which will not only improve their academic

performance but also increase their future career opportunities.

This study aimed to determine the grammar aptitudes of the Grade 10 Garcia students in

Koronadal National Comprehensive Junior High School.

1. To determine the grammar aptitudes of the students in terms of:

1.1 phonology

1.2 morphology

1.3 syntax

1.4 semantics

2. To propose an enhanced program based on gathered data.

Review of Related Literature

 Reviewing related literature (RRL) is integral to any research study. It provides a

comprehensive outline of the existing knowledge, research, and theories related to the research

topic. The RRL for this study aims to explore in-depth the studies and findings relevant to

investigating students' grammar aptitudes and developing enhancement programs.

The RRL is organized into four main sections, each focusing on a critical aspect of

grammar: phonology, syntax, morphology, and semantics. By synthesizing and analyzing the

literature, the RRL aimed to shed light on the significance of grammar skills in language learning

and to contribute valuable insights to the proposed study on students' grammar aptitudes.

Grammar Aptitude

Determining the grammar aptitude of students is of paramount importance. It

provides valuable insights into their language learning abilities and academic performance. By

understanding students' grammar aptitudes, educators can tailor instructional strategies and

design targeted enhancement programs to address specific areas of weakness, ultimately

leading to improved language proficiency.

Under the study of Lin Yen-Yu (2023), the efficiency of directed data-driven learning

(DDL) activities in assisting lower-intermediate competence level technological university

students to acquire grammar and vocabulary themes for the Test of English for International

Communication (TOEIC) examination. Inductive learners, on the other hand, did not outperform

deductive learners. Regarding students' perceptions of the treatments, it is worth noting that

they tended to have a neutral to negative attitude toward this DDL experience even though it

helped them significantly better. The findings revealed a disparity between students' reported

pleasure and success.

Cited by Haiyong, Zhao, Shaoqian, and Luo (2022), this study looks into the influence of

language aptitude on the grammar acquisition of English as a Foreign Language (EFL) learners

from different ages. Language aptitude was a strong predictor of grammar acquisition, even

after controlling for age, motivation, and length of exposure to the target language.
 Several research studies highlight the significance of assessing students' grammar

aptitudes. The study assesses which grammar elements require high-priority pedagogical

intervention to foster implicit knowledge instead of grammatical features that need explicit rule

explanation. This study finds essential differences in test achievements for tense, time

prepositions ("for" and "since"), subjunctive moods, dative alternations, quantitative adjectives

("many" and "much"), gerunds, and third-person singular "-s" in the simple present tense

employing statistical analyses, including a Wilcoxon signed-rank test. According to the study of

Ko HyunSook (2022), this study proposes which specific language aspects, such as sentence

writing and speaking, require intense pedagogical Instruction for production skills.

According to Iamsirirak Ekamorn (2022), the course book was purposively put together

to meet the needs of teacher students in English education programs. The study also

discovered that the coursebook might assist learners of all proficiency levels: beginner,

intermediate, and advanced, helping them improve their grammar proficiency by a step higher.

Finally, utilizing a research-based coursebook development approach, the study provided

insight into multiple strategies for teachers, lecturers, and authors to compose a coursebook.

Furthermore, according to Dincer, Nazmi, Polat, and Mustafa (2022), grammar has long

been a challenging topic in teaching English as a foreign language (EFL), even today, when we

are acquainted with innovative methods, particularly technology. He opposes that Flipped

Learning (FL), as a creative and effective instructional technique, can alter the instructional

design of traditional teacher-led classrooms by integrating technology and active learning

strategies. Moreover, FL was discovered to have significantly enhanced students' participation,

engagement, and performance. The results light the application of FL in the context of EFL.

Further research could examine the effectiveness of multimedia elements such as animations or

video lectures in flipped training.

According to Nataliia Serdiuk (2022), using the Google Earth platform can benefit

teachers and students over potential uses for this platform by an English teacher to teach
English grammar, which could help students develop their creativity and intercultural

competence as well as their understanding of morphology and syntax. This platform could also

facilitate intercultural dialogue between students. A complete analysis of the platform benefits

and drawbacks for developing the foreign language proficiency of prospective English teachers

is a promising area for future study.

Grammar is a crucial component of English language instruction. According to Rossiter

Andrew (2021), everything that constitutes elitist is not the failure to teach grammar but rather

the failure to do so. The most literate or linguistically gifted learners will always be able to

master a language without having to learn any grammar; for the majority of learners, whether

learning English as a native language or a second language, the fundamental grammar rules

provide an essential framework without which language acquisition will be more complex and

time-consuming than it needs to be. To assist students in becoming more skillful readers,

grammar training should instead concentrate on the fundamental principles and usage patterns

that underpin a language's everyday use.

In addition to the study of Tavarez DaCosta, Pedro; Castillo Contreras, Elena (2020),

teachers teach grammar through exercises that integrate students' different intelligences to

understand a particular subject. A previous study was conducted on the teachers and future

teachers to assess how they delivered English grammar to their students. It describes their

ability to comprehend the various skills that their students have to improve their English

grammar learning process. The test showed an increase in teachers' capacity to implement

activities involving their students' various intelligences, hence favoring student learning of

English grammar.

Language proficiency in grammar aptitude is a fundamental aspect of language

proficiency. The study by Kieffer & Lesaux (2019) demonstrates that targeted training in

morphology and semantics enhances students' grammar skills, contributing to overall language

development and effective communication.

 Moreover, Ali Akbar Moeen, Daryoush Nejadansari, and Azizolla Dabaghi (2019)

showed that the impact of implicit vs. explicit grammar teaching through scaffolding on the

students had the accuracy and range of learners' speaking had significant effects from both

implicit and explicit grammar education through structure, but direct Instruction surpassed

implicit Instruction.

The study of Khaleel Bader Al Bataineh, Ala'Eddin Abdullah Ahmed Banikalef, and

Abeer H. Albashtawi (2019) found that utilizing blended learning to teach English grammar in

EFL contexts may be successful. The results of these studies are intended to benefit the

university, teachers, and students in acquiring the abilities needed for blended learning.

Phonology

Phonology is a fundamental aspect of language learning. It is the study of sound

patterns and their organization in spoken language. Phonological awareness is closely linked to

language proficiency and the acquisition of grammar rules.

The basic structure of how learners create information from their everyday experiences

is shown through storytelling. In practice, children's cognitive abilities are linked to managing

and organizing information through stories, and every relationship encounter is preserved in

their minds as an informative story. Storytelling is one strategy that helps students improve their

English, mainly speaking abilities. As a result, the purpose of the study of M. Sopian Assauri,

Haerazi, K. Dedy Sandiarsa, and Issra Pramoolsook (2022) is to examine English teachers'

views on teaching storytelling from the standpoint of phonological awareness in order to develop

students' speaking skills.

According to the study of N. Kh. Sharipova and N. A. Kakhkhorova (2022). The essence

of phonetic and phonological competence is explained, as well as its relationship to

communicative competence and the reasons why this capacity is essential in English language

instruction. The "Flipped Classroom" mixed learning model's potential for developing phonetic

and phonological competence and implementing new FGOS requirements is recognized and
justified. The characteristics of this learning paradigm are examined; its benefits and drawbacks,

as well as the problems in incorporating it into the educational process, are disclosed.

Explicit Instruction on Phonological Grammar by Brian Tomlinson (2022) conducted

research on the impact of incorporating direct Instruction on phonological grammar into a writing

program. The study found that students who received explicit education on phonology were

more proficient in identifying and correcting grammatical errors.

Phonological abilities have been demonstrated to be substantially related to early

reading and writing development. As a result, the purpose of this study was to determine the

extent to which the development of phonological awareness improves reading acquisition in

pupils learning to read a transparent orthography Vasela Milnacov, Slavica Golubovic, Tatjana,

and Spela Goubovic (2021).

Many new language components, such as grammar rules, can be learned and

accessible in minutes. The study of Sabine Gosselke, Merle Horne, and Mikael Roll (2021)

looks at how first-time learners react when the rules of a new language are not followed. Tonal

and non-tonal speakers were instruct artificial words using spoken word-picture association

learning. The terms comprised grammatical qualities inherent in vowels and tones, in addition to

lexicosemantic material expressed by consonants. Only errors based on familiar phonological

signals elicited a mismatch-related reaction, emphasizing the relevance of phonological transfer

in early second language acquisition.

As stated in the study of Mehmood ul Hassan and Dr. Abrar Hussain Qureshi (2021),

English teachers' perceptions of why English should be taught in schools were investigated, as

well as their attitudes toward intensive practice of fluency, phonological accuracy, teaching

techniques, and identifying suitable methods to treat phonological issues among Urdu EFL

learners.

According to Edi Firman, Haerazi Haerazi, and Sadaf Dehghani (2021), reading

comprehension in the EFL environment demands not only linguistic skills but also reading
methods. The timely development of this skill has a critical impact on language learners.

Unfortunately, most language learners at all levels have low skills and need help learning to

read.

Hence, this study provides an overview of recent research on cross-linguistic

comparisons of wordhood domains. The distinction between grammatical (morphosyntactic,

morphological) words and phonological (prosodic) terms is a popular solution to misalignments

in word domains, according to Adam J. R. Tallman (2020). Recent research reveals issues with

this solution, intended to serve as a foundation for cross-linguistic comparability. The

grammatical-phonological word distinction does not address language-internal divergences

within morphosyntactic and phonological domains.

Furthermore, the outcomes discovered that scaffolding techniques greatly influenced

students' understanding of English phonology. According to the study of Nurhayati, Dwi Astuti

Wahyu (2020), findings indicated that some students' perspectives included how students

handled teamwork difficulties for the scaffolding technique, how effectively students learned

English phonology, and how students experienced using scaffolding while learning.

Moreover, this study focuses on how phonology and internet media can help students

improve their listening skills. The discovery shows that there are some. The viewpoints of

learners on the use of phonology and online media to enhance listening skills include the

importance of online learning English media, the effect of online learning English media on

students' attitudes toward learning, the impact of online learning English media on inferential

listening, and media enhancing inferential listening skill. It also gathered students' responses to

phonology used to improve listening ability Dwi Astuti Wahyu Nurhayati (2020).

Structures of phrases at the beginning, middle, and end of words, phrases, clauses, and

sentences. They indicate both pauses and continuations in the flow of speech between or

among utterances, some of which could lead to misconceptions and misunderstandings. Open

and close junctures occur at the word and phrase level, making it difficult for non-native
speakers to perceive and produce speech. Sounds, by definition, signify pauses and

segmentation, which listeners require to hear spoken phrases. They also alter the meanings of

utterances and are recognized as phonemes in English. If they are not detected by the listeners,

they vary the meanings of utterances, leading to misinterpretation and, eventually,

communication breakdown, according to the study by Demirezen and Mehmet (2019).

Furthermore, the study presented by Dwi Astuti Wahyu Nurhayati (2019), the students'

perspectives on an innovative teaching methodology for teaching English Phonology using

Edmodo as a virtual class environment. The findings demonstrated that the Edmodo experience

influenced the willingness of learners to participate in English Phonology education utilizing

Edmodo as a learning medium. The results of this study showed that the Edmodo experience

affects fluency in learning phonology courses, which makes it easier to apply.

To conclude, phonology is a fundamental aspect of language learning that plays a

essential role in the development of students' grammar aptitudes. Early exposure to a second

language, targeted interventions through explicit instruction and training exercises, and

incorporating phonology-focused activities and Instruction in language enhancement programs

have all been shown to enhance students' phonological grammar aptitudes significantly. These

insights contribute to the foundation of the proposed study on "Students' Grammar Aptitudes:

Basis for Enhancement Program" and underscore the importance of phonology-focused

approaches in language enhancement programs.

Morphology

Morphology, as an essential aspect of grammar, is critical to language acquisition and

communication. It is concerned with the structure and construction of words, including

inflections, affixes, and word derivation. This review dives into the significance of morphology in

language acquisition and its function in improving students' grammar abilities. This study

intends to illustrate the importance of morphology in molding students' language skills, as well
as the recommended enhancement program, through a comprehensive review of related

literature.

In the study of Giazitzidou Giazitzidou, Ioannis Grigorakis, Angeliki Mouzaki, and

Susana Padeliadu (2023), the amount of impact size from phonological awareness and

vocabulary on morphological awareness was similar to the size of the effect size from

morphological awareness to phonological awareness and vocabulary. These findings suggest

that, although it is a different talent, morphological awareness is closely related to phonological

awareness and vocabulary.

Furthermore, morphology is one component that has been shown to aid in the

acquisition of vocabulary, grammar, reading, and writing skills. However, previous research has

primarily focused on morphology as an integrated component of language instruction, with less

studied in the context of it being a separate academic subject in the English language

curriculum. Students, as well as educators, have good attitudes toward Morphology, stating that

it is difficult yet worthwhile to study and underlining the significance of including it in the English

language curriculum. This study asserts that explicit Instruction on learners' use of their native

language, enhanced by exercises and dialogues, should be prioritized in teaching and learning

Morphology, according to the study of Quang Thao Le (2023).

Also, with theoretical explanations, one essential aspect is morphological awareness.

However, empirical research has yet to explore whether morphological awareness is more

closely related to the development of reading competence for words with numerous morphemes

in particular (i.e., morphological decoding) or to the reading of a broad variety of terms as

propose a more targeted role for morphology in theories of word reading development by

clarifying the role of morphological awareness in assisting students to acquire the ability to read

morphologically complex words according to the study of Kyle C. Levesque and S. Hélène

Deacon (2022).
 Moreover, this research looks into those structures and suggests explicit Instruction as a

remedy to the problems. The study is being undertaken on Ghanaians who are studying

English. In disyllabic phrases, trochaic syllables are favored over iambic syllables, beginning

acquisition is more straightforward than coda acquisition, and explicit teaching is especially

beneficial in the classroom, according to Mohammed Sadat (2022).

Shen Qiao, Yingyi Liu, and Susanna Siu-Sze Yeung (2021) have shown the connection

between morphological awareness and reading comprehension. The theoretical mechanisms

that support the relationship, however, remain unclear. Analyses for both languages revealed

that morphological awareness had significant direct impacts on English and Chinese reading

comprehension that were independent of mediators and control variables. The findings highlight

the significance of morphology in reading comprehension and reveal the potential mechanisms

underlying their relationships in L1 Chinese and L2 English.

Inflectional morphology on English verbs is one of the interface characteristics, which

involves subject-verb agreement at the syntax-morphology interaction. According to research by

Shuhama and Yuji (2021), acquiring third-person singular "-s" is more difficult for L2 English

learners than typical past "-ed" due to the absence of nonsensical morphemes in L1. The results

reveal that "-s" is regularly omitted regardless of clause type, while "-ed" is more frequently

omitted in complement clauses than in main clauses. These are the results of negative L1

transfer on L2 inflectional morphology, and our findings suggest that clauses are important as

meaningful units in L2 grammar instructions.

According to Lisa Pearl (2021), the "Universal Grammar + statistics" (UG+stats)

perspective is used for understanding different morphology and syntax difficulties. It discusses

why UG has traditionally been included in many developmental theories of language, as well as

popular statistical learning methodologies that are included in UG+stats proposals. She

concludes by quickly describing where we appear to be in terms of how effectively UG+stats

approaches assist us in understanding the development of morphology and syntax knowledge.

 Along with morphological skills, according to Kyle C. Levesque, Helen L. Breadmore,

and S. Hélène Deacon (2020), the result is increasingly linked to literacy outcomes such as

word reading, spelling, and reading comprehension, according to research. Despite this data,

theoretical models of reading and spelling development leave many questions unanswered

about how morphology affects the development of children's literacy skills. It also presents the

Morphological Pathways Framework, which identifies and guides the inclusion of explicit

linkages between morphology and reading abilities in theory.

The scale of the relationship varied based on the type of morphological awareness:

productive morphological awareness had a greater connection with phonological awareness

and vocabulary than receptive morphological awareness; derivational morphological awareness

had a stronger relationship with vocabulary and word reading than inflectional morphological

awareness; and compound morphological awareness had a weaker connection with

phonological awareness but a stronger connection with vocabulary and word reading than

inflectional morphological awareness. This study by Joong Won Lee, Alissa Wolters, and

Young-Suk Grace Kim (2020) emphasizes the relevance of morphological recognition in

language and literacy skills, as well as provides a detailed and precise picture of their

relationships.

Some EFL teachers need to pay more attention to the importance of strengthening

students' morphological awareness. According to Badawi Mohamed Farrag Ahmed (2019),

many EFL teachers believe that students can quickly learn morphological awareness. In other

words, teachers prefer not to discuss morphological structure clearly. Badawi Mohamed and

Farrag Ahmed went on to say that morphemic analysis education needs to be more utilized

since it is not covered in EFL textbooks.

According to the study by Schenck Andrew (2019), explicit grammatical focus was more

effective for morphology with a small, binary scope. Likewise, intended attention to grammatical

elements distinct to the L1 significantly boosted learner speaking and writing accuracy. Implicit
emphasis, on the other hand, was practical with grammatical features with greater scope as well

as grammatical aspects identical to the L1. In line with the findings, explicit emphasis on a

smaller range and implicit focus on a broader scope are practical since they do not cognitively

overload the learner during communication.

In the study of Fivy Andries, Paula Hammp, Paula Rombepajung, and Fergina Lengkoan

(2019), it is helpful to use self-made cards in teaching English vocabulary, particularly irregular

verbs with their meanings and functions. Based on the findings of this study, it is proposed that

English teachers strive to design and use word cards, as well as educate students on how to

play with them as games, so that students would love studying vocabulary and, as a result, their

mastery of language will improve.

In the final analysis, morphology research emphasizes the necessity of targeted learning

and Instruction in word development and morphological principles to improve students' grammar

skills. Understanding how words form and structure is critical for effective communication and

language development. Educators can significantly contribute to students' morphological growth

and language competency by using explicit morphology instruction, metalinguistic awareness,

and technology-based approaches.

Syntax

Syntax is a fundamental aspect of grammar that plays a essential role in language

development and communication. It involves arranging words and phrases to create well-formed

sentences in a language. Understanding the rules of syntax allows individuals to convey

meaning effectively and coherently.

Under the study of Zuchao Li, Kevin Parnow, and Hai Zhao (2022), because grammar

and syntax are naturally related, integrating syntax parse trees into Grammatical Error

Correction (GEC) is an evident approach. In this paper, we offer a method for adding syntax

parse trees into GEC. Building on a sequence-to-sequence solid Transformer foundation, we

provide a unified parse integration approach for GEC that let for the use of both reliance and

constituency parse trees, as well as their union - a syntactic graph.

Moreover, under the study of Zhongchao Tan (2022), writing with verbs improves clarity

and conciseness. In contrast, expletives, phrasal verbs, nominalization, wordiness, and so on

impair writing's conciseness. In addition, avoid using jargon, slang, and idioms in technical

papers. The final section of this chapter contrasts several words with similar meanings or

functions but are not precisely the same. Nonetheless, you are urged to read handbooks for

comprehensive formal writing training.

According to Anthony Savidis and Emanuel Agapakis (2022), visual programming is

frequently used in education, typically with jigsaw-style components that may be freely arranged

on a canvas. While the permissible compositions demand grammatical correctness, syntactic

information is not transmitted to learners, causing the underlying language grammar to be

experientially internalized. Grammar, on the other hand, is critical for a deeper comprehension

of languages because syntax reflects all significant semantic characteristics and elements.

Moreover, in the study of Mimoune Riene (2021), the syntactic difficulties were mainly

related to tense/aspect, prepositions, and conjunctions. Furthermore, there needs to be more

reading; the lack of syntactic awareness and mother tongue interference were identified as the

primary causes of syntactic difficulties. As a result, teachers must focus more on teaching

syntactic characteristics, and students must be motivated to learn more about these aspects.

The study discovered some issues regarding the arrangement of a word game employed

by an English teacher. The first issue was that even though the English teacher had used and

applied the organizing Word Game in teaching simple present tense, some pupils still needed

help organizing words into a sentence. The second issue was that some students were

frequently required to remember the structure of the phrase that had been taught previously,

such as the structure of simple present tense, and the students' marks were considerably

diverse, with 65% of the students judged to have poor achievement. The last issue was that
some students couldn't make sentences, such as arranging words into a good punishment, and

couldn't absorb the content adequately. The study by Yona Meidiastuti and Loli Safitri (2021)

showed that Arranging a Word Game proved effective in teaching simple present tense.

In another study by Lauren A. Fromont, Phaedra Royle, and Karsten Steinhauer (2020),

the event-related potential (ERP) study reevaluates syntax-first approaches to sentence

processing by establishing a unique paradigm that comprises proper sentences, pure syntactic

category contravention, lexical-semantic anomalies, and combination anomalies. The findings

provide significant evidence against the concept that syntactic categories are processed first

and that syntactic category errors "block" lexical-semantic processing. Furthermore, the N400

effect in response to pure syntactic category violations implies a mismatch detection between a

predicted word stem and the target.

Furthermore, in the study of Adrea Truckenmiller, Mei Shen & Lake E. Sweet (2020).

The significance of vocabulary and syntax abilities in informational writing excellence in early

and late middle school; that the role may alter depending on students' ability level; and we

investigate the impact of written vocabulary and syntax in the gender gap between girls and

boys' informational writing quality.

According to Lifeng Jin and William Schuler (2020), computational modeling examines

the problem of learning such hidden structures from the bottom up, starting from a position with

minimal presumptions as feasible about what learners already know to help in learning. All

models use the distributional learning technique, in which structures in the statistics of surface

forms, such as words, characters, and images, are used to generate word and phrase clusters

and the hierarchical structures of these clusters to generate what is seen as linear linguistic

sequences with the highest probability.

Late second language (L2) learners experience difficulties in specific linguistic areas,

such as syntactic processing, possibly because brain plasticity fades with age (according to the

critical period hypothesis). While there is evidence that L2 learners can reach native-like online
processing with sufficient proficiency (following the convergence theory), taking into account

many mediating factors and their influence on language processing has proven difficult,

according to Lauren A. Fromont, Phaedra Royle, Karsten Steinhauer (2020).

Moreover, the vast majority of these crucial phrase frames were substance word

sequences, according to structural analysis, whereas the functional majority belonged to

relevant expressions. Pedagogically, L2 learners should build an extensive collection of

conventional patterns, such as crucial phrase frames, which are considered the foundation of

academic discourse according to Barabadi, Elyas; Robatjazi, Mohammad Ali; Bayat,

Mokarrameh (2020).

Overall, the studies on syntax emphasize the significance of explicit Instruction, targeted

exercises, personalized feedback, and technology integration in promoting students' syntactic

development. Understanding the structure and organization of sentences in a language is

fundamental to effective communication, making syntax a crucial component of grammar

enhancement programs. The findings suggest that a comprehensive approach incorporating

various instructional methods can effectively improve students' syntax skills. By addressing

syntactic proficiency in language education, educators can contribute to learners' overall

language development and communication competence.

Semantics

As a fundamental part of language, semantics is concerned with the meaning and

interpretation of words and sentences. This review examines the importance of semantics in

language acquisition and its function in improving students' grammar abilities. This study

attempts to demonstrate the matter of semantics in molding students' language skills and its

contribution to the proposed enhancement program through a comprehensive review of related

literature.

Grammatical-semantic qualities dependent on lexical forms are distinct from lexical-

semantic features. The first can be viewed as an outcome of grammaticalization of the second.
According to Miloslav Vondráček (2023), the chosen point of view, the construction of grammar

on a semantic basis seems to be a multi-level event in which grammatical-semantic

characteristics are established on similarity and contrast in the context of lexical-semantic

properties.

The intent of this study by Serhii Riznyk (2022) is to analyze case forms that incorporate

subjective connotation in the semantic structure of a simple sentence. The study that examines

the interplay between a sentence's semantic and formal arrangement is sentence semantic

analysis. The interaction of semantic and syntactic structures in sentences provides standard

models of predicative grammar constructions. The grammar models explored in this article show

that the semantic subject can be stated by all case forms without using a preposition.

According to Helen Brown, Kenny Smith, Ana Samara, and Elizabeth Wonnacott.

(2021), grammatical routines can be associated with semantics; for example, grammatical

gender is frequently somewhat expected from noun semantics. A six-year-olds and adults were

exposed to semi-artificial languages in which nouns co-occurred with novel particles, with

particle usage governed entirely or partially by the semantics of the nouns. When semantic

clues were completely constant, both adults and children generalized to novel nouns. These

findings show that semantic signals are particularly challenging for children to utilize during the

early phases of language acquisition.

Students' comprehension and understanding of word meaning, sentence links,

discourse, and context increase as they study Semantics. It also enables students to develop

and update semantics maps, which are word webs that show the meaning-based links between

a word or phrase and a group of related terms or concepts. According to the study by Fatimah

Alsayed (2020), it is essential in language development to integrate Semantics material with L2

vocabulary methods. It used semantics tactics to uncover the link between teaching semantics

and enhancing ELLs' language skills.

 The squib conveys an empirical investigation of the semantics and pragmatics used in

Construction Grammar. According to the study of Benoît Leclercq (2020), when compared to

truth-conditional terms, the terms semantics and pragmatics are more explanatory. It allows for

a finer-grained grasp of the meaning of constructions.

Furthermore, the concept of the word's grammatical description, as demonstrated here

by cases of in-flexion of numerous lexical groups of nouns, expresses the relationship between

linguistic and grammatical semantics. The analysis of grammatical distinctions discovered

between words in one semantic category depicts characteristics of compositional semantics that

are not necessarily reflected in vocabulary definitions. B. Yu concludes. Norman and Mikhail

Mukhin (2018) discuss the prospects for using case data in present investigations of the link

between lexical and grammatical semantics.

To sum up, semantics research emphasizes the relevance of guidance and exercises in

improving students' knowledge of semantic grammar. The enhancement program will use these

insights to provide students with an exciting learning experience that fosters an understanding

of meaning in communication. By emphasizing semantics, the proposed program intends to give

students with language abilities that improve their grammar competency and language

progress.

The Related Review of Literature investigated the significance of grammar skills in

language learning and the effectiveness of programs meant to improve students' grammar

abilities. It included four significant elements of grammar: phonology, syntax, morphology, and

semantics. The review highlighted findings from diverse investigations conducted both locally

and globally.

Regarding phonology, research has stressed the importance of phonological awareness

and early exposure to a second language in developing students' grammar skills. Incorporating

phonological exercises and interventions produced promising results for improving grammatical

abilities.
 The syntax section proved that explicit Instruction and targeted practice were effective

ways to identify and fix grammatical problems. Integrating syntax-focused exercises into

language programs significantly improved students' grammar skills.

Morphology studies have highlighted the significance of morphological awareness

training for strengthening students' knowledge of verb tense and agreement. The ability to learn

the morphology of a second language was also predicted by sensitivity to morphological cues in

the first language.

In the realm of semantics, thorough Instruction and specific exercises boosted the ability

of learners to infer word meanings and grasp complicated phrases. Integrating semantic-

focused activities into language programs improved grammar competency.

As the study grows, the findings from the Review of Related Literature will lead the

research in determining the level of grammar aptitudes among Filipino high school students.

The program will attempt to remedy any shortcomings in grammatical skills and will investigate

the success of the planned enhancement program. The research aims to contribute to the

enhancement of language teaching and learning techniques in the Philippines and provide

valuable implications for educators and researchers striving to improve students' grammar

abilities and academic achievement.

Synthesis

The impending study will investigate the grammar aptitudes of 49 high school students

at Koronadal National Comprehensive High School. It will explore the potential for enhancing

these aptitudes through an intervention program. The literature review suggests that grammar

aptitude is crucial to language learning and that various instructional approaches and

interventions can effectively improve students' grammar aptitudes. The study also identifies

explicit grammar instruction, personalized online learning, mobile learning apps, and

metalinguistic corrective feedback as promising approaches for improving grammar aptitudes.

 The results of the upcoming study are expected to show that the intervention program

significantly positively affects the students' grammar aptitudes, particularly in terms of accuracy

and fluency. The program involves explicit grammar instruction, personalized online learning,

and metalinguistic corrective feedback and will be implemented over eight weeks. The findings

suggest that this intervention program can effectively enhance high school students' grammar

aptitudes and may have practical implications for language teaching and learning in similar

contexts.

Based on the anticipated findings and the literature review, the upcoming study will

recommend that language teachers and educational practitioners consider implementing

evidence-based approaches for enhancing grammar aptitudes, such as explicit grammar

instruction, personalized online learning, and metalinguistic corrective feedback. Future

research could further investigate the effectiveness of these approaches in different contexts

and with larger sample sizes and explore the transferability of grammar aptitudes to real-life

language use. Overall, the upcoming study will highlight the importance of grammar aptitude in

language learning and provide insights into practical instructional approaches for enhancing

these aptitudes among high school students.

theoretical Framework

The study is grounded in the cognitive theory of learning, which highlight the importance

of prior knowledge and experiences in the learning process. According to this theory, individuals

actively construct knowledge and understanding by integrating new information with their

existing knowledge and experiences.

The study also draws on the work of Vygotsky. The concept of Zone Proximal

Development (ZPD) refers to children's cognitive functioning and development, which is

accompanied by interaction with more capable and competent others, capable adults (teachers)

who take the lead to impart education through guidance and encouragement in solving issues

settings and adapt their level of help according to the needs of the children and motivate them
by placing them in a challenging situation above their level to make them reach a level befitting

their abilities. According to Sadia Irshad, Maria Farooq Maan, Huma Batool, and Ayesha Hanif

(2021), the method of participant observation and conversation analysis was utilized to analyze

the eight selected 6-year-old children who were stimulated with story-telling and observed for

the roles they chose to play and the word usage with this ZPD concept. The study recognizes

that students have varying levels of grammar aptitudes and that an enhancement program

should be designed to address the individual needs of each student, taking into account their

current level of understanding and providing appropriate guidance and support to move them

toward the next level.

Additionally, the study considers the importance of feedback in the learning process.

Feedback provides learners with information about their progress and helps them to adjust their

performance to improve their understanding. The study recognizes that feedback should be

timely, specific, and focused on the learning objectives to be effective.

Conceptual Framework

This study contains a conceptual framework of the study. It will determine the grammar

aptitude of the Grade 10 Garcia of Koronadal National Comprehensive Junior High School

students and propose an enhancement program based on the result.

According to Julie A. Luft, Sofia Joeng, and Grant Gardner (2022), a conceptual

framework reinforces the researcher's understanding of the essential concepts under

consideration. Literature reviews, encounters, and experiments all help the conceptual

framework. It may incorporate new ideas that still need to be established in the literature. The

conceptual framework for evaluating the Grade 10 Garcia students in grammar aptitude and

serving as the foundation for an intervention program is shown in the figure below.

The conceptual paradigm was composed of input and output. Grammar aptitude in terms

of phonology, morphology, syntax, and semantics was the input. At the same time, the
production was an intervention program that could be drawn from the result of the data

gathered.

Furthermore, the significance of grammar to context and sound in comprehending

effectively utilizing grammar. The advantages of knowing English grammar are emphasized,

including successful communication, self-assurance, academic and professional achievement,

and improved teaching efficiency for teachers Anand Mathew (2023).

Significance of the Study

In today's globalized world, communication is crucial to personal and professional

success. Expressing oneself clearly and effectively is essential in building relationships, sharing

ideas, and achieving goals. For students, mastering language skills, particularly grammar, is

vital for their academic accomplishment and future career prospects. However, despite the

importance of grammar skills, many students need help with its complexities. This study on

"Students' Grammar Aptitudes: Basis for Enhancement Program" is significant as it aims to

provide valuable insights into the level of grammar aptitude of students and propose an effective

enhancement program to address this issue. By improving students' grammar skills, this study

can enhance their communication skills, contribute to their academic success, and prepare

them for the demands of the global workforce.

School Administrators:

This study is significant for school administrators as it provides valuable insights into the

level of grammar aptitude of their students. The findings of this study can impart to

administrators' decisions on how to allocate resources toward the development of an effective

grammar enhancement program. By implementing an effective program, school administrators

can improve their institution's education quality and contribute to developing their students'

language skills.
Teachers:

This study will help the teacher be aware of the student's lapses in grammar aptitude

regarding phonology, semantics, syntax, and morphology. Also, to allow them to cope and guide

students to enrich their abilities in grammar.

Students:

The findings of this study are also significant for students as it allows them to improve

their grammar skills. By participating in the enhancement program proposed in this study,

students can better understand the critical elements of grammar, such as phonology, syntax,

morphology, and semantics. As a result, students can enhance their communication skills,

which are vital for personal and professional growth.

Future researchers:

This study is significant for future researchers as it provides a basis for further research

on the topic of grammar aptitude and enhancement programs. The findings of this study can

inform the development of future studies that focus on more specific aspects of grammar or

investigate the effectiveness of different types of grammar enhancement programs. By building

on the findings of this study, future researchers can contribute to the advancement of

knowledge in the field of language education and inform the development of effective

pedagogical strategies.

Overall, this study is significant for school administrators, students, and future

researchers as it provides valuable insights into the level of grammar aptitude of students,

proposes an effective grammar enhancement program, and contributes to the development of

knowledge in the field of language education.

Definition of terms

For a unified understanding of the study, the researcher defined the terms below

conceptually and practically.

 Enhancement program: Conceptually, Enhancement is a process of augmentation or

improvement. Operationally, it is developing precise plans and schedules for addressing the

potential for improvement brought on by the current conditions and situations. (Harvey L. 2022).

Grammar Aptitude: Conceptually refers to tests that determine someone's level of

competence in the English language based on their understanding, vocabulary, and grammar.

Operationally, a capacity to perform or learn something naturally. (Mercer, 2022).

Koronadal National Comprehensive High School: Conceptually, it is a public

secondary school located in Koronadal City, South Cotabato, Philippines. It is one of the largest

high schools in the region and caters to students from various barangays (villages) in Koronadal

City and nearby municipalities. KNCHS offers multiple academic programs and extracurricular

activities to help students develop their full potential and prepare for their future careers. As a

research setting, KNCHS provides a valuable context for investigating students' grammar

aptitudes and designing effective enhancement programs.

Language acquisition: Conceptually, it discusses how these hidden structures are

learned by humans using an array of theorized learning methods and tools, some of which may

be hereditary endowed or of comprehensive cognitive utility. Operationally, it is a language

structure that emerges from language use, and children build their language relying on their

general cognitive skills. (Lifeng Jin, and William Schuler, 2020)

Language proficiency: Conceptually refers to a person's ability to speak a specific

language. Operationally, measurement of an individual's capacity for language proficiency.

(Indeed, 2023)

Language skills: Conceptually, it refers to the ability to communicate clearly and

precisely aided by your command of the language. You learn to listen intently in addition to

speaking clearly. Operationally, it is the capabilities that allow one to communicate in English

either vocally or in writing (James Humes, 2021)

Morphology: Conceptually, it refers to the essential building pieces of a language that encode

meaning, and morphological knowledge makes it possible to use these building blocks

effectively in both spoken and written language. Operationally, it is how distinct words are

created. It explores the connections between morphemes and how they might be combined to

construct new terms or variants of the stem word. (Kyle C. Levesque, Helen L. Breadmore, S.

Hélène Deacon, 2020)

Phonology: Conceptually, Study how sounds are arranged in different languages.

Operationally, it focuses on the distribution and patterning of speech sounds as well as the

study of those sounds. (Britannica, 2023)

Semantics: Conceptually refers to the study of the definition of words, phrases, and

sentences in a language. Operationally, it utilizes the connections between language forms,

non-linguistic ideas, and mental models to describe how native speakers understand sentences.

(Britannica, 2023)

Syntax: Conceptually, the study of how sentences are formed, clauses and phrases

work together, and how words are arranged in sentences, clauses, and phrases. Operationally,

it is concerned with the distribution and patterning of speech sounds and the study of those

sounds. (Britannica, 2023)

CHAPTER II

METHOD

This study outlines the research approach that will be applied. This chapter will cover the

research design, setting, participants, sampling strategy, instrument, data collection techniques,

and statistical tools.

Research Design

Descriptive, evaluative research design is a valuable tool in conducting research,

particularly when studying a specific group of individuals or a phenomenon. This research

method is beneficial for our study on "Students' Grammar Aptitudes: Basis for Enhancement

Program" because it allows us to describe and interpret students' grammar skills in a detailed

and systematic manner.

Moreover, McCombes, S. (2022) claims that the descriptive evaluative is meant to

conduct a scientific investigation. A population, circumstance, or phenomenon must be correctly

and systematically described through descriptive study. What, where, when, and how inquiries

can be answered, but why questions cannot? An explanatory research strategy can study one

or more variables using various research techniques. This contrasts experimental research,

which does not manage or influence any variables but only records and measures them.

In conclusion, the descriptive research design is valuable for our study on "Students'

Grammar Aptitudes: Basis for Enhancement Program." It provides a broad and systematic

approach to describing and interpreting the level of grammar skills of students, which will serve

as the basis for proposing an enhancement program tailored to their needs. This research

design also enables us to collect data from a large group of participants, avoid making

assumptions based on limited data, and explore a relatively new topic in detail.

Research Locale

This study was conducted at Koronadal National Comprehensive High Junior- School at

Rizal Street, Koronadal City, South Cotabato. Koronadal CHJS is a DepED managed by Urban

Secondary Public School. Koronadal National Comprehensive High School was established in

1947, occupying at first a dense coronal area of 79,000 square meters, all the greeneries of

shrubs and shaded trees as its landscape (WordPress, 2019).

The respondents will be given questionnaires and will be assessed afterward. The

researcher chooses the place for its accessibility and ideal study area. The said school was the

selected setting since it has a diverse array of students and many participants. The researcher

asked for the permission of the principal of KNCHS to conduct a study with forty-nine (49)

Grade 10 students as participants from the said school. Koronadal Comprehensive National
High Junior School (KNNHJS) is a public secondary school in Koronadal City, South Cotabato.

KNCHS, a premier secondary institution of learning, stands to build dreams and aspirations for

the search for newer and broader perspectives in the field of education and will continue to

strive for better quality education (WordPress, 2019).

Population and Sample

Upon examination of Koronadal National Comprehensive High Junior School, the

aggregate count of junior high school students amounts to approximately 8,000 with this

number. Concurrently, the collective count of students in Grage 10 approximates 2,000

students. The researcher will be conducting assessment tests that will challenge their grammar

proficiencies.

Simple Random Sampling technique will be utilized as a method of sampling. Since it

only includes one random selection and requires little prior population knowledge, this method is

the easiest of all the probability sampling techniques. Since randomization is used, any study

using this test should have high internal and external validity and be less likely to be biased by

factors like sampling and selection bias (Lauren Thomas, 2020).

Research Instrument

This study utilized an adapted and modified instrument from the Proprofs quiz (2023),

Scribd (2021), and Quizizz (2023), an online quiz that will help students enhance their grammar

aptitude. The research instrument for this thesis is a set of questionnaires that will be

administered to the selected sample of students.

The questionnaires were designed to gather data on the level of grammar skills of the

students regarding phonology, syntax, morphology, and semantics. The questionnaires are

structured to elicit responses from the students on their understanding and mastery of various

aspects of grammar. The data collected from the questionnaires will be used to determine the

level of grammar aptitudes of the students and to propose an enhancement program based on

the gathered data. Early discovery of academic performance issues, measures to assist
students in improving their academic success methods, and support for independent learning

are all essential components of a successful educational intervention, according to

Hidayatulfathi Othman, Asmah Hamid, Siti Balkis Budin, and Nor Fadilah Rajab (2021). The

questionnaires were designed to be clear and concise, ensuring that the students understand

the questions and can provide accurate responses.

Data Collection

During the conduct of this study, the researcher will do the following. First, the

researcher will ask permission from the management of Ramon Magsaysay Memorial Colleges

– Marbel Incorporated, where the researcher studies. Next is to provide a letter that must sent to

KNCHS – a chosen place to conduct the study. Then, choose the ideal classroom/students to

experiment with. Lastly, interpret the data that the researchers will gather.

Statistical tool

To determine the grammar aptitude of the grade 10 Garcia students of Koronadal

National Comprehensive High School. Frequently, count and percentage were used.

To develop an intervention program addressing the grammar aptitude of the Grade 10

Garcia students.

Ethical Consideration

In conducting the research study on Students' Grammar Aptitudes: Basis for

Enhancement Program, ethical considerations must be taken into account to ensure the safety

and well-being of the participants. Voluntary participation must be emphasized, and participants

must be informed that they have the right to withdraw from the study at any time without penalty.

Privacy and confidentiality must also be ensured by safeguarding the participants' identities and

personal information. The informed consent process must be clearly explained to the

participants, ensuring that they fully understand the study's purpose, nature, and potential risks.

Recruitment must also be conducted ethically, with the researcher avoiding any form of coercion

or undue influence on the participants. Participants must be mindful of the potential benefits of
the study, and they must not be misled or deceived in any way. Fabrication of data must be

avoided, and all authorship must be credited appropriately. By adhering to these ethical

considerations, the research study can be conducted responsibly and respectfully, ultimately

contributing to enhancing students' grammar aptitudes.

CHAPTER III

RESULTS

This chapter presents the outcome based on the gathered data. The results were based

on the data gathered through the questionnaire answered by the respondents. The data were

analyzed, discussed, presented, and interpreted to provide an answer to the specific question

drawn from the research objective of this study.

TABLE 1

Based on the data presented in Table 1.1, it can be inferred that most participants

scored in the very low range, with 49% scoring in the 3-4 range. This suggested that the

participants needed a higher understanding of phonology. However, 33% of the participants

scored in the novice range of 1-2, indicating that some participants still needed to fully grasp the

concepts in phonology.

It was important to note that the scoring scale used in Table 1.1 clearly described the

participants' proficiency level in phonology. The scale ranged from mastered to absolutely no

mastery, with each range corresponding to a specific percentage of scores. This provided a

clear and objective way of interpreting the data and assessing the participants' level of

proficiency in phonology.
 Overall, the data in Table I suggested that the participants had a low understanding of

phonology. However, there was still room for improvement, particularly among those who scored

in the very low range of 1-2.

TABLE 2

Based on Table 1.2, most participants scored in the very low range for morphology, with

a mean percentage score of 3.05. The most frequent score was in the absolutely no mastery

range, with 22 participants, or 45%, while 18 participants, or 37%, scored in the very low range.

Only 4% of the participants scored in the mastered range, with two participants.

Overall, the results suggested that the participants needed a higher understanding of

morphology, same with phonology, as there were fewer participants in the mastered and moving

towards mastery range for morphology and phonology. However, improvement was still needed

as only a few participants scored in the mastered and average ranges for phonology and

morphology.

TABLE 3

Based on Table 1.4, most participants scored between 3 and 4, with 21 out of 49

students falling within this range. This indicated that they needed a higher understanding of

syntax. The percentage count for those who fell within the very low range was 42%, while the

percentage count for those who fell within the absolutely no mastery range was 35%. Only 12%

of the participants fell within the average range, indicating they needed a greater understanding

of syntax.

The mean percentage score was 3.5, which fell within the very low. This means that, on

average, the participants had an adequate understanding of syntax. However, there was still

room for improvement, as 2% of the participants only had a competent understanding. This
suggested that an enhancement program focusing on syntax would have been beneficial for the

majority of the participants.

TABLE 4

In this table, very low and absolutely no mastery range had the same range, with 37%

falling within this category. At the same time, only 4% were categorized as average. Also,

mastered and moving towards mastery had the same range with 2%. The mean percentage

score of the participants in this area was 3.41, which fell within the very low. The data suggested

that the students needed a higher understanding of semantics, with only a tiny percentage

categorized as very low. However, there was still room for improvement, as a significant portion

of the participants were only categorized as proficient.

TABLE 5

The result shows that the grammar aptitude of the students in Table 1.1, which is the

usage of Phonology, students got the mean score of 3.37, described as Very Low. In Table 1.2,

which is the usage of Syntax, students got a mean score of 3.05, described as Very Low. In

Table 1.3, which is the usage of Syntax, students got a mean score of 3.5, described as Very

Low, and lastly, in Table 1.4, the usage of Semantics score of 3.41, described as very low. Table

1.4, which is the usage of morphology, got the highest mean of ‘3.41’ and is described as very

low, followed by Table 1.1, the usage of phonology, which garnered a mean score of 3.37 and is

described as advanced Very Low. Lastly, Tables 1.2 and 1.4, which use Syntax and semantics,

got the lowest mean scores of 3.05 and 3.5 and are described as Very Low.

The test result implies that the students are very low at recognizing the basic

grammatical rules, garnering a mean score of 3.33.

A PROPOSED INTERVENTION PROGRAM FOR THE IMPROVEMENT OFTHE

GAMMAR SKILLS OF THE GRADE 10 STUDENTS
Rationale

The study's results indicate that students at KNCHS have varying levels of proficiency in

grammar, including phonology, morphology, semantics, and syntax. While some students

exhibit advanced or proficient skills, others are at a novice or competent level. These findings

highlight the need for an intervention program that can address students' varying needs and

provide them with the necessary support to improve their grammar skills.

Given the importance of grammar in effective communication and academic success, it

is crucial to provide students with the tools and resources to enhance their grammar aptitudes.

Through an intervention program tailored to their needs, students can receive targeted

instruction, practice, and feedback to help them improve their grammar skills. The intervention

program can also provide a supportive learning environment that encourages learners to

participate in their learning actively and fosters a growth mindset.

The basis for implementing an intervention program for students' grammar aptitude at

KNCHS is based on the assessment results of the student's performance in phonology,

morphology, semantics, and syntax. The data gathered from the assessments show that most

students fall under the proficient and advanced levels in phonology, morphology, and

semantics. However, in syntax, a significant number of students are classified under the novice

and competent levels.

This is a cause for concern, as syntax is a fundamental aspect of language and plays a

crucial role in effective communication. Poor syntax skills may result in misunderstandings,

confusion, and misinterpreting messages, ultimately affecting academic performance and future

career prospects.

In response to these findings, an intervention program is proposed to address the

student's specific needs in syntax. The program will provide targeted instruction, practice, and
feedback to students struggling with syntax to improve their skills and increase their confidence

in using the language.

By implementing this intervention program, we aim to bridge the gap between the

students' current syntax skills and the level of proficiency required for academic and

professional success. This program will not only benefit the students at KNCHS but also

contribute to the overall improvement of the school's education quality.

Objectives:

1. To improve students' phonology aptitude by enhancing their ability to recognize and

produce correct sounds and stress patterns in English words and sentences.

2. To enhance students' morphology aptitude by improving their understanding of the

structure and formation of English words, including prefixes, suffixes, and roots.

3. To develop students' semantics aptitude by improving their ability to understand and use

correct word meanings and relationships in sentences and paragraphs.

4. To enhance students' syntax aptitude by improving their understanding and ability to use

correct grammatical structures in writing and speaking.

These objectives will serve as the basis for designing the intervention program and selecting

appropriate teaching strategies and materials. Additionally, they will help to guide the

assessment and evaluation of the program's effectiveness in achieving its goals.

Strategies

To achieve the goals and objectives above, the following needs to be done:

1. Provide explicit instruction and practice on the target language skills. This can be

achieved through direct instruction, modeling, and guided practice activities to help

learners learn and apply the target language skills.

2. Encouraging student participation and engagement activities that encourage students to

practice their language skills in a meaningful way, such as discussions, debates, and

collaborative projects, can increase student participation and engagement.

 3. Use technology to enhance language learning. Technology, such as language learning

apps, online resources, and multimedia tools, can provide additional opportunities for

students to execise and reinforce their language skills.

4. Please provide feedback and opportunities for revision. Frequent feedback and

opportunities for revision can help students to identify and correct errors, as well as to

monitor their own progress in language learning.

5. Integrate language learning across subject areas. Integrating language learning across

subject areas, such as science, social studies, and literature, can provide students with

authentic and meaningful contexts for practicing their language skills.

Monitoring and Evaluation Scheme

In order to formulate an intervention program for the respondents of Koronadal National

Comprehensive High School, which are the Grade 10 Garcia students, the responsible

organizations and people that will be the source of the programs and services must collaborate

in order to guarantee the effectiveness of this program. There will be a planned assessment

meeting to keep track of the activities carried out as part of this intervention program. The

intervention program's approaches will also be modified in order to guarantee that everything is

in line with the plan, which will form the basis for the evaluation. The monitoring and evaluation

plan provides a thorough assessment of students' grammar competence. It provides a

foundation for recognizing particular grammar issues and creating a personalized improvement

program. The implementation of the recommended monitoring and evaluation plan is a crucial

initial phase in improving students' grammar proficiency. This study aims to contribute to the

improvement of students' communication skills and overall academic success by identifying

grammar problems and designing an improvement program appropriately. Here are some

suggestions for a monitoring and evaluation scheme for the intervention plan:

CHAPTER IV
 DISCUSSION

This research paper summarizes the work completed, presents the conclusions drawn

from the study, and contributes recommendations based on the results. This study aimed to

investigate the grammar aptitudes of high school students in KNCHS and to develop an

intervention program to enhance their grammar skills. The study utilized a mixed-methods

approach that contained a grammar assessment and a survey of students' perceptions of their

grammar skills. The findings showed that while students generally understood grammar

concepts, they still needed help applying them in written and spoken communication. Based on

these results, the study developed an intervention program to improve students' phonology,

morphology, syntax, and semantics skills through various activities and strategies. The following

sections will discuss the conclusions drawn from the study and provide recommendations for

future research and practical implications for school administrators, teachers, and parents.

Students' Grammar Aptitude in Phonology

The grammar aptitude of Grade 10 Garcia students in terms of Phonology is

described as Very Low. The study's findings were that students have difficulty recognizing

phonemes to letters, identifying the stressed and unstressed words, and determining the voice

consonants, whereas their grammar aptitude is very low. This implies creating an intervention

program to assess the needs of the students. The finding of the study supported by Nancy

Justine (2021) is that a child's ability to learn to read and his chances of academic success are

both influenced by phonological awareness. A study suggests that universities and colleges

should examine the literature and update their curricula for teacher preparation to include

instruction on what phonological awareness is, how to teach it, and how to evaluate students'

attainment of the skills required for academic success.

In addition to the study of Melissa Vetsch-Larson (2021), researchers utilized the Path to

Reading Excellence at School Sites (PRESS) phonemic intervention and curriculum-based

measurement (CBM) for oral reading fluency. Phonemic awareness has been central to reading

instruction and is becoming a standard in many classrooms. It acquired qualitative data

regarding students' improvements in phonemic awareness and oral reading fluency from the

PRESS progress monitoring, and the CBM data collected by the researcher revealed that

following a four-week small group session, the students' Oral reading fluency increased by an

average of nineteen words per minute. The researcher was thrilled to observe that the

development of phonemic awareness assisted kids' ability to read fluently aloud.

Furthermore, a learner's phonics and phonemic awareness capacity are taught and

practiced through explicit instruction and follow-up exercises. According to Michelle Erbs (2021)

and numerous scientific studies, regularly practicing newly acquired phonetic abilities will help

children's mental growth. Activities that integrate various teaching techniques have been shown

to be highly successful following direct, explicit instruction.

Moreover, it has been found that the growth of phonological abilities is directly related to

developing early reading and writing abilities. According to Vesela Milankov, Slavica Golubović,

Tatjana Krstić, and Špela Golubović (2021), students who have reading difficulties scored less

phonologically aware on each subscale than students who do not have reading difficulties. The

phonological awareness abilities of phoneme segmentation, first phoneme recognition, and

syllable merging have not been directly linked to success in early reading. Understanding the

nature of the relationship between reading and phonological awareness is crucial for preventing

delayed phonological awareness development in children in preschool.

Students' Grammar Aptitude in Morphology

The grammar aptitude of Grade 10 Garcia students in terms of Morphology is

described as Very Low. The study found that students need help recognizing word formation,

such as using past, present, and future verb tenses and using suffixes, affixes, and prefixes,

whereas their grammar aptitude is very low. This implies creating an intervention program to

assess the needs of the students. Jane Beeninga supports the findings of the study. (2022),
American schools have a growing number of English (EL) learners. However, there is not

sufficient support for them. Because of this, EL students are falling behind in academic subjects

like reading. Morphological awareness is a crucial technique for EL students to use when

reading independently. They will be able to decode words and determine the meaning to a

greater extent the more prefixes and suffixes they can recognize and comprehend. Consistent

review and the inclusion of fun activities were crucial techniques for honing word part

memorization and applying morphological awareness to complete words. Demonstrates how

having morphological awareness can help kids read and understand unfamiliar words

independently.

Furthermore, under the study of Dr. Summaira Sarfraz, Umbreen Tariq, and Ali Abbas

(2018), the formation of words is an essential component of morphological awareness (MA),

which is vital to developing vocabulary but is ignored by teachers and course planners, leaving

English language learners in the dark. Explicit morphological knowledge is provided, and most

courses are presented in English for international students. It has been discovered that teaching

pupils about morphology improve their writing. It also suggests that word creation should be

emphasized as a crucial part of English prose composition at the undergraduate level.

In addition, one element that helps learn vocabulary, grammar, reading, and writing is

morphology. The results demonstrate that both students and teachers have a favorable view

regarding morphology, asserting that it is difficult but worthwhile to study and highlighting the

significance of its inclusion in the English language curriculum. This study makes the case that

exercises and dialogues should be prioritized along with precise instructions that encourage

learners to use their native language while instructing and acquiring morphology, according to

Jacquelin Lie (2018).

Students' Grammar Aptitude in Syntax

The grammar aptitude of Grade 10 Garcia students in terms of syntax is

described as Very Low. The study's findings were that students need help recognizing the
arrangement of the words, how words are ordered and combined in a sentence to convey

meaning, and incorrect word order, causing misinterpretation. In contrast, their grammar

aptitude is very low, which implies creating an intervention program to assess the needs of the

students. Oktavianus Vendi Ferdian Yulianto (2018) supported the study's findings. It has been

shown that students can enhance their writing grammar by studying sentence structure or

syntax. Using syntax can help learners create better sentences by enhancing their written

grammar. Students better understand how to construct an effective grammatical sentence when

they are familiar with different word types, phrase types, and sentence patterns. As a result,

they can create compositions with the fewest possible errors and proper grammar.

In addition, to make a sentence make sense and prevent ambiguity, the student must

understand how to arrange the words in a sentence. Words used in a sentence can have a

particular meaning, and the exact words can convey a different meaning to listeners if

rearranged. The syntax of a language is one of the most crucial things to consider to become

fluent, according to a study by Jacquelin Lie (2018). This makes studying syntax in linguistics

somewhat challenging. Becoming fluent in a language is one of the most crucial factors to

consider.

Furthermore, according to Michelle Lenhart (2020), the modern profession requires

excellent literacy abilities. However, many students lack the literacy abilities required to compete

in work. The motive of this systematic review is to evaluate the efficacy of therapies that target

the use of appropriate syntax. Researchers have suggested that interventions targeting the use

of complicated syntax could enhance literacy abilities. Studies were coded for moderator

variables, including contextual information about the study, subject population features,

methodological data, features of the intervention and/or intervener, characteristics of the result

measure, and the efficacy of the study. Results look at the general efficacy of syntactic

interventions aimed at conversational language, writing, and reading comprehension.

Students' Grammar Aptitude in Semantics

The grammar aptitude of Grade 10 Garcia students in terms of Semantics is

described as Very Low. The findings of the study were that students have difficulty recalling the

words, and students have a hard time understanding the meaning of words and sentences,

whereas their grammar aptitude is very low. This implies creating an intervention program to

assess the needs of the students. The finding of the study supported by Fatimah Alsayed (2020)

is that students' understanding and recognition of word meaning, sentence relationships,

language, and context improve as a result of studying semantics. Also, it adds that it helps

students to develop and enhance their Semantics maps, which are word webs that show the

relationships between a word or phrase and a group of associated words or concepts

depending on their meanings. Putting semantics strategies into practice in an effort to reveal the

link between teaching semantics and enhancing language abilities.

In addition, based on the study of Adelaila J. Leaño, Norfishah Mat Rabi, and Grace

Annammal Gnana Piragasam. (2019), none of the five indigenous learner participants were able

to identify the items presented in their surroundings. They struggled to recall weeks, months,

and everyday events in the Philippines. They had trouble communicating illustrative synonyms

and antonyms. These results indicate the need for linguistic intervention to enhance

fundamental English semantic skills. The results of this research can be used as a substitute to

look into difficulties in other language and literacy domains.

Furthermore, learning vocabulary is an essential requirement for mastering the English

language because it is a means of communication. According to Dieni Nurhasanah Dwihastuti,

Ratna Dewanti, and Sri Sumarni (2022), to promote students ' vocabulary, the teacher utilizes

instructional resources and classroom activities. The results show that when teaching

vocabulary in the classroom, semantic elements such as pairs of synonyms and antonyms,

polysemy, and using vocabulary in short phrases were employed. Throughout the lesson,
images, cassettes, music, and various other teaching aids are employed. Students are

motivated and encouraged to acquire the new language, thanks to these tactics.

Conclusions

1. The grammar aptitude of the Grade 10 students is described as low proficiency in

grammar, specifically in line with the phonology, morphology, syntax, and semantics. This has

led to calls for a grammar intervention program to be integrated.

1.1 The students' grammar aptitude of the (49) forty-nine Grade 10 Garcia students in

terms of Phonology was interpreted as very low. This implies that most of the students in

grammar aptitude, specifically in Phonology, are poor in recognizing phonemes that they really

need to assess to understand the speech sounds. However, students are encouraged to join

every program that could help them to enhance the student's capacity to understand Phonology

to be able to go beyond the level of being Very Low in Phonology.

1.2 The students' grammar aptitude of the (49) forty-nine Grade 10 Garcia students in

terms of Morphology was interpreted as Very Low. This implies that most of the students in

grammar aptitude, specifically in Morphology, students have poor knowledge that they have to

be monitored in word structuring. The students need to enhance their knowledge of the

arrangement of words; students are encouraged to attend programs related to grammar

structuring, which could help the students develop and enhance their understanding and ability

regarding Morphology.

1.3 The students' grammar aptitude of the (49) forty-nine Grade 10 Garcia students in

terms of syntax was interpreted as Very Low. This implies that most of the students in grammar

aptitude, specifically in syntax, are poor at recognizing the grammar arrangement or word order.

The students really need to monitor and practice their grammar arrangement; students still need

to develop their understanding of the syntax upon attending such programs related to word

ordering to achieve a higher level of development. Understanding and ability regarding the

Morphology.
 1.4 The students' grammar aptitude of the (49) forty-nine Grade 10 Garcia students in

terms of Semantics was interpreted as Very Low. This implies that most of the students,

specifically in Semantics, students have poor ability in terms of interpreting and recalling words.

Furthermore, the students need to be asses enhance and improve their grammar aptitude; it is

important to be knowledgeable of new words and phrases in assisting them to comprehend the

meanings; it helps students by developing students’ vocabulary. Also, it is significant in reading

comprehension and writing skills, the ability to employ a wider range of words and express

oneself more precisely and effectively.

Recommendations

Based on the findings and conclusions drawn through this thesis paper, the following

recommendations are suggested:

1. Students are encouraged to join grammar enhancement programs and

participate in school activities that promote language proficiency.

2. Students are encouraged to practice speaking and writing in English on a regular

basis to develop their grammar aptitudes further.

3. Teachers are encouraged to regularly assess the grammar aptitude levels of the

students and adjust the teaching strategies accordingly.

4. Teachers are encouraged to incorporate interactive and engaging grammar

activities and exercises to make the learning experience more fun and meaningful.

5. School Administrators are encouraged to consider the results of this study in

designing and implementing curriculum and instructional strategies that address the grammar

aptitude needs of the students.

6. School Administrators are encouraged to allocate sufficient resources to support

the implementation of grammar enhancement programs.

7. Parents are encouraged to provide opportunities for their children to practice

speaking and writing in English at home.

 8. Parents are encouraged to monitor their children's progress in grammar aptitudes

and provide support in improving their grammar skills.

9. Researchers are encouraged to search for the effectiveness of different

instructional strategies and interventions in improving students' grammar aptitudes.

10. Future researcher is encouraged to investigate the relationship between

grammar aptitudes and other language skills such as reading, writing, and listening

comprehension.