Needs Analysis, Challenges, and Teaching Strategies in English Grammar Learning

NEEDS ANALYSIS, CHALLENGES, AND TEACHING
STRATEGIES IN ENGLISH GRAMMAR LEARNING
A Dissertation Presented to the Faculty of Graduate Studies

Lyceum of the Philippines University
In Partial Fulfilment of the Requirements for the Degree

Doctor of Philosophy in English Language Studies
JOSHUA A. APOLONIO, LPT
June 2021
Lyceum of the Philippines University Graduate School page ii
APPROVAL SHEET
In partial fulfillment of the requirements for the degree Doctor of

Philosophy in English Language Studies, this dissertation entitled “Needs
Analysis, Challenges, and Teaching Strategies in English Grammar Learning”
has been prepared by Joshua A. Apolonio, LPT, for acceptance and approval.
_____________________
Imelda L. An, Ph D
Research Adviser
Approved by the Panel of Examiners with a grade of _______________.
PANEL OF EXAMINERS
Reynalda B. Garcia, EdD, DPA, Ph D

Chairman
___________________________ _______________________
Arnie Christian D. Villena, Ph D Eleonor C. Magadia, Ph D
Member Member
___________________________ _______________________
Chona D. Andal, Ph D Beverly T. Caiga, LPT, Ph D
Member Member
Date of Comprehensive Exam with a final grade of ______________
Accepted and approved in partial fulfilment of the requirements for the

Degree Doctor of Philosophy in English Language Studies.
Arnie Christian D. Villena, Ph D

Program Dean
Lyceum of the Philippines University Graduate School page iii
ABSTRACT
Title : Needs Analysis, Challenges, and Teaching

Strategies in English Grammar Learning
Author : Mr. Joshua A. Apolonio, LPT
Degree : Doctor of Philosophy in English Language

Studies
Date of Completion : June 2021
Thesis Adviser : Dr. Imelda L. An
This study employed a descriptive-correlational approach to assessing
the students’ needs, grammatical challenges, and teachers’ preferred teaching
strategies. Correlational analysis was utilized to treat data concerning the
teachers’ preferences regarding needs analysis and teaching strategies. An
independent sample T-test was used to identify the difference in the teachers’
responses on determining the respondents’ perception about the needs
assessment used for Junior and Senior High school students and the
relationships between the perceived grammatical skills of English teachers.
Findings revealed that the teachers’ grammar needs analysis on
speaking skill was classified as the most critical assessment, while the least
essential was the viewing skill. English teachers agreed that the usual English
grammar challenge is when they expect the teachers to present grammar
points explicitly. However, they disagree that they do not find grammatical
terminologies useful. Reading was the regularly used teaching approach in

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grammar, whereas the less-used was the speaking strategy. Moreover, a
significant difference occurred between the grammar skills and needs analysis
used when grouped according to grade levels. Senior high school teachers
had greater assessments on teaching grammar through vocabulary, speaking,
and writing.
Furthermore, senior high school teachers considered grammar needs
on speaking and writing as more important. There was no significant
relationship between teaching strategies, and grammar needs to the students’
English grammatical challenges. Therefore, a strategy enhancement program
for both the Junior and Senior high school levels has been proposed.
Keywords: grammar, needs assessment, challenges in grammar learning,

teaching strategies, macro skills, strategy enhancement program, secondary
teaching, junior and senior high school grammar, K-12 English curriculum
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ACKNOWLEDGMENT
The researcher’s grateful and heartfelt acknowledgments are given to
all of the faculty members, classmates, and friends who had kept on supporting
him all throughout the completion of this dissertation. In the same way, he
would like to express his gratitude to the following:
To the Lyceum of the Philippines University – Graduate School family,
together with the Divine Word College of Calapan community, for guiding him
towards the right direction and by providing him the quality education that he
needs;
To his endearing co-teachers in the DWCC Senior High school
department, together with the Principal, Dr. Fedeliza A. Nambatac, and
Director, Bro. Hubertus Guru, SVD, who all inspired him on pursuing his quest
for teaching;
To his adviser, Dr. Imelda L. An, for giving him sound and valuable
insights in English language and research, and to the panel chair and its
members Dr. Reynalda B. Garcia, Dr. Arnie Christian D. Villena, Dr. Eleonor
C. Magadia, Dr. Chona D. Andal, and Dr. Beverly T. Caiga, for their substantial
comments and suggestions for the improvement of this work;
To his family, including his mother, sisters, cousins, and nephews, the
Holy Child family, Fr. Raphael Gomes, SVD and Fr. Richard Rodriguez, for
their continuous support, prayers, and endless encouragement towards the
success of his lifelong education, teaching career, and his Ph. D. journey;
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Finally, the researcher’s wholehearted gratitude is given to the Almighty
God through the undying intercession of the Blessed Mother. Without Him, this
research will not be possible.

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DEDICATION
This work is dedicated to my loving parents, Engr. Nemesio P. Apolonio, Jr.+
and Engr. Caridad J. Asinas, whose words of encouragement and push for
great achievements are overwhelming, to my family and friends, co-teachers,
students, and to my brothers and sisters in Christ, who stood
by me and inspired me in this Ph. D. journey. I will always
appreciate all you have done, especially the person
who has helped me make all of these possible.
Ad Majorem Dei Gloriam!

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TABLE OF CONTENTS
Title Page
Title Page i
Approval Sheet ii
Abstract iii
Acknowledgment v
Dedication vii
Table of Contents viii
List of Figure/ Tables ix
List of Appendices x
Introduction 1
Objectives of the Study 7
Review of Related Literature 8
Methods 47
Research Design 47
Participants 48
Instruments Used 48
Research Procedures 50
Data Analysis 51
Ethical Considerations 51
Results and Discussion 52
Conclusions 163
Recommendations 164
References 166
Appendices 186
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LIST OF FIGURE / TABLES
Figure Title Page

1 Map showing the Locale of the Study Area in 9
Calapan City, Oriental Mindoro
Table No. Title Page

1 Grammar Needs Analysis through Listening 52
2 Grammar Needs Analysis through Speaking 58
3 Grammar Needs Analysis through Reading 66
4 Grammar Needs Analysis through Writing 75
5 Grammar Needs Analysis through Viewing 84
6 Summary Table on the Need Analysis 89
7 Challenges in English Grammar Learning 92
8 Teaching Grammar Strategies in Listening 103
9 Teaching Grammar Strategies in Vocabulary 113
10 Teaching Grammar Strategies in Speaking 122
11 Teaching Grammar Strategies in Reading 131
12 Teaching Grammar Strategies in Writing 140
13 Summary Table on the Teaching Grammar 148
Strategies
14 Difference of Responses on Teaching Grammar 150
between the two groups of Respondents
15 Difference of Responses on Grammar Needs 152

Analysis between the two groups of
Respondents
16 Relationship between Teaching Grammar, 154
Grammar Needs Analysis, and Challenges in
English Grammar Learning
17 Strategy Enhancement Program for Secondary 156
English Language Teachers
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LIST OF APPENDICES
Appendices Title Page
A Teaching Strategies, Needs Analysis, and 186

Challenges in English Grammar Learning
Questionnaire
B Letter to the Schools Division 193
Superintendent, Division of Oriental Mindoro
C Letter to the Private and Public School Heads 195
D Letter to the Respondent 196
E Department of Education Endorsement Letter 197
for Public Schools
F Statistical Output 198
G Curriculum Vitae of the Researcher 229

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INTRODUCTION
The English language has already been a part of the natural
communication between the teachers and the learners. More so, English
teachers' grammatical skills serve as the basis of the students' language
improvement. Teachers enable the students' language capabilities to progress
and intensify them as they communicate in various professional settings.
Nugraheni (2017) stated that teachers also acquire advantages through
different teaching strategies and approaches as they teach grammar. In this
way, the teachers also receive the language as they learn where their only
target is to teach the language.
Moreover, an English teacher must learn to decide the best strategy to
use when teaching grammar, utilizing an equilibrium between learning
grammar and natural communication (Nugraheni, 2017). On the other hand,
grammar has not been the highlight in learning since teaching English focuses
primarily on the Genre-Based Approach (GBA). In this way, grammar becomes
a part that strengthens the genre of what the teacher explains.
For that reason, grammar teaching is not taught separately. English
instructors may use various teaching strategies to explain English grammar
extensively. It aims to let the students enjoy and clearly understand what the
teacher explains in the class. Though grammar may not highlight teaching the
English language, grammar is necessary to achieve the language acquisition
objectives, suggesting that the students must create a written or oral genre
text. The learners must have a mastery of the grammatical application in
different contexts to develop their grammatical abilities for future application.
On the other hand, needs analysis serves as the foundation of the
English language's different applications for specific purposes. The purpose of
assessing the students' needs is to determine how English grammar is being
developed in the language classroom, either through reading or writing. As
proved by Brown (1995) in Cunningham (2016), needs assessment aims to
organize all essential subjective and objective information needed to
strengthen the language curriculum to fulfill the students' language learning
objectives in various educational settings and the teaching-learning pedagogy.
In summary, needs assessment provides the pedagogical analysis of all
required educational information for strengthening a language curriculum.
However, the students' language learning skills highlight the listening,
speaking, reading, and writing skills that are being categorized and measured
through their grammar. Besides, these skills hold equal worth, supporting each
other from learning the listening skill to speaking and learning to read to writing.
A learner can be identified to have a trained language competency when these
four interpersonal capabilities are combined. The teacher plans the best
instruction following how the students will learn these language capabilities
identified in the language classroom. Teachers assess the students' needs
based on their knowledge and understanding, either formally or informally
(Linde, 2018). A needs assessment can be applied through formative tests to

let the teachers determine how their students excel on these skills. Needs
analysis through formal reviews enables the teachers to measure the students'
working level and understand their performance in class through tests or quiz.
Consequently, informal assessments are used to guide instruction. In this way,
the teacher deals more with observing the learner if (s)he struggles in the class
where there are no quizzes given but the teacher guides and watches the
student at work.
As Linde (2018) explains, determining how students excel in the class
is substantial to identify how they develop in language learning. As they gain
the macro skills through the language learning-acquisition process, they may
also adopt the necessary skills suitable for their needs. It suggests that every
student learns following how the teacher assesses their needs.
The relevance of including grammar in the English pedagogy has been
argued by different scholars where they recommend that grammar education
must not diminish the importance of language learning. However, it showed
that a set of standards must identify the various communication parts that may
be applied as something that can be quickly done right away. The relevance
of English grammar teaching applies to the students' needs in language
learning and enhancement.
As students continually progress applying language learning through
oral and written communication, students can advance their communicative
competencies and complexity in terms of grammar application and word

choices. Students tend to determine necessary language usage in various
situations that comprise both academic and professional competencies. The
learners' language capabilities primarily deal with how they focus on the
educational setting that requires language learning in their curriculum.
Moreover, students learn to understand spoken or written language
through various genres applied in different contexts. Language teaching and
learning are prioritized in additional strategies that can be used through
symbols, grammar, vocabulary, and communicative competencies. The
language learners are given opportunities to apply both oral and written
communication that uses words and structures that deal primarily with their
macro skills (Bloome, 2020).
Nevertheless, challenges in English grammar learning indicate the
various difficulties being faced by persons involved in the educational setting,
both teachers and students. These student-experienced challenges are
manifested in the various macro skills application that can be seen primarily in
their fears and unwillingness to use the English language, which results in an
insufficient vocabulary, poor language acquisition, and a low rate of syntactical
knowledge, most notably the subject-verb agreement rules.
One of the main problems in English grammar learning is the unqualified
teachers that can be seen as the most unnoticed difficulty in the classroom.
This challenge becomes more difficult to solve because various schools
comprise English language learners. They cannot quickly identify who is the
best English language teacher and who is least. In this way, the learners
commonly take whatever the English teacher explains, whether correct or not.
As Ama (2019) proves, second language learning and acquisition have played
a challenging role in the classroom, specifically grammar. This difficulty is
highly evident when a country is not using English as its mother tongue. For
example, English language learners here in the Philippines experience various
challenges since English is not their native tongue.
Another problem encountered in the classroom is that the learners
commonly see that the same English language register used on the streets or
at their homes is the same register they apply in the school, most notably
during the examinations or recitations. Since communication does not serve
as a basis for the students’ intelligibility, they do not depend much greatly on
the grammatical rules taught to them by their English teacher and therefore do
not entirely learn the English language (Ama, 2019).
On the other hand, language teaching and learning are the main
highlights in educational pedagogy. According to Mousena and Sidiropoulou
(2017), the learners are observed through their language competencies that
apply the relationship between the teaching-learning process and how they
interact through language development. As the students continuously
progress, language development is determined through its significance
following its application in different purposes and competencies. The learners
can develop themselves in various educational settings and language

capabilities highlighted as a fully developed learning motivation.
Also, students can identify how they learn to recognize diction that is
applied through written or oral comprehension. English language
competencies and capabilities are enhanced, and the students can develop
themselves through skills improvement, such as the way they pronounce
correctly apply grammar in different genres. Moreover, Duff and Tomblin
(2018) say that the student's needs are assessed by the teachers in other
educational applications and evaluated through their performance and
capabilities.
Specifically, this paper aims to prove that the grammatical skills and the
Junior and Senior high school English language teachers' needs assessment
emphasize the students' language capabilities. This paper sought to
strengthen language research and information technology as an adequate
foundation for students' awareness of the English language's vital role in
various education parts. This paper also serves as a helpful springboard,
explaining and rationalizing that English teachers' strategic grammar skills and
assessing their needs are necessary. Being a Doctor of Philosophy in English
Language Studies candidate, the researcher has the pivotal role and
commitment to achieve the paper's objective.
Hence, the study concentrates on both the Junior and Senior High
School English language students' grammatical skills to determine the
teaching strategies concerning English grammar learning. Also, it aims to

categorize the needs analysis of English teachers in the students' grammar
learning. It enables people to identify their challenges in the students' English
grammatical skills as part of their language capabilities and their needs
assessment towards the students among the selected Junior and Senior High
Public Schools of Calapan City, Oriental Mindoro.
OBJECTIVES OF THE STUDY
This paper assessed the achievements or mastery of English teachers’
language capabilities when specific grammar skills and needs assessments
are used.
More specifically, the paper pursued to achieve the following objectives,
which are to determine the level of importance of English teacher’s needs
analysis in the students’ grammar learning, to assess the challenges
commonly experienced by the students in grammar learning based on the
teachers’ strategies, and to identify the teaching strategies concerning the
English grammar learning in the Junior High school and Senior High school
levels. Additionally, it also targets to test the significant difference in the
grammar skills and the needs analysis used when grouped according to grade
levels, to test the significant relationship of the teachers’ needs analysis,
challenges experienced in grammar learning, and the teaching strategies used
in the classroom, and finally, to propose a teaching strategy enhancement
program for grammar.

REVIEW OF RELATED LITERATURE
Research Locale
The researcher investigated the different public and private junior and
senior high schools in Calapan City, Oriental Mindoro, currently managed by
the Department of Education in the Schools Division of Calapan City. These
public and private high schools comprise the English teachers under the Junior
High School (Grade 7-10) and Senior High School (Grade 11-12). The
Department of Education aims to develop the students’ English language skills,
most notably in grammar, utilizing the spiral curriculum that targets the
continuous growth of grammatical competencies starting from Junior high
school through their listening, speaking, reading, and writing skills until they
finish the senior high school before going to college.
The selected public and private schools in different barangays are
located in Calapan City, Oriental Mindoro, spearheaded and managed by the
Department of Education – Division of Calapan City. The Schools Division
Superintendent supervises all teaching-learning activities, including the
adequacy of quality education through a student-centered teaching strategy,
outdoor classes (e.g., seminars/ workshops), and the student needs
assessment. Inclined with the implemented Enhanced Basic Education
Curriculum, DepEd-Calapan City recognizes the outstanding student
performances and their achievements in different areas such as academics,
social-responsibility and leadership, and other fields that highlight their

progress and enhancement. These awards encourage the students to reach
an excellent outcome and practice a proactive membership inside and outside
the school.
Figure 1. Map showing the locale of the study area in

Calapan City, Oriental Mindoro
However, as teachers apply the spiral approach, DepEd offered English
language subjects from simple to complex under the K-12 curriculum, starting
from Junior High School (Grades 7-10) using the basic English grammar and
parts of speech until they entirely apply them in the Senior High School
(Grades 11-12) through oral communication or by using English in academic
and professional purposes. In addition, teachers, as facilitators, apply student-
centered learning that encompasses teaching methodologies that transfers the

focal point of instruction from the teacher to its learners. This learning approach
is highly evident to let the learners apply independent learning, metacognition,
and output-based instruction. In Junior high school, one (1) English subject is
being taught for each grade level that comprises consistent topics turning to a
more complex one, highlighting the students’ development in reading
comprehension, listening, vocabulary, literature, writing, composition, oral
language, fluency, and grammar awareness. Junior High school teachers
assess English for 160 hours for two consecutive semesters. On the other
hand, the Senior high school provides two (2) English subjects, including a
core subject of Oral Communication in Context and an applied subject of
English in Academic and Professional Purposes, which the instructor teaches
for 80 hours per semester.
Needs Analysis
According to Kahng (2015), needs assessment is applied through a
thorough analysis of language and communication. Teachers assess the
students’ needs in the educational setting that highlights their learning
objectives, including the cognitive, affective, and psychomotor domains. These
domains affect the students’ learning variables that would fulfill their needs,
including their competencies and awareness in the classroom setting.
Additionally, a successful needs analysis balances an organized set of
curriculum products that satisfy the students’ language learning requirements.
In this way, the students’ needs assessment reflects the whole educational
institution in different situations, particularly in the curriculum. Therefore, it
suggests that the student’s needs must prioritize the learning objectives to
assess their language teaching-learning process needs.
Additionally, it has been suggested that assessing the students’ needs
follows a methodical process including basic decision making, data gathering,
and information application (Brown, 1995 as cited in Kahng, 2015). As the
teachers learn to analyze the students’ needs, they can organize things by
determining the students’ point of view, acquiring knowledge simultaneously,
and learning what students apply as they participate.
As proved by Otilia (2015), the students’ needs are evaluated to support
the teachers in assessing their learners’ language development in grammar
skills, including the challenges they experience being applied in different
linguistic disciplines. As the teacher determines the learners’ needs and
creates motivation for the learning objectives, the application of resources
would be chosen depending on their capabilities. In this way, analyzing the
students’ needs serves as the foundation for how the curriculum’s learning
competencies, teaching resources, and strategies are applied and formulated.
Applying them through needs analysis enhances the learners’ motivation and
accomplishments in the end.
Also, Chen, et al. (2016) explain that one of the objectives of needs
analysis is to examine the learners’ perception and assess them on language
acquisition and application in various contexts in different settings and

situations. More predominantly, analyzing the learners’ needs intensify their
language learning and skills in a particular context. Research emphasizes the
essential function of needs analysis in grammatical approaches and course
designs. Needs analysis aims at assessing the English grammar class where
the learners necessitate. It can help the students identify their abilities in
knowing, doing, and learning. Therefore, analyzing the students’ needs is
essential and generally perceived as a fundamental part of grammar learning.
Equally important, Albassri (2016) explained that needs assessment
serves as the primary foundation in the language teaching-learning process.
The students much depend on how the teacher will manage the English
language class. It emphasizes that needs assessment provides tremendous
importance in the educational setting, most especially to the learners’ needs
(Shahriari & Behjat, 2014 as cited in Albassri, 2016). Moreover, assessing the
students’ needs aims to determine how they have developed and fulfill their
objectives. As the teacher applies what is necessary for the curriculum, the
student’s needs must be related and matched according to the subject matter.
Once these needs are identified through the lesson plan’s goals and
objectives, it may now serve as the teacher’s basis for evaluating the students’
development through tests, activities, materials, and others. In this manner, the
teacher will therefore assess the students’ needs through proper assessment.
In light of Shahriari and Behjat (2014) in Albassri (2016), needs
assessment emphasizes how the curriculum is being applied to the students.

Therefore, the students’ analysis and their level of competence go hand-in-
hand in the curriculum process. Henceforth, the students’ needs serve as the
basis when starting a curriculum. The needs assessment of the students
serves as the foundation of a curriculum design framework. More so, a needs
assessment must be the starting point of a language curriculum. In this way,
the language program may be reexamined and reevaluated according to the
curriculum objectives (Iwai, et al., 1999 as cited in Albassri, 2016).
Similarly, needs analysis is a fundamental requirement that includes the
school’s stakeholders, including the parents, teachers, and the learners. On
the other hand, the conflict becomes evident when the needs are not being
applied to all the community members involved in the classroom. Therefore,
these needs must be well identified, analyzed, and investigated because the
curriculum must incline and support the community’s selected members and
the others involved in the learning process. Moreover, language learning is
applied in the communicative and sociocultural pedagogies that are evident
inside a particular educational field (Belcher, 2006 as cited in Albassri, 2016).
According to Mead (2015), analyzing the needs of oral communication
skills applies a particular assessment method. However, the method applied
for providing feedback to the newly skilled learners is not necessary on student
evaluation per quarter. On the other hand, all assessment tools to be used for
needs analysis must follow the measurement principles regarding its validity,
reliability, and fairness at all costs. An accurate and consistent instrument must
be observed for it will represent all the skills to be measured, and it must control
similarly with an enormous number of students.
Moreover, determining the suitable instrument to be utilized depends on
its purpose for the needs analysis and its availability. If its goal is to analyze
the needs of a specific set of grammatical competencies, for instance,
diagnosing the strengths and limitations or analyzing the mastery of a goal, the
test must be according to the competencies. If the practice tests are not
obtainable, the instrument to be used must be well designed to determine and
achieve the students’ needs. If it targets to generally assess communication
through grammar, such as a new program evaluation or district goals
assessment, the needs must be measured from time to time and, if possible,
the progress must be described through external norms, either national or
state. Meaning, it is necessary to observe an appropriate test that undergoes
thorough progress, validation, and reliability, even if the test does not fully
match the local program (Mead, 2015).
Also, Shank (2016) stated that the students’ needs and capabilities
assessed by the teachers became a fundamental part of their lives. Moreover,
the teachers must provide various teaching strategies and assessment tools
to help them fulfill their educational needs and reach their future profession.
Being one of the primary sources of knowledge, the teachers have to
assess their learners’ capabilities and excel in the classroom. Furthermore, the
teachers must identify and meet their students’ needs and reach their
expectations by learning objectives. In this manner, the teacher must learn how
his /her students can adapt to the classroom environment and how it will be
possible to everyone (Shank, 2016).
Correspondingly, the students’ literacy needs assessment is necessary
for classroom instruction. Based on the Center for Applied Linguistics (2016),
the students can reach the standards of using English as a Second Language
(ESL) in various motives such as they want to learn English for communication
purposes or learn it for their future endeavors. However, if these needs were
not achieved and the learning objectives were not met, it would affect them.
Therefore, using formal or informal assessment tools to determine the
students’ needs is necessary to identify how they excel and develop in the
English classroom.
Moreover, assessing the students’ needs may serve as a tool for
curriculum improvement and development in the classroom setting to fulfill the
class’s learning objectives (CAL, 2016). In this manner, the teacher assesses
the learners’ language capabilities and applies them in the class. Teachers can
measure the students’ capabilities through needs analysis to track how they
reach the learning objectives they have planned for the subject matter and their
learners.
As stated by Bow Valley College (2016), a thorough needs analysis
enables the teachers to assess the students’ needs, objectives, interests, and
learning conflicts. This pattern caters to necessary information and guides for
data gathering to solve temporary problems regarding the students’ needs
inside the classroom setting. The teacher assesses the classroom needs that
begin from the first parts of the lesson plan. It allows the teacher to determine
what the learners could have missed in the class and how they would be
adequately addressed through appropriate assistance and educational
support. More so, needs analysis refers to how the students are being
supported and assisted by teachers. Various instructors find it helpful and
significant to integrate students’ needs inside the classroom setting for a long
time. Assessing the students’ needs to all the learners lets them gather more
in-depth facts and shreds of evidence and decreases the problems they may
be overwhelmed with.
Moreover, asking questions is necessary when assessing the students’
needs in the classroom setting. The teachers must identify the students’ level
when providing sets of questions and be meaningful to the students to express
their needs clearly. Additionally, proposals or recommendations for assessing
the students’ needs with lower and higher-level ESL literacy classes are
delivered. Therefore, the teachers must bear in mind that the data gathering
allows the learners to understand better and connect them with available
supports (BVC, 2016).
Furthermore, it is necessary to determine that the students may not be
contented about sharing information regarding their educational conditions or
problems before acquiring them well. Sometimes, the students are more likely
to have this information privately. As a remedy, the teachers aim to gather that
they can utilize for lesson planning and teaching without letting their students
become pressured. In this way, the learners become more open to receiving
new knowledge as the class develops, where they become more engaged with
the teachers. Many teachers believe that if the students share some of their
personal stories, they find it much easier to discuss the learners’ needs and
background information (BVC, 2016).
On the other hand, Al-Mekhlafi and Nagaratname (2011) in Nozadze
(2017) states that different researches proved that grammar must be taught
inside the classroom. The learners commonly see that including grammar in
the curriculum is a necessary evil at best (Nozadze, 2017). Several teachers
are still uninterested in teaching grammar because of low literacy, low student
motivation, and other classroom-related reasons (Borg, 2010; Nozadze, 2017).
Moreover, the teachers’ attitudes in teaching grammar and their needs
analysis depend solely on their grammatical skills accuracy, fluency, and self-
confidence. Contrariwise, grammar needs analysis applied with attitude, in
some situations, may not also be very enthusiastic. It has also been stated that
an English teacher this commonly identified as the grammar corrector that
primarily aims to correct others’ grammar mistakes. On the other hand,
grammar needs analysis is necessary, not only because of examinations or
requirements but also because of the teachers’ needs and how they can
communicate properly and nicely. The most common approach on grammar

needs assessment suggests that there are still tasks that serve as the main
applied rule that are reliable or communicative.
As said by Larsen-Freeman (2009) in Nozadze (2017), the traditional
approach on grammar needs analysis suggests that a students’ grammatical
knowledge is well explained as an accurate construction and comprehension
that the teachers analyze through the four (4) macro skills. Needs analysis is
usually applied using decontextualized and discrete-point items, including
sentence unscrambling, error correction, cloze tests, fill in the blanks, sentence
completion, subject-verb agreement rules, and other related types. These
formats analyze the students’ grammar needs, but they do not assess if the
test-takers can use grammar correctly through speaking or writing skills.
Moreover, Ampa and Quraisy (2017) stated that in order to accomplish
a sufficient teaching skill, a teacher must match the learner’s needs and
abilities. Proper management of the four language skills must be typically put
in a sequence to assess these needs, including writing as the last skill for it is
the final competency acquired by the learners in acquiring the first language.
Essential components of the students’ needs in grammar must be analyzed to
acquire the writing skill, including the language structure, choice of words,
content, organization, and mechanic. Therefore, grammatical structure and
vocabulary are the primary needs to be acquired in English language learning
using the writing skill.
Besides, these learning needs refer to the needs that the students
acquire as they learn. In this manner, these needs must be increased to let the
students learn continuously. As Ampa and Quraisy (2017) added, grammar
needs analysis assesses the learners’ educational needs by gathering
information. These needs aim to target the students’ key learning outcomes
and requirements during the class. Moreover, these needs refer to the
students’ characteristics, class concerns, and learning constraints. However,
the teacher’s analysis aims to match such techniques, including teaching and
learning strategies, to the learners’ needs to determine if the teacher’s lesson
plan is necessary to the intended learning objectives.
Therefore, needs analysis includes learning activities that aim to identify
the students’ needs because determining the learners’ needs in an organized
and productive manner produces successful lesson planning. Furthermore,
needs analysis produces a good-decision making skill for teachers since they
can prioritize the students’ needs to produce an effective course plan. In
developing a curriculum, needs analysis serves as a process by which the
teacher caters to the students’ educational needs to know the gaps between
what knowledge is already learned and what possible knowledge should be
expected (Ampa & Quraisy, 2017).
An essential tool of a proficiency-based approach has changed from
identifying language proficiency through structural knowledge. The students’
needs were best assessed through discrete-point items and apply this
knowledge through performance tasks, which are best assessed through the
written text production and comprehension and face-to-face interaction under
an empirical process (McNamara & Roever, 2016). Afterward, a more
integrative approach on assessing grammar, including grammatical
performance, was assessed by evaluators to determine the learners’
grammatical accuracy and how complex they are on grammatical structure
use. However, the results were subjective, and since the assessment formats
are open-ended, they are more prone to possible inconsistencies.
Furthermore, it has been defined that needs analysis serves as a series
of activities where decision-making is necessary to assess the students’
needs. It shows that needs assessment is not primarily a result but action in
their particular educational decisions. The students’ needs themselves show a
gap between hope and reality that the students must have. It shows that the
learners must contain these needs by how they perform because their learning
needs vary. Therefore, the student’s needs in a specific learning institution may
be different from another educational setting. Meaning, a perceived learning
need in the previous year may differ from what will be perceived in the future
(Ampa & Quraisy, 2017). It shows that when the learning competencies and
needs are reached, the learning activities must, therefore, be met as well. The
teachers must determine these learning needs thoroughly through an
individual approach.
Additionally, learning needs serve as continuous and unending
tendencies that exist in a learners’ classroom goal. The primary learning needs
are necessary to determine the objectives prepared in the curriculum. These
learning needs will enhance the program and provide proper direction towards
a successful program competency. Needs analysis is essential since the
students’ learning serves as the basis that provides the gap between the
learning objectives preferred by the students known as the “actual learning
conditions” because each learner provides altered needs that the teachers
must consider to identify what specific needs they will achieve in potential and
finally become his needs (Ampa & Quraisy, 2017).
Besides, grammatical needs analysis is a current competency of
learners whose gap includes knowledge, skill, and attitude towards linguistic
abilities through grammar. As the teachers implement the needs assessment,
the students’ function is essential because they will include their existing skills
based on their individual learning needs. The teachers will plan their learning
needs thoroughly, carefully, and concisely, then identify the students’ priority
in the classroom towards their grammatical interest, which needs to be fulfilled
through the learning activities (Ampa & Quraisy, 2017).
The process of assessing the students’ needs reflects on their
development and improvement and not merely on their weaknesses. Meaning,
the students can show and apply their classroom capabilities (Holt & Duzer,
2000 in CAL, 2016). Without an adequate student needs assessment, the
whole classroom instruction could also affect the students. In this case, needs
assessment is a continuous process that may affect student development,

curriculum design, and teaching strategies (TESOL, 2003 in CAL, 2016). In the
curriculum process, the relevance of needs assessment is to identify the
course’s intended learning outcomes where the program’s objectives are
achieved and, if necessary, for curriculum improvement.
Moreover, Yunita (2018) stated that needs analysis is the primary step
applied before the teacher plans how (s)he will develop his/her students
through a learning model. This learning model must be evident by showing the
current condition of how the students learn in the educational setting. Needs
analysis is also identified through a methodical process that aims for the
learners’ demands about their learning process in the English grammar class.
However, needs analysis also functions to determine how the learners develop
based on their point of view. The process must be applied using the most
appropriate learning materials to let the learner achieve and acquire his
needed learning through a proper grammatical needs assessment.
According to Sumalinog, et al. (2018), the improper grammatical
application in writing for non-native English learners is primarily caused by their
English grammatical rules’ inefficiency. Research shows that the learners’
difficulty was due to the strategy the teacher applied in instructing grammar. In
some situations, the errors occur due to the learners’ native language’s
influence, the numerous rules, complexity, and grammatical learning
limitations. Common errors that inhibited the students were their incapacity to
rule application in the immense aspects of grammar. The learners remain weak
in constructing a proper English syntax even though they were already taught
about it. The students remain confused in the correct subject and verb
agreement, deciding which preposition must be used and recalling that nouns
also have irregular forms. Also, the students experience challenges in applying
the correct antecedent for some nouns.
On the other hand, improving the learners’ grammatical errors begins
an effective reinforcement strategy from the teachers to address their learning
challenges. The teacher may apply activities using the students’ grammatical
errors to prepare for a higher lesson level. It suggests that the teachers’
corrective strategies must not be threatening to the students’ perspective.
Instead, it must be motivating to their part as learners. The teachers can also
use complete sentences to let the students be exposed to the English
language. They can also give different needs assessments on the macro skills
(Listening, Speaking, Reading, and Writing). Moreover, the teachers may also
provide exercises that identify the comparison between verb tenses (e.g.,
perfect tenses) since most learners commonly overgeneralize these tenses’
functions (Sumalinog, et al., 2019).
Also, Dussling (2016) said students’ English language competencies in
the academe could not be fulfilled if there is no communicative application of a
social, cultural, and economic context in the language schedule. Moreover,
many socioeconomic status levels improvise a parental language learner more

specifically than native English language learners (Garcia & Jensen, 2006,
cited by Dussling, 2016). Learners must complete necessary educational
achievement that can be applied through language learning through family
income, parental language proficiency, family structure, and others.
More conveniently, the educators, more particularly the children, aim to
target the classroom’s various objectives (Hammer, et al., 2007, cited by
Dussling, 2016). The learners’ application in different aspects considers its
various involvement in the classroom instruction. Teachers need to formulate
English language competencies into one particular idea that enables them to
perform and understand the language clearly and concisely. Meaning to say,
English in different perspectives assesses the learners to determine linguistic
backgrounds and cultural preservation and application. Additionally, various
linguistic achievements through their abilities and necessities are considered
one of the most fundamental language learning skills. Students tend to apply
a different set of goals and objectives that deals with knowledge application
where they apply a set of standards and abilities in learning English (Harper &
de Jong, 2004 in Dussling, 2016).
For that reason, a learner’s familiarity with language highlights their
communicative exposure. However, such learners tend to participate less until
they finally reach schooling. The student outcomes contrast broadly based on
how they are being applied in the language classroom area, and in this
manner, their primary necessities depend mainly on both inside and outside
the learning environment that enables the teachers to apply the students’
academic and professional needs (Cummins et al., 2005; de Jong et al., 2013;
as cited in Dussling, 2016).
Given that, teachers must monitor the students’ language competencies
and their effect on their knowledge. Moreover, favorable chances can occur to
how the teachers apply their strategies because it will serve as the students’
reference in learning. Meaning, the students are expected to learn how the
teacher has taught them (Dussling, 2016).
English language learners have originated from different races and
cultural backgrounds. These learners contain various educational
backgrounds and capabilities that provide different levels of knowledge based
on their experiences. Furthermore, learners aim to increase their linguistic
competencies in different genres, and teachers must determine their students’
abilities without expecting something from their learners (Harper & de Jong,
2004 as cited in Dussling, 2016). Moreover, these student experiences must
be identified thoroughly by their teacher. The learners’ outcomes may vary
depending on how their teacher exposed them to the English subject (Hammer,
et al., 2007 in Dussling, 2016). As teachers recognize the students’ capabilities
in the different language-related concepts for various purposes, it may also
serve as a benefit to them upon using new teaching strategy development and
vocabulary improvement, most notably in language literacy, grammar, and oral
proficiency (Cummins, et al., 2005; de Jong, Harper, & Coady, 2013, as cited
in Dussling, 2016).
As it happens, Sadiku (2015) believed that teachers should set the most
suitable teaching strategies and standards in the English subject classroom.
They must strive harder to produce the most appropriate teaching techniques
for their students. In this way, the students may learn efficiently and achieve
the course’s intended learning outcomes. The students’ language capabilities
in the four macro skills (listening, speaking, reading, and writing) must be
integrated and applied effectively to make the English class successful.
Meaning, the student’s linguistic competencies must be developed gradually
by letting the students achieve the learning standards the teacher has planned
for them.
Meanwhile, Al-Mekhlafi (2011) proved in Ameliani (2019) that grammar
teaching includes three areas that the students should bear in mind: grammar
is primarily used as a rule, form, and resource. For such English students,
grammar learning includes acquiring and adapting the English grammar rules
that require the most appropriate intellectual competency through the students’
skills. The best strategy to use is to perceive grammar as one of the different
educational resources students may have in English to communicate. The
learners must understand how grammar is applied to what they aim to express
and how others interpret them the way they speak (Ameliani, 2019).
On the other hand, it has been reported that most students experience
challenges in comprehending grammatical rules even though they were taught

by their teachers intensively (Ameliani, 2019). A variety of factors are identified
as students’ reasons for grammar learning challenges, including the teaching
strategies and the learning environment. The students’ background is a
learning factor that comes from the students themselves. Therefore, the
teaching techniques applied in the class are a factor that provides a significant
role in intensifying the students’ learning development. However, the learning
environment influences the learners in mastering and increasing their English
language development, most particularly grammar.
Additionally, English language acquisition includes grammar taught to
young students, which will not always be easy. Grammar, being one of the
essential aspects of language, cannot be understood easily, especially by
young learners who usually face grammar difficulties. As the students learn
and acquire the English language, they must also know its structure, including
its sentence pattern, because it differs from their language. However, learners
commonly get confused when they formulate a sentence grammatically
(Ameliani, 2019).
Also, the learners are recognized as having challenges and issues when
learning and comprehending grammar. Some language components,
particularly grammar, are not classified to have a fixed and final definition and
purpose. Quirk (2000) stated in Ameliani (2019) that grammar functions as a
complex system where its structural components share the same purpose, but
the learners find it challenging to explain one part from another. Grammatical
improvement and development are identified as a sentence construction
analysis, while the latter is focused on the attempt of creating the learners
comprehend how to apply the language in the natural and actual setting.
Besides, a low grammar comprehension disables students to reflect
grammatical instruction as they apply it in context and fail in expressing it either
through written or oral communication. As stated, the importance of using
grammar allows the students to express their thoughts easily. Therefore,
students must have a thorough understanding of the target language grammar
(Patterson, 2001, as stated in Ameliani, 2019).
Furthermore, the macro skills must be interconnected and applicable in
the different English language purposes. Therefore, applying these skills can
lead to a practical classroom situation and assure factual and purposeful
communication and learning (Sadiku, 2015).
Additionally, the students have to increase these skills, develop them,
and apply them to different academic tasks. In reality, assimilating all these
competencies can make the learners good listeners, speakers, readers, and
writers both inside and outside the classroom area and their future
accomplishments. Letting the students master all the necessary skills needed
for their capabilities can make them efficient. The teachers must also expose
their students to different academic language settings and challenging tasks
for their language development (Sadiku, 2015).
Furthermore, Wilson (2016) stated that the English language is complex

and composite, making it harder to be learned, mastered, and applied.
Assurance of using proper grammar rules can be complicated, most notably
during a conversation between a student and a teacher speaking at a
distressing speed. Moreover, he added this famous quote:
“Learning grammar is like learning to drive, you can learn all of the
theory, rules, and regulations, but you will not be good at it unless you
practice it and it starts to become second nature to you (Wilson, 2016).”
Besides, grammar plays a significant role in the English language.
However, incorrect usage of grammar could confuse the students being taught
by the teacher, and it could even alter the true meaning of a message. Still,
native English speakers are highly aware and familiar with grammar and may
quickly identify if a grammatical error is made, be it major or minor. The native
English speakers are incredibly gratified of their language and may look
negatively on it once misused (Wilson, 2016).
Likewise, Devine (2018) stated that learning English grammar by
applying the usual and traditional teaching strategies makes the students
bored and uninterested. All the interests are taken out once the teacher applies
an incorrect teaching style. Applying this kind of classroom setting makes the
students’ learning fall. One undisclosed English grammar fact is that the time
spent learning grammatical rules can be wasted because they usually break.
Consequently, the teacher’s provided sentence examples in the English class
are not commonly heard or read in the real-life setting. Most learners believe
that the native speakers are the perfect English grammar users who often
choose native speaking teachers. However, this idea was contradicted and told
that the native speakers often neither respect nor follow their grammar rules.
Instead, they somehow use slang or some colloquial syntax.
As Ban (2018) explained, one major problem in most English teachers’
grammar learning is the students’ lack of standards. It shows that the students
ignore the most straightforward and basic grammar rules, including their
structural patterns, which they must have learned even before. Moreover, once
the teacher directly taught at the graduate level without identifying the students’
capacity in grammar learning, his efforts will not be fruitful enough as he cannot
raise a structure through a delicate starting point. Furthermore, a teacher must
start from the most basic grammatical components and develop towards its
complex structure. Each part of the grammar teaching and learning must be
inclined on the previous lessons taught in the class. In this way, a careful
selection of frequently recurring grammatical items and by giving suitable
grades based on the students’ performance, the teacher must then provide
continuous practice to the students to create sentences and use them
according to their grammatical structures in different daily situations in life.
On the other hand, the biggest challenge is when the learners have seen
their grammar lesson as difficult and tedious. As a solution, a “communicative”
way of teaching grammar is advisable rather than using the traditional strategy
(Ban, 2018). Grammar must be presented contextually. Teaching and learning
grammar must be followed through guided practice. This practice enables the
students to develop and enhance the language. However, free practice is

much preferable, and the proper interaction is highly encouraged.
Teaching Strategies
As Berman (2018) explains, grammar is an essential component of
English communication. However, research confirms that explicit grammar
teaching only negatively affects the learners’ language acquisition,
comprehension, and capabilities. Applying a traditional grammar instruction
method that highlights a direct grammar methodology commonly applies a
memorized and rehearsed language use. Besides, various techniques do not
encourage students to comprehend meaning in an authentic context, including
how grammar is applied in natural communication. Identifying grammar’s
purpose through a specific form or identifying its meaning might widen the
learners’ comprehension and usage of the target language.
Moreover, grammatical instruction must be in the target language
through a lesson that comprises functional grammar learning goals. It suggests
that the learners must explicitly determine the grammatical forms with the
teachers’ assessment during a task-based lesson that bridges the gaps in
grammar learning to have a better communication process. By looking for the
correct grammar formation applied in different macro skills effectively, the
students must acquire a spontaneous need for grammar and syntax and are
exceptionally motivated to apply them in various contexts directly. The
learners’ exploration and discovery of grammatical concepts’ usage indicate a
greater comprehension of the linguistic functions that may increase

communication (Berman, 2018).
As teachers use his/her pedagogical strategies in teaching, Hinemoa
(2019) suggests that grammar in the classroom setting is taught in reverence
to students’ structure and figures in the communication process. Speech as a
process aims at the students’ language learning by allowing the teachers to
apply their grammatical rules and punctuation skills. The teacher’s language
teaching pedagogy enables standards to identify how the instructors cover the
students’ learning. In this manner, the students can identify their literacy skills
by applying an effective teaching process.
Moreover, Wornyo (2016) explains that English grammar is traditionally
applied to the student’s development. Its role focuses primarily on English
language teaching, specifically in grammar, in various schools and universities.
Teachers make the English grammar pedagogy more essential. The structural
forms of language are developed and formed where the students’ needs are
well understood, and language rules are being organized and constructed. The
application of linguistic standards is applied in various ways, either oral or
written grammar. On the other hand, the improper application of language
proficiency lacks the students’ performance that weakens the students’
progress in communicative competencies.
Furthermore, grammar teaching serves as the main highlight in English
language pedagogy. The agreement between language protocols, including
the subject and verb agreement and diction, applies different linguistic
competencies and applications. As Stern (2001) in Wornyo (2016) suggests,
English language teaching uses a set of grammatical standards that serves as
the primary tool in the teaching-learning process of ESL (English as a Second
Language). Besides, grammar teaching serves as the central figure of the
English language.
As time goes by, Ji and Liu (2018) explain that teaching and learning
the English language, most particularly grammar, must be taught significantly
to children. As the students continuously develop, they must know that learning
is essential because it plays a significant role in the different language
competencies, most specifically in listening and reading (Celce-Murcia, 1991
as cited in Ji & Liu, 2018). The relevance of grammar in teaching and learning
a language creates formal language teaching in the educational setting.
Language mastery in teaching grammar patterns provides an accurate and
fluent way of grammatical application in different perspectives.
As Kasper, et al. (2018) said, every teaching strategy’s significant role
is highlighted in various linguistic aspects, including the students’ acquisition
of their daily vocabulary, their way of understanding texts, and their levels of
interest in reading. The teachers must apply various teaching strategies in the
language pedagogy, either for the children or teenagers. It is necessary for a
teacher to continuously adapt the most suitable educational instruction in the
classroom setting to fulfill the students’ needs in the classroom objectives.
Silva and Cain (2015) pointed out that as the teachers expound on the
students’ grammar learning, their vocabulary, grammar comprehension, and
reading interests are supported and enhanced.
Elicited from LearnGrammar.net (2020), language acquisition, most
notably in grammar, serves as one of a country’s most significant parts. English
has been widely spoken in various countries and has been used by different
nationalities for years, which has been called an international language. In
conclusion, this language provides variants called dialects. Among these
varieties, however, the English language’s original structure remains the most
prominent and used for English grammar syntax. More so, syntax acquisition
and comprehension in the English language comprise an utmost significance.
Grammar teaching is generally recognized as a necessity for ESL learners to
write proper English, and native speakers do not need the grammar to write
without possible errors.
At any rate, Beare (2018) proved that grammar in teaching English as a
second language is primarily different from how native speakers use grammar
in their daily communication. As an English teacher, it is necessary to apply
the most effective learning tools and resources applicable to teaching grammar
as part of the newest teaching strategies. The most available teaching strategy
application must use the different learning opportunities a teacher may have
available.
Besides, teaching grammar is necessary to produce the most effective
learning strategies applicable to the students (Beare, 2018). Identifying the

students’ needs in grammar provides the class an expert approach to essential
English language competency. In other words, the students can reach the
class’s needs and objectives and meet them through a thorough linguistic
application.
Contrariwise, Yatvin (2016) explains that grammatical usage could
sometimes be a problem that may also affect the students’ needs in the
classroom. Rules in grammar may affect the learners’ competencies.
Moreover, linguists explain that speakers continually applied these
grammatical rules for a very long time. However, still, some native speakers
apply necessary applicable techniques to use correct patterns when speaking
English.
Furthermore, the application of grammatical rules in the English
language serves as a continuous effort that enables both speakers’ manner in
a normal conversation. Teaching English grammar has been evident in the
various linguistic instructions that allow the language to become manageable
by the language users of the macro skills, particularly in speaking and reading
(Yatvin, 2016).
Moreover, Kapur (2019) proved that to improvise one’s English
grammar skills in the classroom setting or different areas, the learner must
ultimately acquire the language skills. Inside the classroom, when the learners
fully acquired and understood the English grammar through the teacher’s
provided lesson plan, they must listen first to what the teacher is telling them
in the language pedagogy. Henceforward, the listening skill serves as the
primary method accomplished to acquire language, particularly grammar. In
this way, the learners must promote language acquisition to develop their
listening skills. The teachers and their learners have to use it daily to
communicate to enhance their grammar through listening.
Additionally, conflicts continue to be an integral part of a learner’s life.
Sometimes, the teachers create possible teaching measures and strategies to
resolve these conflicts, but they should listen first to others’ ideas and
comments. As teachers become stunned by such problems and conflicts to a
particular grammatical scope, it is necessary to take professional ideas. For
example, within the classroom setting, the teachers are often required to
prepare presentations or projects. In language pedagogy, the teachers must
be with their students because the instructors cannot work in isolation. To
make these effective, the teachers must acquire the best ideas and
suggestions from others. The teachers must make these professional
comments necessary to promote and enhance their well-being, produce the
best suitable teaching strategy and outcomes, and provide adequate attention
by boosting the students’ grammar through their listening skills (Kapur, 2019).
On the other hand, Shrouf (2012) in Kapur (2019) suggested that its
content serves as the subject matter developed through particular concepts
when applying grammar through speaking skill. When the students begin to
learn the speaking skill, they have to guarantee that its content is significant.
As much as possible, content must be applicable in various real-life
circumstances. Moreover, the abuse of using vocabulary or grammar must be
avoided (Shrouf, 2012 in Kapur, 2019).
The teachers must highlight their students’ speaking the language
where the students are familiar and comfortable. The teachers’ content must
produce awareness to their students in different grammatical areas to develop
their learning conditions appropriately. Furthermore, the teachers must correct
and provide necessary feedback or comments on the possible flaws that the
students may encounter within their language grammar learning. As they make
corrections, it is vital to safeguard that the communication process cannot be
interrupted. When other students speak either individually or in groups, jotting
down notes would be necessary. Note-taking would not only permit the
learners to acquire information about the subject matter, but also they would
be able to enhance the speaking skills. Typically, the teacher may write the
possible errors down on the board and ask the students if they can make
corrections (Kapur, 2019).
Moreover, as the students speak, they must also consider conversation
strategies. These strategies are highlighted through kinesics (body language),
including postures and gestures. For instance, when the teacher speaks about
a particular topic, it is vital to maintain eye contact with their students. As the
teacher speaks, smiling and keeping pleasant facial expressions and
personality provides a great significance. Including these as a teaching

strategy may let the students take pleasure in learning and communicating
(Kapur, 2019).
As Luscher (2016) said, the language learning process includes the so-
called “item-learning” that explains the structural analysis of individual items
such as words or phrases. On the other hand, these items are limited to a
person when (s)he learns or acquires them. For example, a traveler’s
phrasebook may not be instrumental. It may also have its limits, for there
comes the point where he needs to learn and acquire such grammatical rules
or patterns for him to generate a set of new and original sentences to be used
for natural conversation. Therefore, grammar’s role is described as an orderly
manner of using a language, and its function is to let the learners provide a
variety of sentences. As several vocabularies are being applied and used by
the learner in different possible new penalties, (s)he can express his/her
linguistic creativity at the same time. It means that grammar serves as a
“sentence-making machine.” It, therefore, suggests that grammar teaching
allows the learner to initiate unlimited linguistic creativity.
Besides, Nalunga (2017) recommends that grammar is a valuable tool
in the teaching-learning process. The students can develop their skills from an
unfamiliar teaching technique to a successful grammar method. The student’s
success in learning the language creates a fundamental competency-based
structure where the teachers’ language instruction and description are carefully
analyzed through various teaching strategies highlighted through a systematic

way of teaching grammar. As the teachers instruct grammar through different
learning tools and methodologies, they tend to pay attention to grammatical
features the teachers aim to teach.
Having limited knowledge about grammar is hazardous. Teachers tend
to develop their knowledge, particularly when a student has to be involved in a
specific task or activity, including reports, journals, papers, or written
assignments in any form, debates, or even discussions. Since the teacher must
apply these activities effectively, they have to boost the students’ awareness
and generate their knowledge by reading different materials or using the
Internet. Therefore, developing effectively these in their current knowledge
improves the students’ grammar through reading skills (Kapur, 2019).
Moreover, as teachers formulate speeches and presentations, they also
acquire an understanding of various ideas. First, they read books or any written
outputs, paraphrase them through their own words, and write down the
concepts. Sometimes, during a speech delivery, students use notes or any
written materials, while others read the notes and acquire this information to
make the speech more productive. Mainly in the classroom setting, the teacher
uses a PowerPoint presentation. Therefore, the students have to acquire an
effective way of grammar learning through reading and prepare their
presentations (Kapur, 2019).
Through teach grammar through reading comprehension, the students
must be familiar with the language. Frequently, the students are not entirely
familiar with English language grammar. Hence, to supplement their fluency in
using the English language, they attend tutorials or other grammar-related
classes, in which they acquire English grammatical skills through speaking,
reading, and writing. When the students become fluent in English, they begin
to read different reading materials such as books, newspapers, or journals
(Kapur, 2019). One major factor of language support is that students can
acquire a proper understanding of word meanings and sentence structures. As
students read, they do not ask for assistance from others, but they ask to
explain concepts when they read in conflict.
With regards to writing skills, certain phases have to be remembered in
language pedagogy. Teachers must express their thoughts, concepts, and
point of view as they write. They cite various sources and gather them in the
bibliography references to give credits to avoid plagiarism. As they write, the
teachers must remember these certain language aspects, including
vocabulary, syntax, semantics, and grammar. Typically, the teachers ensure
that as they create articles, they have to utilize necessary information and
ideas that avoid grammatical issues and errors. The teachers also apply
enormous writing through emails, journals, internet sites, blogs, and internet
posts (Pawliczak, 2015).
Instructors, including the supervisors in most schools, have to
collaborate with the learners to develop their writing skills. When the
supervisors provide them notes about lesson plans, then they must guarantee
that they provide quality education and appropriate facts in grammatical
structures. Catering them knowledge and information through different
educational perceptions enables the teachers and supervisors to interact with
them. When the learners obtain appropriate education through such learning
materials, they attain a sufficient perception of ideas and develop enhanced
writing skills (Kapur, 2019).
Moreover, the teachers and administrators safeguard that they plan
their educational strategies thoroughly on promoting quality education.
Facilitating learning is focused on understanding grammar in different
academic concepts. In various schools, the learners aim to portray their writing
skills by applying written outputs, including reports, journals, assignments, and
projects. For that reason, it suggests that when they obtain a well-organized
knowledge about the language structures, most particularly grammar, they will
only portray their writing skills in an organized manner. Therefore, the teachers
have to solve their problems and difficulties in the classroom setting (Kapur,
2019).
Apart from this, Anani (2017) believed that grammar serves as the
skeleton and the backbone of a language that supports the way specific
speakers and listeners apply in a normal conversation when learning a
language. The grammatical application serves as the structure of linguistic
competence that supports every detail of a message and ideas since it binds
the speaker’s message to its listener/s and vice versa. It suggests that a person
cannot apply its true essence in a statement without the proper language
structure.
It was proved by IPL.org (2016) that grammar functions as the cement
of language that binds all of its parts that leads to language communication
foundation. Moreover, words through vocabulary and diction create a building
block applied as the central complex in using the grammatical standards in
different language classes and various social life situations. In this manner,
effective vocabulary teaching creates the most suitable grammar in the other
language settings.
Additionally, students are taught well with the best and effective
grammatical skills. In this manner, the teachers’ role in the grammar classroom
is essential for it starts from the most basic level until the students understand
the language quickly and thoroughly. Teaching grammar through the different
strategies included in the LSRW skills applies the English language
classroom’s essential rules as a part of their daily communication. In this way,
the language teachers are monitored carefully to identify their effectiveness
and determine their needed expertise. Teachers are expected to apply the
most effective teaching strategies in grammar for them to explore other
techniques aside from the traditional grammar memorization methods (Anani,
2017).
To continue, Pekka and Saaristo (2015) explained grammar as being
the primary source when it comes to teaching-learning pedagogy. More so,

grammar is taught through an empirical process applying the most suitable
linguistic approach, including a traditional pedagogy in grammar teaching and
theoretical and descriptive approaches (Aarts et al., 2006 as cited in Pekka &
Saaristo, 2015). Grammar in the educational language pedagogy serves as a
helpful tool that provides valuable communication and functions as a support
for other practical purposes.
Moreover, descriptive linguists apply language pedagogy through
structural analysis and grammatical application (Achard, et al., 2004 as cited
in Pekka & Saaristo, 2015). Likewise, linguists aim to prove theoretical
grammars in a broader perspective in language communication that applies
educational pedagogies that involve a set of standards through a continuous
student practice.
In grammar learning, the lesson content must provide fundamental
insights about grammar rather than providing complicated rules to the
students, especially when teaching grammar alone or virtually in a written
context (Myhill, et al., 2013 in Jimmy, 2019). Grammar teaching-learning must
be solely based on analyzing sentences without putting a stressful cognitive
teaching strategy, which lacks the students’ knowledge and confidence in
grammar comprehension through empirical thoughts. Moreover, research
shows that teachers commonly apply and match the content and teaching
pedagogies they experienced when still students (Watson, 2015). Meaning, a
more traditional form of grammar teaching persists in the classroom.

Moreover, Van Rijt, et al. (2018) explained that the language pedagogy
about the first language grammar (L1) teaching is not updated and improvised
with insights from the current modern linguistic theory and still applies the
traditional grammatical approach (e.g., subject, noun, and verb) rather than
using metacognition from modern linguistics. By this means, proper
grammatical discipline and practice may occur. However, it may also include a
similar lack of linguistic information and knowledge for some teachers and
researchers.
For that reason, the current grammar teaching and present methods or
research into L1 grammar teaching are both traditional. However, traditional
grammar education has already been exposed to various criticisms (Giovanelli,
2015) where it is foreseen to focus positively on rules of thumb and lower-order
thinking skills than applying real conceptual insights (Berry, 2015; Van Rijt, et
al., 2019). Grammar learning is criticized for having its rules that always need
to be considered that have always been confused by most learners (Myhill, et
al., 2016). Grammatical pedagogy must be about communication and rational
conversation about language on an informed level. Analyzing the most
important linguistic components and metaconcepts is one of the most
substantial challenges for grammar teachers (Fontich, 2016). It applies to any
grammar education, whether its objective is to develop the learner’s grammar
literacy, second language learning, enhance analytical skills, and teach cultural
knowledge.
On the other hand, a thorough understanding of grammar is expected
for those who study linguistics, enhancing and developing their pedagogical
experiences in the domain. More importantly, an exact and fair amount of
students will become teachers who need the most relevant grammatical
knowledge in their language teaching (Giovanelli, 2016). The present
application of this pedagogy is fixed in the complex form of educational context.
More so, its essence and effects continuous developing beyond a higher level
of education.
Such research primarily highlighted the traditional grammatical
concepts in writing education (Fontich, 2016; Watson & Newman, 2017).
According to studies, it was clearly shown that having good grammatical
comprehension is necessary for English teachers in producing a practical
literary approach between grammar and writing concepts. According to some
researchers, it is possible to teach traditional grammar ideas without applying
the traditional teaching strategies. On the other hand, requiring students to talk
or reason about traditional grammar in the written context remains a challenge
since they find it hard to absorb metalanguage conceptually (Watson &
Newman, 2017).
Furthermore, scholars believe that connecting linguistic theory and L1
grammar education can fix limited grammatical comprehension (Van Rijt &
Coppen, 2017), appealing that metaconcepts garnered from modern linguistics
can be applied to strengthen the traditional grammar pedagogy. For instance,

comprehending the passive voice will benefit from an approach that deals on
“mapping problem” through Lexical-Functional Grammar, which refers to
applying modern linguistic metaconcepts like semantic roles, which is not
evident in traditional grammar pedagogy (Van Rijt, et al., 2018). Another
metaconcept can also identify the obligatory and non-obligatory syntactic
elements in a sentence, such as the difference between objects and adverbials
and other related concepts.
Even though an approach combining metaconcepts from modern
linguistics and the traditional grammar pedagogy may seem to be favorable,
there is still no thorough evidence that may prove its effectiveness in producing
linguistic reasoning and understanding (Hulshof, 2013, as cited in Jimmy,
2019). However, current studies try to bridge the gap by looking for grammar
education’s possible effectiveness centered on metalinguistic concepts of the
student’s English language competencies through grammatical reasoning. It
examines if a short possible remedy that deals with traditional grammar
concepts contains positive effects on the students’ grammatical competencies.
Consequently, Kirn (2019) argued that the idea of the students’ linguistic
capabilities and competencies does not necessarily mean that the teachers
are required to teach, or the students could always learn all of the macro skills
without including the other skills with the other competencies applied in the
various lesson planning, activities, or homework. It was known as the
“Segregated Skills Instruction,” wherein all approaches do not often rely on the
other skills but depend primarily on the teaching and learning strategies and
lesson plans.
For example, some approaches regarding this would be listening for
stressed words, highlighting the syllables in a sentence, context clues,
skimming and scanning, supporting details application, and others can lead to
being assimilated into “Integrated Skills Instruction” (Kirn, 2019).
Moreover, an overall principle in teaching language skills identifies that
reading has similarities to listening while writing parallels to speak. With proper
teaching of language capabilities that apply a straightforward communication
process, the oral skills are frequently imparted together since speech produces
semantics until others hear it. Moreover, the writing skills may be applied
differently in an orderly manner, but they naturally incorporate when reading is
used as a provocation or a stimulus for writing. Indeed, almost all the
capabilities applied in each macro skill counterparts with each other (Kirn,
2019).
METHODS
Research Design
The researcher utilized the descriptive-correlational design in the study.
Descriptive-correlational research is a quantitative research method that aims
to gather measurable data for a population’s statistical analysis that highlights
the comparison between factors (Godaddy, 2020). The description of the

teachers’ grammatical skills and their way of assessing the students’ needs
were explained thoroughly by providing supporting details related to the topics.
The descriptive research process enables a survey to gather any data
analyzed through its frequencies, averages, or patterns (McCombes, 2019).
Descriptive statistics are essential in the process of deducing the data to a
manageable form. Descriptive research can be explicated as they are present,
with the researcher having no control over the variables given. Furthermore,
descriptive research is characterized as merely attempting to determine,
define, or detect what is, while analytical research tries to establish why
‘something’ came to be or why ‘something’ works that way.
Participants
The respondents for this study were 146 Junior High School English
teachers and 80 Senior High School English teachers for a total of 226 English
teachers in the selected private and public schools in Calapan City, Oriental
Mindoro that represents 100% of the total population. The researcher also
aimed to let the respondents answer the questionnaire about how teachers
apply their grammatical skills at school and assess their needs when teaching
English grammar.
Instruments Used
This paper adopted a standardized questionnaire owned by Briana

(2019) and Al-Mekhlafi (2011) to identify the teachers’ grammar needs
analysis’s importance and their grammar challenges. More so, the researcher
utilized a standardized questionnaire owned by the Center of Advanced
Research for Language Acquisition of the University of Minnesota (2011) to
test the significant difference between the Junior and Senior High school
English teachers’ grammatical skills and how their students are being
assessed.
However, the researcher considered and modified particular questions
and verbal interpretation related to the Junior and Senior High school English
teachers’ grammar skills and how it is being assessed to the students’ needs.
The researcher has modified the said questionnaires to make them more
refined and attuned to the respondents. The same questionnaire was
administered to collect data to examine the vital relationship between the
perceived English grammar skill used to assess the Junior and Senior High
school students’ needs in the selected public and private high schools of
Calapan City, Oriental Mindoro.
Moreover, the researcher has presented the result to the experts in the
same field for verification and validation. The prepared research instrument
was declared to be excellent and acceptable based on the following reliability
test results:
Indicators Cronbach Alpha Remarks

Grammar Needs Analysis through Listening 0.840 Good
Grammar Needs Analysis through Speaking 0.914 Excellent
Grammar Needs Analysis through Reading 0.909 Excellent
Grammar Needs Analysis through Writing 0.909 Excellent
Grammar Needs Analysis through Reading 0.850 Good

Challenges in Grammar Learning 0.915 Excellent
Teaching Grammar Strategies in Listening 0.932 Excellent
Teaching Grammar Strategies in Vocabulary 0.903 Excellent
Teaching Grammar Strategies in Speaking 0.908 Excellent
Teaching Grammar Strategies in Reading 0.797 Acceptable
Teaching Grammar Strategies in Writing 0.918 Excellent
George and Mallery (2003) provide the following rules of thumb:
“_ > .9 – Excellent, _ > .8 – Good, _ > .7 – Acceptable, _ > .6 – Questionable, _ > .5 – Poor, and_ < .5
– Unacceptable”
Research Procedures
The paper sought the proposal’s approval and endorsement from the
Graduate School of the Lyceum of the Philippines University for the study’s
conduct. Then, the questionnaires underwent its reliability test before they
were administered to the selected respondents. The researcher had
administered the instrument personally and expounded the questionnaires
item by item to each respondent in the simplest way possible. Moreover, the
researcher had interviewed the respondents to validate the data gathered. He
also collected associated facts from the documents that the various selected
public and private Junior and Senior High schools in Calapan City, Oriental
Mindoro, have and from internet sources. The data collected by the researcher
were encoded, tabulated, inferred, and evaluated. Regarding the arrangement
of schedules for administering the questionnaire, the researcher coordinated
with the Department of Education, Schools Division of Calapan City, Oriental
Mindoro.
To fully obtain teachers’ grammatical skills and assess them in the
students’ needs in the English language classroom, questionnaires were given

to the respondents. The researcher has also observed utmost secrecy and
confidentiality of information among the respondents.
Data Analysis
The researcher utilized the correlational analysis to treat data with
reverence to the teachers’ grammatical skills when it comes to their needs
assessment in which the selected Senior High school English teachers are
comfortable.
Also, an independent sample T-test was used to test if there is a
significant difference in the teachers’ responses. It was applied to determine
the difference in the perception of the respondents regarding the needs
assessment used for Junior and Senior High school students in the selected
public schools of the Calapan City, Oriental Mindoro when grouped according
to profile variables so as the significant relationships between the perceived
grammatical skills of the Junior and Senior High school English language
teachers. Thus, the hypothesis was examined using the 0.05 level of
significance. However, to determine the least utilized needs assessment
among the respondents’ grammatical skills, a weighted mean was be used.
Ethical Considerations
The researcher was respectfully referred to the school heads of the
secondary schools to conduct the dissertation and to disseminate the

questionnaires with an endorsement letter approved by the Department of
Education in strict adherence to the following reminders: participation of the
respondents should be involuntary; proper coordination and arrangement
should be made; health protocols should be strictly observed due to the
pandemic; and, ethical standards should be followed. The protection of the
respondents’ privacy has also been safeguarded. Moreover, an adequate level
of confidentiality of the research data was ensured at all costs. Also, the
anonymity of individuals and organizations participating in the research was
guaranteed.
RESULTS AND DISCUSSION

Table 1
Grammar Needs Analysis through Listening
The teacher lets the students: Weighted Verbal Ran
Mean Interpretation k
1. Listen to small group discussions 3.63 Very Important 4
2. Listen to lectures 3.76 Very Important 2
3. Listen to large group discussions or 3.59 Very Important 5
debates
4. Take notes 3.78 Very Important 1
5. Understand lengthy spoken descriptions 3.43 Important 7
6. Understand spoken instructions 3.71 Very Important 3
7. Understanding informal language 3.46 Important 6
Composite Mean 3.62 Very Important
Legend: 3.50 – 4.00 = Very Important; 2.50 – 3.49 = Important; 1.50 – 2.49 = Not Important; 1.00 –
1.49 = Not sure
Table 1 presents the listening grammar needs analysis used by the
respondents. The composite mean of 3.62 generally shows that the
respondents see the grammatical assessment as necessary, identifying the
table as Very Important.

The grammar need that topped most was about taking notes as the
students listened, produced a weighted mean of 3.78, and considered the
indicator Very Important. Jotting down notes as the learner listens becomes a
reflection of learning the teacher’s grammar as they write down all the words
they heard. For instance, students immediately write down significant notes
based on what they have heard from the teacher from time to time. As Cohen
(2019) said, note-taking from listening can be most effective when the students
learn how to paraphrase what they hear from the teacher. Paraphrasing makes
sense to what they hear from the teacher, encouraging learners to comprehend
and recall what they have heard. In this way, they must always try to
paraphrase everything they could hear except when the information has to be
precisely noted down.
The previous statement was about letting the students listen to lectures
had a weighted mean of 3.76, which categorized the indicator as Very
Important. It emphasizes that class lectures are a part of daily classroom
instruction to acquire the most necessary grammar. As the students listen
thoroughly during the classroom discussion, their grammar needs through
listening are possibly acquired and assessed. In a specific situation, the learner
listens thoroughly during a class session to acquire grammatical learning and
acquire correct syntactic patterns to be readied for application and practice,
such as making business letters or formal essays.
According to Lo Bello (2019), classroom discourse is one of the most

critical and essential parts of English language pedagogy. The learners interact
with the teacher and vice versa as they exchange thoughts and possible
questions regarding specific ideas. These accustomed learners are well-
equipped to participate in classroom discussions. When they speak in front of
the class through an informal setting, it could prepare them for future
accomplishments.
Furthermore, the statement about understanding spoken instructions
acquired a weighted mean of 3.71 and was verbally interpreted as Very
Important. It indicates that the English teachers allow their learners to
comprehend what they are saying through repetitious instructions and
directions, mainly when dealing with quizzes or activities. The students’ need
is properly assessed even by using the most basic English grammar rules.
Commonly, teachers repeat or rephrase the instructions for the students’
easier understanding. The learners are guided well by the teachers by how
they have understood the instruction. Its relevance provides tremendous
importance since it becomes the basis of the students’ answers and
performance.
It was proven by Staff (2020) that following the necessary class
instructions is very relevant to make the classroom activities instructed by the
teacher a more straightforward method. It ensures that the tasks are done
efficiently, eradicate possible confusion, and manages time appropriately.
When the instructions are followed under the necessary standards, the tasks
smoothly work well.
Also, listening to small group discussions resulted from a 3.63 weighted
mean, which determined the statement as Very Important. The relevance of
allowing the students to listen and use English in group discussions is for them
to be familiarized and identify how important it should be on different group
presentations, such as mock debates, research presentations, class reports,
or role-playings. Listening to small group discussions is applied through its
most appropriate performance indicators, such as hands-on activities,
reflective essays, journal making, or any form of analysis. With the higher-order
thinking skills, the student’s learning based on listening to small group
discussions may be evident either through writing or speaking, which
emphasizes what they have learned based on what they have heard.
According to Chameleon (2016), one of the advantages of learning from
a small group is proper time management. In this way, time management could
be very flexible and can be applied in various allocations. For example, if at
least one or two members are challenged in a language presentation, most
notably when grammar needs to be used, it would be preferable that the whole
group function and help each other by giving the challenged learner individual
attention and monitoring.
Additionally, the needs analysis about listening to extensive group
discussions or debates had a weighted mean of 3.59 and a verbal
interpretation of Very Important. Exposure to extensive group discussions,

including seminars, workshops, world congress, or mass gatherings, could
strengthen and fulfill the students’ needs. Teachers believe that when the
learners are exposed to these extensive group discussions, they may
rediscover words and terms and fulfill their English language competencies by
thoroughly listening to the speaker. As the learners acquire these skills through
listening, their English language acquisition may improve their language
capabilities may enhance. Listening to extensive group discussions may also
be a source of linguistic practice that may introduce the learner to a newer set
of vocabulary words or linguistic registers.
As believed by Kirby, et al. (2021), the highlighted purpose of using
extensive group discussions is to let the students reflect on possible gathered
information from tested ideas that have already produced conclusions from a
particular study or topic. In this manner, extensive group discussion enables
the learners to apply what they have learned by peer groups through
workshops facilitated by an educator to monitor how they progress or develop.
On the other hand, the lowest statement was about letting the students
understand the lengthy spoken description, which had a weighted mean of
3.43 and was interpreted as Important. The learners are more encouraged to
understand specific details than listening to a lengthy description of a particular
topic. The teachers assess the learners with a lengthy description when a
particular topic has to be explained with additional details. Moreover, students
tend to become lazier on listening to a lengthy statement, such as explaining

a movie, a detailed description of a novel, or class discussions and reports.
In the light of Tenney (2016), maintaining a shorter time allotment in the
class would be preferable for students to maximize their learning and
application time. In addition, it would be easier for the teacher to judge their
lesson’s period. However, the longer the lesson, the harder it could be for the
students to have a short break or experience some classroom activities.
Finally, the statement about understanding informal language had a
weighted mean of 3.46, seeing the statement as Important. The learners must
be exposed to the different kinds and forms of an English language discourse.
However, using an informal setting of the English language is not that
commonly used, but it is also necessary to determine how grammar could
affect English conversation. Here in the Philippines, students do not use
English as their native language, so most of them commonly depend on what
they hear from others and use it as a basis of language learning and
acquisition. Therefore, if the teacher applies a statement with wrong grammar,
the student may see it as correct even though it is not.
As Jones (2017) explained, one disadvantage of learning informal
communication is that its outputs cannot be documented in the academic
setting. Applying informal language could affect the classroom discussion.
However, its pros can help boost social interactions, creating a good rapport
with classmates and teachers.
Prominently, Table 2 shows the speaking grammar needs analysis used

by the respondents. The composite mean of 3.64 shows that the respondents
typically see the grammatical assessment as necessary, interpreting the table
as Very Important.
Table 2
Grammar Needs Analysis through Speaking
Weighted Verbal
The teacher lets the students: Rank
Mean Interpretation
1. Give oral presentations. 3.77 Very Important 5
2. Pronounce words correctly. 3.80 Very Important 1
3. Ask for clarifications. 3.80 Very Important 1
4. Give formal speeches/ presentations. 3.62 Very Important 10
5. Participate effectively in discussions. 3.78 Very Important 3
6. Communicate effectively with peers in small
group discussions, collaborative projects, or 3.70 Very Important 8
out- of-class study groups.
7. Describe objects or procedures. 3.65 Very Important 9
8. Formulate coherent arguments. 3.50 Very Important 14
9. Pronounce words, phrases, and sentences
3.73 Very Important 6
with proper intonation and stress patterns.
10. Give formal speeches/ presentations. 3.58 Very Important 11
11. Participate in discussions. 3.78 Very Important 3
12. Communicate effectively with peers in
small- group discussions and collaborative 3.71 Very Important 7
projects.
13. Communicate effectively with superiors. 3.56 Very Important 13
14. Use English fluently (e.g., appropriately,
3.57 Very Important 12
with other people, in the right situation).
15. Participate in interviews (e.g. job
3.41 Important 17
interviews, scholarship etc.).
16. Participate in meetings. 3.42 Important 16
17. Engage in public speaking. 3.50 Very Important 14
Legend: 3.50 – 4.00 = Very Important; 2.50 – 3.49 = Important; 1.50 – 2.49 = Not Important; 1.00 – 1.49 = Not sure
Surprisingly, there was a tie of scores on the students’ needs
assessment about pronouncing the words correctly and asking for
clarifications, both having 3.80 as a weighted mean and were verbally
interpreted as Very Important. An English teacher’s grammatical assessment
highlights the correct pronunciation, including proper verb tenses, voices,
subject-verb agreement, and diction. The relevance of the syntactic elements

of grammar enables the learner to apply the necessary information (s)he
expresses in different genres, be it formal or informal. The correct
pronunciation is relevant in the classroom, making the English teachers the
source of language learning. As the teacher provides grammatical rules, (s)he
may provide different strategies and methodologies, such as the audio-lingual
method, providing authentic examples such as sentences or phrases, high-
quality discussion, and self-application and practice in different settings or
sample situations.
As Johnson (2019) mentioned, teenage students focus primarily on the
keyword pronunciation in a sentence, which signifies a great significance since
identifying both the grammatical structure’s content and function is critical for
speaking comprehension. The students’ needs must be adequately assessed
by stressing the content words and correctly match them to the function words.
However, asking for clarity about a specific grammatical rule boosts the
interest of the learner. The student’s interest becomes fruitful once (s)he asks
about the topic and enhances his/her understanding of grammar learning. On
the other hand, the teacher encourages the learners to ask critical questions
to enhance their grammar learning productivity and eliminate possible
challenges.
As Spencer (2020) confirmed, student inquiry in the classroom serves
as the heart of the learners’ choice. As the learner asks their queries, they can
think and analyze their curiosities and boost their interests. In this way, they
can construct and fulfill their needs and bridge their gaps in the grammar
learning they are analyzing.
Besides, there was a tie of scores between participating in discussions
and participating in discussions effectively, resulting in a weighted mean of
3.78 and were identified as Very Important. Letting the students participate in
class enables the learners to partake in the teacher’s provided learning
objectives. Classroom activities such as role-plays or reporting are some of the
most significant ways of student participation using the speaking skill.
Continuous practice on using English as the medium of communication during
an English class enables the learners to learn and acquire the language
simultaneously. This situation supports Krashen’s Input Hypothesis, which
explains that as the student participates in the lesson and has made the
language meaningful in their regular class, (s)he will learn the English
language. Similarly, as the student learns the language from the
comprehensible input, (s)he acquires it simultaneously, which then supports
the Learning-Acquiring hypothesis.
As Weimer (2016) specified, participation serves as an advantage to the
teachers when controlling the learners’ talk. It encourages academic
interaction among the learners by letting their classmates comment on what
the other student has said. Interaction is applied through questioning, where
the learner invites his/her classmates before or after a discussion.
On the other hand, allowing the students to participate effectively in the

class shows that the teacher enables the learners to actively join and contribute
to the class where they are encouraged to reach the lesson’s standards and
competencies, which can be produced through lesson application such as role-
plays or speech choirs.
As Hamdullahpur (2021) claimed, teachers commonly require clear
instructions for them to be effective. To fulfill the learners’ needs in grammar,
the teachers must adopt a thorough questioning approach and let them answer
freely through proper reasoning, repeated to acquire a higher depth level. The
students’ participation can be assessed through technologies to participate
verbally or type their contributions online.
Without a doubt, letting the learners give oral presentations in the class
had a weighted mean of 3.77, interpreting the statement as Very Important.
Applying the lesson’s objective through oral presentations enables the learners
to enhance their grammatical speaking skills. The teacher assesses the
learners’ needs by assigning them speech choirs, debates, or group reports
using English. In this way, grammar speaking would be encouraged and
enhanced through thorough practice, and the learners’ needs would be
fulfilled. Allowing the students to perform different oral activities in the
classroom, such as declamations or orations, are also fundamental ways to
enhance the students’ speaking skills through English language usage.
Fulfilling the students’ needs through oral presentations may develop and
enhance their skills through continuous practice. As the learners enhance

themselves, they may begin a fluent speech with the appropriate structure.
It was proven by Živković (2018) that oral presentations play a vital role
in language teaching. Teaching the students and fulfilling their oral
presentation needs designs their speaking skills into two specific goals:
enabling them to have a productive and successful professional surrounding
in the future and let them be exposed for their academic career.
Alternatively, the statement that ranked the lowest was letting the
students participate in interviews, including job interviews or a scholarship,
which had a weighted mean of 3.41, which was categorized as Important.
Some learners tend to feel less engaged in participating individual activities
where they experience belittlement where they feel afraid that they might
experience errors speaking fluent English. However, the teachers find this
important, but it is not commonly used as a teaching strategy. This situation
supports Krashen’s Monitor hypothesis where the second language is being
blocked, inhibiting speech through thinking. It explains that in an individual’s
brain, a monitor is prepared that blocks speaking so that (s)he can think and
prepare himself/herself to produce the correct grammar.
Referring to Kannan (2019), one disadvantage in this strategy could be
that the teacher-student interaction could be a career wherein the actual “on-
the-job” is highly enthralling than any other interviews. Moreover, the
experience of student assessment in the teaching-learning process would
overshine the interview. One factor in assessing this need is to have another
teacher or instructor determine how the teaching approach would be
appropriately assessed in the actual interview.
Letting the learners participate in meetings was considered Important,
with a weighted mean of 3.42. It shows that the teachers do not mostly use the
strategy to fulfill the students’ needs, but it also emphasizes the students’
grammar learning process. However, the student’s involvement in small group
discussions, such as brainstorming, enables them to become more
participative in class to enhance their English language communication skills.
Letting the learners participate in such discussions allows them to become
“developed-thinkers” that could highlight a student-centered learning method.
Allowing the students to be engaged in this kind of approach allows them to
become more independent and not merely relying on the teacher.
As reported by Sweetser, et al. (2021), the learners are engaged and
encouraged to get along more when they can quickly identify what they expect.
Moreover, as the teacher assesses and analyzes the students’ needs, (s)he
must also reach and prioritize the objectives they have planned for the lesson.
The teacher must let the students practice proper communication skills in a
real-life setting, such as grammar application through debates or reports,
which is more effective and essential than superficially discussing various
lessons.
However, there was a tie of scores on the statements about letting the
students engage in public speaking and formulate coherent arguments, which

they both had a weighted mean of 3.50 and considered the indicator as Very
Important. Engaging and encouraging the learners in public speaking is
necessary for grammar learning, whereas they speak in front of an audience.
In this way, it increases their self-confidence and lessens embarrassment
towards speaking in front of a crowd. As the learners practice themselves in
public speaking, such as conducting speeches, being a master of ceremonies,
and learn to apply their skills in front of a crowd, they may develop speaking
skills that could be adapted in the actual setting.
In agreement with Condrin (2016), stage fright during public speaking is
familiar to people of all ages, be it a student or a professional. The learners
who present and talk in front of an audience become an everyday activity
during secondary school. Identifying a topic or subject to be presented must
be well organized and mastered to be remembered. Moreover, practicing the
material is necessary to deliver the best speech with confidence before
presenting it in front of the audience. To fulfill the student’s need, the teacher
must facilitate the learner depending on how they perform the activity.
In line with this, letting the students formulate coherent arguments
emphasizes their abilities in the cognitive domain. The importance of
encouraging the learners to speak and explain fluently in the classroom
session enhances their language skills where proper diction is practiced, and
the grammar formulation starts to boost. Applying and enhancing the student’s
cognitive domain is commonly fulfilled through extemporaneous speaking.

As stated by Gabel (2016), extemporaneous speeches enhance the
student’s skills in speaking. Moreover, it lets the learner be perceived and
recognized as knowledgeable because they get the audience’s attention for
holding the message that engages the listeners through verbal and nonverbal
communication. Since extemporaneous speaking is one of the styles used
commonly in public speaking, most of the ideas used in public speaking are
used in this speaking.
Finally, allowing the learners to communicate effectively with the
superiors was verbally interpreted as Very Important with a weighted mean of
3.56. It shows that learners must communicate even outside the classroom,
mainly when dealing with higher levels of persons, such as the school director,
principal, or heads. The fulfillment of this need would encourage them to talk
through formal grammar practice and enhance communicative skills to apply
towards public speaking. Using and learning correct word choices and
language registers when talking to superiors are necessary to learn to show
politeness that can also be adapted in their future endeavors.
As Bharti (2015) determined, classroom interaction between the teacher
and the learner could be used interchangeably, either expressively or
receptively. Effective communication must always include converting a boring
discussion into an engaging presentation to boost the students’ communication
skills. In this way, the student’s needs are being assessed by letting the
teachers read their minds. Teachers must be skillful in comprehending the

students by listening thoroughly to their students’ thoughts. The teachers must
also elaborate lessons clearly during classroom discussions. They should also
learn proper classroom management by breaking down complex ideas into
simple things, including teaching grammar.
Table 3
Grammar Needs Analysis through Reading
The teacher lets the students: Weighted Verbal Rank
Mean Interpretation
1. Understand the main point of the text 3.79 Very Important 1
2. Read a text quickly in order to establish a 3.40 Important 11
general idea of the content
3. Read a text slowly in order to understand 3.51 Very Important 6
the details of the text
4. Look through a text quickly in order to 3.43 Important 8
locate specific information
5. Identify the meaning of unknown words in a 3.69 Very Important 2
text
6. Understand text organization 3.54 Very Important 5
7. Understand specialist vocabulary in a text 3.46 Important 7
8. Understand a writer's attitude 3.42 Important 10
9. Summarize factual information 3.59 Very Important 3
10. Read quickly 3.18 Important 12
11. Read critically 3.56 Very Important 4
12. Read for author's viewpoint 3.42 Important 9
Legend: 3.50 – 4.00 = Very Important; 2.50 – 3.49 = Important; 1.50 – 2.49 = Not Important; 1.00 – 1.49 =
Not sure
Besides, Table 3 includes the reading grammar needs analysis used by
the respondents. The composite mean of 3.50 shows that the respondents
typically see the grammatical assessment as necessary, categorized as Very
Important.
Moreover, letting the students understand the text’s main point garnered
the highest rank with a weighted mean of 3.79 and was considered Very
Important. Through reading, the learners activate their grammar acquisition
and produce grammar learning. However, the teachers assess their needs by
producing books at or near their comprehension level. For instance, students
prefer reading texts about stories related to their personal experiences,
interest, or curiosities. The learners, however, depend their learnings mostly
on what they have written during the discussion and read it afterward. In this
manner, it becomes their basis of understanding as they review what they have
jotted down during the teacher’s discussion. In this situation, as they read what
they have written, their notes become their primary source of learning, and the
teachers being the secondary.
It is believed by Arbs (2021) that the learners comprehend texts at a
thorough enhanced level through proper visualization control. This kind of
control starts when the learner comprehends how writers have constructed the
meaning through its elements and features and determines its function
depending on the text’s genre. In this way, the learners’ comprehension is
highly essential in reading comprehension.
Moreover, identifying the meaning of unknown words in a text was
identified as Very Important, resulting in a weighted mean of 3.69. As the
learners read a text, there are instances that they encounter some unfamiliar
words that they could not understand, which are commonly evident in stories
or novels. To resolve this, the teacher must assess the needs by informing
them about context clues. Context clues are necessary for them to understand
the function of a particular word. Knowing these unfamiliar terms through
context clues may strengthen the grammatical structure of the sentences they
are reading and emphasize the text’s semantic sense.
Elleseff (2018) claimed that categorizing context clues in a text shows
tremendous importance since the learners’ comprehension and practical
application could indicate academic success. Teaching the effectiveness of
context clues intensifies the learners’ vocabulary and reading comprehension
skills and enhances their reading abilities.
Furthermore, letting the students summarize factual information through
reading produced a weighted mean of 3.59 and was interpreted as Very
Important. It showcases the detailed summarization of what the learners have
read based on reading a particular text. Summarizing a text through reading
serves as the source of building the main point of the text. It shows that creating
a summary comprises the essential details that must be highlighted in a
specific study. With the teacher’s help, the students’ grammatical skills may be
emphasized by comparing the original text to what (s)he has summarized to
identify proper choices of words, structures, and tenses used. Moreover,
paraphrasing is one of the most effective ways of summarizing a text by
rewording the story and rephrasing the concept without affecting its main
thought just by basing it on what they have read. Allowing the students to learn
this method may let them develop their reading competency and their writing
skill.
As Fuchs, et al. (2016) said, letting the learners summarize factual
information allows them to reflect on a text’s most relevant vital points,

determine and disregard unnecessary information, and highlight the central
concepts in an elaborative manner. Educating the learners and encouraging
them to summarize intensifies their grammatical memory according to what
they have read. Besides, summarization techniques can apply to the different
educational Key Results Areas (KRA).
Additionally, letting the students read critically had a weighted mean of
3.56, which recognized the indicator as Very Important. In this way, the
learners are encouraged to read a paper or story and criticize it afterward.
Moreover, the students’ grammar learning is enhanced by critically reading
each word and paragraph that the text contains. On the other hand, the teacher
lets them answer some questions and formulate particular judgments about
the text they have read, including its purpose, function, message, and impact
on the readers. The learners’ grammar needs are assessed thoroughly through
reading, and writing comprehension, where proper choices of words and
structures are being applied.
As William (2020) explains, the target of critical reading is not to
emphasize faults but to analyze the text’s evidence and arguments’
advantages and strengths. It is highly relevant and advantageous to judge a
study or an article that presents well-reasoned proof and strong argumentation
compared to weak studies or articles.
Besides, allowing the learners to understand the text organization had
produced a weighted mean of 3.54 and was interpreted as Very Important.

Determining the proper separation of words, tenses, and patterns is necessary
to produce practical grammar. In syntax, basic sentence patterns are
highlighted to identify how a text is organized in a particular statement—using
basic sentence patterns includes applying the subject and how it is related to
the other sentence parts such as the verb, the objects, and the complements.
Allowing the learners to identify correct patterns of English enables them to
speak aloud fluently or write clearly and coherently. Identifying a proper text
organization, such as comparing a proper and an improper subject-verb
agreement rule application, sample sentence constructions, book reviews, or
text re-reading, is essential to determine a properly mannered syntax and
semantics through the English language.
In proportion to Beare (2017), the relevance of basic sentence patterns
refers to how sentences are structured depending on their usage and
correlation. It is necessary that the learners acquire the grammatical patterns
in English for all the sentences or information that people could hear, write, or
say follow these rules. Moreover, the most basic pattern applied is the
agreement between the subject and the verb.
However, letting the students read quickly had the lowest rank with a
weighted mean of 3.18 and a verbal interpretation of Important. Some
secondary learners still experience struggles in reading a text. It shows that
the learners could experience pressure as they are being taught to read
quickly. Alternatively, the correct way of practicing the students to read quickly
is to be managed well through therapies and aids like storybooks or novels.
Moreover, most students do not prefer applying quick reading as a learning
strategy since the best way of studying needs a thorough analysis. Reviewing
a text can be easily understood by analyzing each part of a sentence, and in
this way, a proper English grammar construction may be determined and
scrutinized by reading thoroughly and gradually. To fulfill this need, the English
teacher must facilitate the students according to their level of reading strategy.
In line with Konstant (2015), the only disadvantage of quick reading is
when the learner cannot read in a rush. However, letting the students practice
enables their knowledge to enhance and develop in reading speed. They will
acquire a thorough comprehension of a subject or reading material. It explains
that reading goes along with comprehension. It does not mean that as the
learner reads aloud or on paper, it acquires the idea. The learners must be
facilitated adequately by the teacher where the effect would be a good speed
reading faster.
Alternatively, allowing the learners to read a text quickly to establish a
general idea of the content resulted in a weighted mean of 3.40, classified as
Important. It starts the content’s idea by scanning the text functions to identify
its purpose, determine the author’s attitude and viewpoint, and categorize its
mood and message. English teachers have to facilitate their students’ needs
by giving them proper reading guidance and categorizing the best-suited books
they have to read. The English teacher’s function provides a great necessity
since (s)he serves as one of the primary sources of learning in the classroom.
As the teacher lets the learners skimmed a text by establishing a general idea,
the students may improve themselves so that they slowly develop their way of
reading. However, their manner of reading is not that effective to all students
since not all of them are fluent readers. To prevent this dilemma, the English
teacher must provide the most suitable reading strategy by providing an
adequate education for learners by letting them be engaged in such reading
practices as speeches, memorization techniques, grammar-translation
methods, and other strategies that may relate to reading-speaking strategies.
As Roell (2019) proved, establishing the text’s general idea is necessary
for reading comprehension. However, questions about the main idea could be
challenging to answer, most significantly to the learners who are not familiar
with comprehending them. On the other hand, establishing the primary thought
is one of the most necessary reading strategies that one must master, including
inference making, determining the author’s purpose, and analyzing the
context’s word choices.
Despite this, letting the learners understand a writer’s attitude resulted
from a weighted mean of 3.42 and a verbal interpretation of Important. It
suggests that analyzing texts and comprehending their mood or tone enables
them to determine how the author has written the text. They must determine
the author’s attitude towards the text to identify how a story was made and
inspired. The learner’s needs are assessed by letting them read stories at or
near their level to relate easily. As the teacher assesses this need, the learner
may be practiced and fulfill their needs independently.
Moreover, letting the learners determine the author’s point-of-view
allows them to practice how the author has applied his/her text. Since the
learners depend vastly on what they have read, they may also learn how the
author has created a text. For instance, since Edgar Allan Poe is known for his
horror-inspired stories, the readers may also apply the way how the author has
used his strategies in writing the text by identifying the author’s point-of-view
by summarizing the plot, determining the characters, knowing its content and
the main highlights of the story.
Based on Brainfuse.com (2021), a learner must identify the author’s
attitude to comprehend a text. Analyzing the author’s attitude allows the
learners to understand better and comprehend the writer’s argument and
reasoning regarding the text’s purpose. More so, the writer’s attitude or tone is
closely related to the purpose.
Similarly, the statement about reading for the author’s viewpoint also
had a weighted mean of 3.42 and was categorized as Important. Text analysis
is necessary to understand the author’s viewpoint and its message to the
readers. Determining the writer’s attitude in a text is necessary to identify how
it can be related to different people’s social issues or current situations. The
way a learner reads and interprets a text depends entirely on how the author
has written the literary work. The author’s perspective is highlighted through a
proper text organization, which can be applied by practicing correct word
choices, identifying the text’s synopsis and plot, or determining the paper’s
contents.
As Androus, et al. (2020) said, determining the author’s viewpoint
comprises their opinions, perspectives, and point-of-view, contrasting to
determining the text’s purpose. However, the text’s purpose and point-of-view
both go hand-in-hand. The author’s viewpoint and its purpose in text
composition are still two different things.
Lastly, letting the students look through a text quickly to locate specific
information produced a weighted mean of 3.43, classified as Important.
Students look at texts quickly by merely looking and depending on keywords
to determine the particular function or group of words. A specific term is being
highlighted where the learner remembers the most critical information that
(s)he could gather. Learners tend to glance at the most important key points
and highlight the necessary details provided by a text and use it as a basis of
learning. Moreover, the students sometimes use mnemonics, such as
acronym-making or keywords, to efficiently understand and comprehend a
text.
As Cox (2017) proved, the students can acquire and learn a definition
without understanding them thoroughly. In this way, keywords are used and
explained when learners are already familiarized with the true definition of the
topic, comprehend these, and link them to other keywords. This needs analysis
was proven to be helpful to the learners, and it has been found out that
students can answer keyword questions through referencing and
memorization.
Table 4
Grammar Needs Analysis through Writing
Weighted Verbal
Mean Interpretation
1. Use correct punctuation and spelling. 3.81 Very Important 1
2. Structure sentences. 3.70 Very Important 5
3. Use appropriate vocabulary. 3.74 Very Important 3
4. Organize paragraphs. 3.68 Very Important 7
5. Express ideas properly. 3.75 Very Important 2
6. Develop ideas. 3.71 Very Important 4
7. Express what you want to say clearly. 3.69 Very Important 6
8. Adopt appropriate tone and style. 3.55 Very Important 15
9. Evaluate and revise their writing. 3.59 Very Important 13
10. Paraphrase texts. 3.58 Very Important 14
11. Lecture note-taking. 3.64 Very Important 8
12. Write essays. 3.62 Very Important 10
13. Write creatively. 3.60 Very Important 12
14. Write case studies. 2.98 Important 20
15. Describe objects or procedures. 3.38 Important 19
16. Write introductions and conclusions. 3.64 Very Important 8
17. Write references and citations. 3.41 Important 18
18. Formulate coherent arguments. 3.45 Important 17
19. Summarize factual information. 3.61 Very Important 11
20. Synthesize information from more than one
3.47 Important 16
source.
Mainly, Table 4 includes the writing grammar needs analysis used by
the respondents. The composite mean of 3.58 shows that the respondents
typically see the grammatical assessment as necessary, which has considered
the table as Very Important.
For this reason, using correct punctuation and spelling resulted from a
weighted mean of 3.81 that identified the indicator as Very Important. Correct
spelling and punctuation application are necessary to begin a successful
grammar structure. Punctuation and spelling affect the grammatical structure,

and a simple error could change its semantic function. The relevance of
following the spelling and punctuation is to retain the meaning and message of
what the writer has delivered initially. As the student practice writing during
his/her childhood, (s)he already learn proper syntactic patterns, including the
letter formation, spelling, and construction of the sentence structure, and
acquires it simultaneously. However, this also reflects Krashen's Monitor
hypothesis where grammar rules, spelling, and punctuation are formed as
(s)he thinks when writing, thinking, or typing a text. At the same time, the
Natural order hypothesis is being applied where the grammatical order of
words, highlighting on the structure, produces a correct pattern of words
automatically as (s)he writes a set of words or statements.
It is believed by Best (2017) that assessing the learners with the
preeminent vocabulary applying the well-suited spelling and punctuation
strategies, including its rules and concepts, enables them to enhance their
spelling and vocabulary knowledge that gives them the advantage of being
aware of the various aspects of grammar learning, as well as in their daily
living. The students who are engaged well with grammatical patterns through
phonetics and morphemes enable them to read and comprehend more
complex texts of different genres.
Furthermore, letting the learners express ideas appropriately in writing
has produced a weighted mean of 3.75, which measured the indicator as Very
Important. The learners must determine how to express ideas adequately

when writing by using correct grammar such as delivering correct diction,
correct tenses and voices, rewording, and suitable sentence patterns. Correct
expression of ideas means writing the necessary information based on the
learner's information without changing his/her idea. As the English teacher
explains in the class, students tend to write what they have heard from the
discussion. Teachers need to provide and cater quality education by using
correct grammatical structure so that the students can adapt to what they have
written and heard from their teachers. Therefore, if the teacher produces an
incorrect grammatical structure during the discussion, the student would think
that what the teacher expresses is correct, which could affect the students'
learning.
Following Andrews (2020), meaning-making and expressing ideas
serve as the highlighted functions that the learners apply when interacting in
the class. However, the learners commonly comprehend the written grammar
more than what they speak. Together with the students' parents, the English
teachers play an essential role in enhancing their language development. They
nurture and assess the learners' abilities to make meaning and express their
thoughts by producing an intensified language experiences.
Moreover, letting the students use appropriate vocabulary when writing
had a weighted mean of 3.74, categorized as Very Important. It explains that
applying correct diction is necessary to produce a written text by not using
repetitive words referring to the same thought or idea, such as using a

synonym or selecting word choices according to its goals and genre. In this
way, the teacher must analyze the students' needs by enhancing their
vocabulary skills by reading learning materials to help their grammatical
enrichment in writing the text.
In addition, the relevance of having a bountiful vocabulary enhances the
student's skills in terms of listening, speaking, reading, and writing. This
strategy can be acquired from everyday exposure to the English language, not
only in the classroom but also in other settings or situations where the student
could acquire a new set of words, such as by listening to a radio or watching
television that applies English as a medium (e.g., English movies or series)
and reading English magazines or newspapers. In this way, the student may
learn a new set of word constructions and vocabulary in which (s)he can use
and apply in writing such as journals, essays, or business letters in which (s)he
could enrich his/her vocabulary and connect grammatical structures.
Therefore, Glatch (2020) proved that all learners engaged in writing
understand the significance of diction in writing. A correct word choice's
relevance enables the learners to enhance their vocabulary to use language
to a maximum level. In this way, they can determine explicit attitudes, moods,
and imagery when creating stories where these elements become more
influential and intense.
Also, letting the learners develop their ideas through writing had a
weighted mean of 3.71 that reflected the indicator as Very Important. It shows
that developing their ideas through sentence formulation, comprehensive
explanation through essays, or extended definitions enables them to enhance
proper word choices when constructing English grammar. It suggests that the
teacher must let the learners explain freely according to their writing skills and
proper guidance. Proper application and development of ideas using the
writing skill provide a significant role in English grammar learning, for it
enhances a self-learning method that enhances an independent way of
enriching the writing skill in different genres. The relevance of independent
learning applies a meta-analytical way of improving the student's writing skills
through much more complex English language structures.
As said by Anonymous (2020), as the learner writes, (s)he develops to
become a good reader. As the learner develops his/her ideas through writing,
ideas become the primary foundation of a work where other people learn and
judge, either in school or in society. Moreover, it equips the learners' grammar
and thinking skills where their ideas and abilities are being refined to other
people.
More importantly, allowing the students to structure sentences had a
weighted mean of 3.70 and a verbal interpretation of Very Important. It tells
that letting the students create sentences using the correct grammatical
pattern, such as applying the basic sentence patterns, allows them to increase
their writing skills and enhance correct word choices. The writing skill's
grammar function emphasizes the meaning and construction of words where

the semantics remain even the syntactic pattern has been changed. However,
an English teacher can facilitate the learner through different written tasks,
such as essay writing, journals, position and reaction papers, or any related
writing tasks. Applying this skill enriches the student's grammar needs in terms
of the structural usage of proper diction and correct pattern in writing.
Based on Jotform (2018), effective written communication must
combine the English language's various elements and aspects. By these
language factors, the grammar rules apply to the different aspects of language
where they hold the sentence's meaning by itself as these sentences combined
with various ideas and thought, enables to build the information based from
the formulated semantic to the reader of the written text.
On the other hand, writing case studies became the lowest with a
weighted mean of 2.98 and was classified as Important. Research papers,
such as case studies, are important ways to improve a learner's writing skill,
most notably grammatical improvements. The function of a case study is to
determine how a participant behaves in a specific issue. Letting the learners
write about the participant is necessary, but there are also some challenges
that they may encounter. Case studies provide a heavy workload that most
students could not be engaged in well, depending on their level of ease.
In agreement with Gaille (2018), most learners find it challenging to
create a case study, most notably the literature review's grammar application.
It points out that the learners experience a long time to analyze such data
where inefficiency is also relevant. Moreover, Majumder (2019) states that
grammar and language serve as primary mediums when distributing the
findings in creating a research paper. Therefore, using the correct word
choices and patterns effectively is of extreme relevance. Applying these
patterns is best for learners to avoid possible errors in using the necessary
words to affect the manuscript's clarity.
Even so, letting the students describe objects or procedures had come
up with 3.38 as its weighted mean, which identified the indicator as Important.
Allowing the learners to build their descriptions using the proper grammar in a
procedural genre had shown that they must use the correct word choice with
the audience as the priority. In this way, the learners must be taught who
should be their audience when writing a text. They must determine who shall
be the readers of their work and the attitude of their text. Providing descriptions
using correct word choices is necessary depending on the situation where the
learner applies the explanation. This description expounds and supports how
profound the used diction was applied.
In the light of Lilydale (2015), the right word choice in descriptive writing
enhances the learners' ideas where clarity is produced. Using proper diction to
describe objects produces imagery to the learners where their senses are
based on observations. However, describing procedures is highlighted in a
persuasive manner where the word choice elevates the learner to a newer set
of ideas.
Nevertheless, letting the students write references and citations had a
weighted mean of 3.41 and was verbally interpreted as Important. The learners
must identify the owners of their supporting details to avoid plagiarism and
predatory publishing. The teachers must understand the proper referencing
format, including the citation styles, to emphasize the necessary credits given
to the authors they have gathered. The relevance of paraphrasing is to avoid
the risk of plagiarism that could affect the students' skills in grammatical
learning. To fulfill this need, the teacher must carefully determine which
academic text is original or plagiarized. Writing an original work enables the
learners to become more productive in creating a text to apply the proper
grammatical practice in different genres. Unlike in a plagiarized paper, no
practice has been done, and no original work was done.
As specified by Coates (2020), avoiding plagiarism enables the learners
to determine the data sources used to identify their ideas' accuracy. It enables
them to locate their arguments or comments within the manuscript about a
particular topic.
Apart from this, allowing the learners to formulate coherent arguments
produced a weighted mean of 3.45 and was determined as Important. It
recommends that boosting the cognitive domain through writing is necessary
because it enhances the learner's potentials and skills by writing academic
works, such as essays, journals, reports, or any form of academic papers,
where their grammatical skills could improve. Therefore, the teacher must
carefully monitor their academic work through a writing rubric to assess the
student's needs. Writing argumentative essays or explanations about a specific
argument enables the learners to apply correct grammar practice so that they
may know how to use grammar in a particular pattern.
In concordance with Ramthallah (2020), an academic text or argument
without coherence can impede the readers from understanding its message.
However, a coherent argument can be acquired by combining the sentences
and their concepts to produce a correct message flow. Being coherent enables
the learners to excel from one idea towards another until it produces the
sentence, then the paragraph, until it ends up to one whole academic text.
Lastly, letting the learners synthesize information from more than one
source measured a weighted mean of 3.47, classified as Important. Learners
must depend not just only on one source of information but also on a variety of
sources. It is necessary to gather from different sources to identify various
information that would strengthen a topic. Therefore, the English teacher must
inspire the students by encouraging them and suggesting other sites they may
use as knowledge sources. On the other hand, the English teachers, being the
primary source of grammar learning, must not only depend on one standard
grammar rule that was based on a single book but also (s)he must be flexible
and depend vastly on a variety of sources for him/her to become more
productive in such a way that the students may learn quickly. The students will
learn more depending on how productive the teachers are.

As stated by Lumen (2020), using multiple sources serves as a great
advantage to comprehend word choices, including the grammatical patterns,
on a particular idea thoroughly. Applying these sources enables the student's
synthesis learning skills and grammar improvement, which can be most
applicable for him/her as a writer. Starting a synthesis comprises comparison
and contrast, where it also lets the learner associate the different functions and
viewpoints of a topic with reaching the learning objectives.
Table 5
Grammar Needs Analysis through Viewing
Weighted Verbal
Mean Interpretation
1. View websites. 3.40 Important 4
2. Watch the news. 3.50 Very Important 2
3. Watch commercials. 3.41 Important 3
4. Evaluate and share online videos. 3.20 Important 6
5. Watch documentaries. 3.35 Important 5
6. View pictures, tables, maps, and charts. 3.53 Very Important 1
Composite Mean 3.40 Important
Essentially, Table 5 includes grammar needs analysis through viewing,
which the respondents used. The composite mean of 3.58 shows that the
respondents typically see the grammatical assessment as necessary,
categorized as Important.
Firstly, viewing pictures, tables, maps, and charts was verbally
interpreted as Very Important with a weighted mean of 3.53. For secondary
English teachers, using images to portray grammar is relevant to enhance the
students’ creativity. However, using pictures to determine the connection of
structural patterns in English gives readers clues to apply metacognition, or
the “think about thinking.” In this way, it enables them to learn by themselves
and intensify their thinking and grammar skills by analyzing pictures carefully.
For example, a student realizes the function of grammar as (s)he asks
himself/herself how to determine how it is being applied by viewing and
analyzing specific sentences or paragraphs on graphs or charts.
According to Clarke (2019), most English teachers in secondary school
use a picture to boost and motivate the learners towards creativity. Using
images helps the learners portray an event that does not eliminate the learners
lacking confidence in reading. Subsequently, applying the images through
grammar lets the learner record what can be portrayed (e.g., a kite, the sun,
the people). For instance, as the teacher asks them to determine the image,
they can ask them directly about the determiners (e.g., a/an, the, or some) to
identify the things on the picture where the noun phrases could be built.
Furthermore, allowing the learners to watch the news was verbally
interpreted as Very Important, having a weighted mean of 3.50. It shows that
watching television, most notably focusing on social issues, lets the students
learn to adapt the language in situations and apply the most suitable word
choices and grammar in various settings. Therefore, the teacher must
determine and classify the best-suited program to telecast. Letting the students
watch the news and current affairs and making it the basis of grammar learning
not only improvises their grammar skills but could also improve their other
macro skills with the application of the correct register in different genres and
situations.
In line with Depante (2015), using coherent and proper grammar is
relevant in news writing since journalists and anchors play an essential role in
communication. Moreover, one of a newscaster’s functions is to disseminate
on-point and detailed information to the people. However, the learners can
imitate how these newscasters use their grammar and word construction
because they serve as valid and reliable references.
Letting the students watch commercials resulted from a weighted mean
of 3.41 that identified the indicator as Important. It indicates that allowing the
learners to view television commercials enables them to cope with the out-of-
class environment through grammar analysis. It shows that as the TV
commercial characters use the correct English patterns in the natural setting,
they can acquire and imitate how syntax shall be made based on what they
have watched. TV commercials that apply the English medium may enable the
learners to apply the same manner of speaking and grammatical patterns. As
learners of grammar, students may refer to the native speakers of the English
language and determine the correct patterns of English through a thorough
viewing, analysis, and practice. Also, students could learn grammar more
based on what (s)he see and hear that is why a repetitious watching English
TV commercials could also benefit a student’s grammar learning.
As Tuzi and Mori (2018) proved, the relevance of using TV commercials
enhances the students’ competencies in comprehending its real meaning.
Studies show that letting the learners be exposed to TV commercials increases

their listening skills and enhances learning motivation. Moreover, visual clues
in a commercial enable the learners to be scaffold wherein they comprehend
and acquire the linguistic and grammatical meaning provided in the video.
Similarly, the teachers can apply the commercial’s aim and message to
enhance their critical thinking skills.
Then, letting the learners view websites had a weighted mean of 3.40
and was verbally interpreted as Important. In today’s generation, 21st-century
learners tend to depend on technology more rather than hard-bound copies.
The learners prefer using the Internet and make it a source of information.
However, learners open the Internet by looking and viewing proper grammar
construction, correct word choices, synonyms, or syntactic patterns that would
strengthen their thoughts and perceptions about grammar learning. Moreover,
learners can also identify grammatical errors through software (e.g.,
Grammarly, Linguix, Qordoba) that may allow them to learn more about
grammar changes and how these are connected to each grammatical
structure.
As Adams (2020) says, using a correct grammatical pattern enables the
learners to scan and read clearly. Once the website’s content is not well
written, it will affect the learners and might lose interest in reading the website
and navigating for a new site to find the thought quickly.
Moreover, allowing the students to watch documentaries produced a
weighted mean of 3.35 and a verbal interpretation of Important. Letting the

learners watch documentaries enable them to determine the formal function of
grammar in educational-historical genres. It enables the learners to connect
with the real-world setting and acquire how communication is being applied
formally. Documentary channels (e.g., National Geographic Channel,
Discovery Channel) can enable the learners to strengthen their grammar skills
by thoroughly listening to these shows and rely more on the narrator. With
English native speakers as narrators, documentary shows have higher
chances of references to the best English grammar. It means that for students
to achieve the best word choice and grammar, they must always refer to the
native speakers of the English language.
As agreed by Vaughan-Lee (2015), letting the learners watch a
documentary enhances their literacy to different world-setting and relates
themselves to life’s current situation. In this way, grammatical needs are
fulfilled by incorporating reflective writing assignments to use the documentary
to formulating their arguments based on their analysis.
Finally, letting the learners evaluate and share online videos ranked the
lowest for having a weighted mean of 3.20 and a verbal interpretation of
Important. The 21st-century learners, being called “tech-savvy,” are commonly
engaged in the online world. However, not all students can connect to the
online community due to a lack of resources and access. Philippine provinces,
like Oriental Mindoro, cannot mostly afford computers but merely base their
learning commonly on teachers and books. Computer-Assisted Language

Learning (CALL) may be effective but not in all areas due to lack of resources.
Technology serves as a primary tool for viewing other needed online resources
so that other students can learn even without leaving their homes through
blended learning.
In keeping with Lynch (2017), not having enough internet access could
lessen direct communication between the teachers and the learners. However,
one of the major disadvantages of not connecting to the Internet is the
students’ incapacity to have different sources of information and complete
school activities. To resolve this issue, the teacher must promptly monitor the
students by making enough effort to visit the learner and assess their needs
according to their capacity.
Table 6
Summary Table on the Need Analysis
Indicators Weighted Verbal Rank
Mean Interpretation
1. Grammar Needs Analysis through Listening 3.62 Very Important 2
2. Grammar Needs Analysis through Speaking 3.64 Very Important 1
3. Grammar Needs Analysis through Reading 3.50 Very Important 4
4. Grammar Needs Analysis through Writing 3.58 Very Important 3
5. Grammar Needs Analysis through Viewing 3.40 Important 5
Table 6 indicates the summary table on the needs analysis about the
macro skills used to fulfill the English language grammar. The table shows that
the grammar needs analysis through speaking ranked first, having a weighted
mean of 3.64, and was verbally interpreted as Very Important. Secondly, the
teachers’ grammar listening needs analysis had a weighted mean of 3.63 and
a verbal interpretation of Very Important. Next, grammar writing needs analysis

had a weighted mean of 3.58, resulting from a Very Important verbal
interpretation. Moreover, the grammar needs analysis through reading
contained 3.50 as its weighted mean and a verbal interpretation of Very
Important. Finally, grammar needs analysis through viewing had the lowest
rank with a weighted mean of 3.40 and a verbal interpretation of Important. In
general, the summary table comprised a composite mean of 3.55 and
classified that having these needs analysis is very important in the classroom
setting.
Letting the students view grammar through images, the Internet, or
television has been an issue in assessing the students’ needs in grammar.
Using these tools could engage the learners easily when it comes to grammar
learning. The conflict in fulfilling students’ needs in viewing grammar is the lack
of resources and the students’ incapacity to acquire some of the learning
materials.
As explained by Aydin (2017), one major problem in using the viewing
skill in facilitating the students’ needs is that the Internet is not always available
to the learners and teachers since teaching grammar is necessary as the
students learn the English language. Moreover, most families cannot connect
to the Internet due to financial reasons. However, Internet connection
disadvantages affect the learner’s macro skills even though the Internet is
advantageous to improving their grammar and language skills. One point is
that both teachers and learners cannot identify where and how they will teach
and learn. On the other hand, even though various applications could be found
on the Internet, it still shows difficulty as the teachers implement and integrate
the curriculum’s necessary materials. Unfortunately, using the Internet in
language pedagogy to fulfill the students’ needs in grammar learning and
teaching could remain a challenge if it does not match the curriculum’s needs.
Furthermore, Shuldiner (2016) says that fulfilling these needs
recognizes these three dimensions of grammar teaching: the form, its
meaning, and its usage. Grammar produces a dynamic process wherein it
assesses the learners to overcome the different viewing skill issues. Since
teaching is a lifelong process, the teacher must identify the students’ needs by
observing them and determining what learning process is the most suitable.
Letting the learner meaningfully practice grammar allows them to acquire
newer sets of comprehension through activities that help them resolve the
challenges that commonly occur as they study grammar structures.
To continue, Table 7 presents the challenges in grammar learning
experienced by the respondents with their students. The composite mean of
2.97 generally shows that the respondents commonly experience the students’
challenges in grammar learning, which was verbally interpreted as Agree.
Firstly, the learning challenge about the students that expect teachers
to present grammar points explicitly had a weighted mean of 3.42 that identified
the indicator as Agree. The teachers, being the facilitator of learning, are
expected to provide quality education to their learners.

Table 7
The teachers determine these learning Weighted Verbal
Rank
challenges through the following: Mean Interpretation
1. My students find it difficult to transfer their
grammatical knowledge into communicative 3.33 Agree 2
language use.
2. My students are not that motivated by problem-
3.00 Agree 13
solving techniques for learning grammar.
3. My students expect teachers to present
3.42 Agree 1
grammar points explicitly.
4. My students prefer to learn grammar from one-
3.09 Agree 7
sentence examples.
5. My students prefer to find matches between
3.11 Agree 6
meaning and structure for themselves.
6. My students find it difficult to handle grammar
3.08 Agree 8
presented within authentic texts.
7. My students find authentic texts difficult
because of the wide variety of structures which 3.16 Agree 4
appear.
3.02 Agree 12
because they are too culture bound.
3.19 Agree 3
because of the vocabulary used.
10. My students cannot find form-function
matches in authentic texts without explicit 3.08 Agree 8
direction from teachers.
11. Teachers find the use of authentic material
2.65 Agree 17
too time-consuming.
12. Teachers find it difficult to produce tasks of a
2.70 Agree 16
suitable level from authentic texts.
13. A lack of explicit grammar teaching leaves my
2.80 Agree 15
students feeling insecure.
14. My students do not actually find grammatical
2.46 Disagree 20
terminology useful.
15. Teachers find it difficult to correct student
errors of grammar within a written 2.58 Agree 19
communicative context.
16. Teachers find it difficult to correct student
errors of grammar within a spoken 2.63 Agree 18
communicative context.
17. My students find it difficult to improve the
accuracy of their grammatical language within 3.04 Agree 11
a totally communicative writing activity.
18. My students find it difficult to improve the
accuracy of their grammatical language within 3.12 Agree 5
a totally communicative speaking activity.
19. My students find it difficult to use grammatical
3.07 Agree 10
terminology.
20. My students are frustrated by problem-solving
3.00 Agree 13
techniques for learning grammar.
Composite Mean 2.97 Agree
Legend: 3.50 – 4.00 = Strongly Agree; 2.50 – 3.49 = Agree; 1.50 – 2.49 = Disagree; 1.00 – 1.49 = Strongly Disagree
The students expect the teachers to present the correct grammatical
structure, points, patterns, and word choices in the class. There is a high
chance that the students will depend primarily on what the teacher will produce.
Thus, one of the primary bases of students’ learning is the improper
management of teachers’ way of facilitating learning.
Moreover, most second-language learners do not know who the English
teachers that cater to quality education are. Therefore, students cannot say
whether the teachers use correct grammar in teaching English or not. If the
teacher uses improper grammatical formation and structure as (s)he discusses
in the class, the student may think that his/her word choices are correct.
As Cox (2017) determined, teachers must meet their students’
standards by producing an innovative learning environment to engage
themselves and boost their confidence in grammatical learning success. In this
way, the relationship between the teacher and the learner must be adequately
managed. Meaning, the teachers must identify and monitor what their students
expect in the classroom.
Furthermore, the learning challenge about students who find it
challenging to transfer their grammatical knowledge into communicative
language use has a weighted score of 3.33 and a verbal interpretation of
Agree. Most students have struggled with grammar application to natural
communicative usage due to fear of committing errors when speaking or
shyness when talking to a native speaker. Also, this challenge happens when
the language learner does not acquire a proper affective filter. Sometimes,
when the English teacher’s affective domain is high, (s)he over emphasize
correctness that could lead the students to be forced to answer, or when the
teacher laughs at the student’s mistakes where the learner is being put to an
embarrassing situation, the learner does not learn the language grammar. On
the other hand, if the teacher’s affective domain is low, grammatical errors
become natural where the learners do not entirely acquire the correct
strategies. Hence, there must be a balanced strategy where the affective
domain is filtered and the students are adequately monitored.
As Bryans (2020) argued, some students say that grammar has no
longer enough relevance, most notably in a society where slang and texting
are widely used. On the other hand, proper grammar usage in the professional
world remains a significant competency that must be studied and mastered.
More so, minor grammar errors could show unprofessionalism. Alternatively,
Pachina (2019) says that learning and acquiring proper grammar is necessary
since it is the language that enables people, including learners, to talk
effectively in English. Grammar identifies all the words and word groups that
formulate a sentence.
Additionally, the learning problem about the student who finds authentic
texts difficult because of vocabulary usage had a weighted mean of 3.19 and
was verbally interpreted as Agree. One of the learners’ challenges commonly
experience is vocabulary learning problems through texts produced without

appropriateness under the student’s understanding level. This challenge
happens due to a lack of vocabulary knowledge that loses the learners’ interest
in reading. In addition, English vocabulary may also be enriched by viewing
English T.V. shows, listening to radio segments, watching documentaries, or
reading magazines that use English as a language medium. By viewing, the
learners’ English vocabulary may be enriched, and (s)he can determine how
these can be applied in different genres through a variety of language registers
and grammar structures.
As Robertson and Acklam (2020) explained, a text distributed due to its
vocabulary may not always be suitable to a class, depending on your age,
culture, or nationality. Disseminating authentic text to learners may sometimes
be too adult or childish, depending on how the writer has chosen its genre.
Different academic texts are predictable where they use the same and
consistent pattern unit after unit.
Similarly, the grammar challenge stating that the students find authentic
texts complex because of the wide variety of structures produced a weighted
mean of 3.16, identified as Agree. Learners find it difficult to learn the language
due to the wide range and syntactic elements included in grammar. Moreover,
they find it confusing how these should be connected and aligned and how
they will function in real-world communication. Most students also find
grammar challenging to learn and acquire due to confusion to subject-verb
agreement rules, structural patterns, word choices, or the suitable parts of

speech to be applied. Also, the students who learn and use English as the
second language may find grammar challenging probably because of the level
of educational quality they receive or their level of interest that may weigh their
intellect regarding second language learning highlighting grammatical
acquisition.
As Ameliani (2019) proved, some factors could affect the students’
grammar, excluding the basic sentence patterns, including the negative
transfers of interlanguage and intralingual patterns through adverb
interferences and copulative verbs, word-orders, verb tenses, over-
generalizations, rule restriction management, and improper grammatical rule
application.
Besides, the statement telling that the learners find it challenging to
improve their grammatical language accuracy within a communicative
speaking activity had a weighted mean of 3.12, considering the indicator as
Agree. Most students still experience incorrect grammar due to difficult
grammatical improvements and understanding about when and how they
should make a sentence accurate and precise. Moreover, the role of grammar
instruction in the classroom has been a debate for a long time, highlighting the
teaching-learning experience in grammar improvements. Linguists and
researchers also argued whether grammar instruction highlighting its accuracy
should still be included in the curriculum or not since most students still face it
as a burden to the learners who use English as Second Language (ESL). Most
English teachers have already applied various teaching strategies to make
English grammar teaching more effective, non-threatening, convenient, and
applicable to the curriculum.
As stated by Sylwester (2020), being accurate is necessary when
applying precise and correct grammar through speaking, writing, or both. It
entails comprehension in a more profound sense and vocabulary application
where correct pronunciation is included. To prevent these difficulties, the
learner may write down various word forms or collocations to develop a good
sentence. Moreover, applying grammar exercises would be necessary to test
the students’ skills and grammatical competencies. Also, they may read aloud
and practice correct pronunciation by recording it and evaluate it afterward.
Nevertheless, the statement that says students do not find grammatical
terminology useful had a weighted mean of 2.46 and a verbal interpretation of
Disagree. It shows that the teachers still believe that grammar is relevant in
the communication process. As the learners study grammar, they can practice
it to be used in their future endeavors. As they study and learn English
grammar, they acquire it naturally and develop it for academic and professional
purposes. Grammar, being one of the relevant parts of the English language
curriculum, is necessary for learners to use the language for different
purposes. Being grammatically fluent serves as the basis of the effectiveness
of the English language. Once the learner identifies the relevance of grammar
in the English classroom and knows how to apply it in his/her daily

communication, the language would be fruitful enough and be considered
beneficial.
In consonance with Lahiri (2019), grammar usage has its advantages
and effect on macro skills, which can be recognized gradually by the different
English language users. Moreover, its benefits on teaching and developing the
learners’ writing skills have been determined and affect the reading. Also,
listening and speaking skills are now identified to be prominent.
The learning challenge that the teacher finds difficult to correct student
errors of grammar within a written communicative context resulted from a
weighted mean of 2.58 and a verbal interpretation of Agree. It suggests that
the students who continue experiencing difficulties in learning grammar
through writing, such as essays, journals, or papers, could have possible
problems with the instructor’s teaching strategies. In this way, the learner’s
skills must be enhanced by intensifying their interest in the activity by providing
a newer teaching strategy where they are more encouraged to participate.
Furthermore, students could also experience continuous confusion due to
various grammar rules that a student must follow. These rules are a must to
acquire a productive English language competency.
Based on Gonzalez’s (2017), letting the learners practice reading and
writing are the best ways to improve their grammar skills. Lesson planning
trains students to read and write continuously by giving them enough time to
enhance their skills. As the learners develop their grammar skills by practicing
reading and writing, they begin learning and acquiring the language naturally.
However, reading in the classroom must be applied to actual books, articles,
and texts that would enhance reading habitually. Exposure to continuous and
habitual reading and writing would improvise the students’ correctness in
grammatical compositions.
In line with this, the statement saying that the teachers find it challenging
to correct grammar errors within a spoken communicative context as a
weighted mean of 2.63 and a verbal interpretation of Agree. It tells that as the
learners speak the English language without fluency, accuracy, or preciseness
could lead to utterances, lisping, or excessive production of a different
message. English teachers experience difficulties in understanding a
mispronounced word or group of words produced by the students. Therefore,
a student’s learning style must be enhanced so that the teacher and the learner
could go hand-in-hand in grammar and language acquisition in the classroom.
As determined by Adil (2021), the students’ problem highlights their
grammar errors in speaking the English language. Acquiring correct English
grammar has been a challenge for most students. When learners speak, they
commonly make grammatical errors. Commonly, they create errors in verb
tenses, active and passive voices, diction, and vocabulary usage in speaking
English. Sometimes, they speak wrong verb tenses when they aim to use the
past tense but have used the present tense instead of using the past tense.
Most learners still cannot differentiate past, present, and future tenses and
participles in this manner. Therefore, the teachers must focus on the students’
oral communication skills instead of focusing only on activities and exercises.
Through this, the learners could easily acquire proper communication skills
and adapt them to the natural communication environment.
Despite this, the learning challenge states that the teachers find
authentic materials too time-consuming, resulting from a weighted mean of
2.65 and was classified as Agree. It shows that these materials comprise
unfamiliar terms or grammatical patterns that are often too long and complex
to adapt. Students tend to become lazier due to a lengthy workload or
requirement provided by the teacher, and due to these excess tasks, the
learners become unengaged and do not acquire language learning and
grammar acquisition. The learners prefer lighter or enough tasks that would
engage them more in the class and let them enjoy more the activities provided
by the teacher. Appropriate teaching strategies are necessary so that the
students learn language and grammar quickly to prevent this challenge.
As Ediger, et al. (2021) say, one of the challenges in producing
successful grammar learning is classroom materials’ inadequacy. To resolve
this issue, producing sufficient resources, such as the online practice of
grammar and an accessible learning management system, can facilitate the
students’ learning. Moreover, digital grammar presentation tools can develop
and enhance classroom instruction. Also, quality tests, either printed or
through soft copies, can fulfill the learners’ grammatical needs in their macro
skills.
Finally, the statement telling that teachers find it challenging to produce
a suitable level from authentic texts produced a weighted mean of 2.70, which
considered the indicator as Agree. It explains that the learners experience
difficulties when provided with activities that are not inclined with their level of
comprehension and when they are given texts where they are not familiar.
Suitable techniques that would be appropriate for the learners would let them
enjoy more in the classroom setting by providing rewards or grades depending
on how the teacher will engage them or get their attention. This situation could
support B.F. Skinner’s Operant Conditioning technique that when the students
are not well-engaged in the classroom, the teacher may provide necessary
techniques to get their attention and become participative in learning grammar.
In that respect, Ediger, et al. (2021) added that the teachers experience
challenges in producing tasks because students lack preparation and
retention. It leads to the reason why grammar remains a challenge for students.
To solve this, English teachers may explain grammar clearly that is appropriate
to the learner’s level. Applying this can let the learners comprehend the
essential grammar points. Grammar charts from authentic texts enable the
students to learn grammar and determine how they are being applied naturally.
Moreover, grammar activities must be flexible in letting them structure
grammatical practice to fulfill their classroom needs. An extensive grammar
exercise may develop them towards long-term remembering and grammar

usage.
As Alfaki (2015) suggests, English grammar has been perceived in
various ways since it has been included in the curriculum. At the outset,
grammar was identified as a set of rules that enables confusion to the learners.
Researchers allegedly identify that grammar learning was involved in a verbal
“habit formation” process where the teachers are expected to apply pattern
drills and practice through repletion, transformation, question and answer, and
others. This teaching strategy enables the habit through stimulus-response
conditioning that leads the linguistic, grammatical patterns towards “over-
learning.”
Moreover, the learners can apply a target language, including its
grammar and structure, spontaneously. This strategy suits the learners to
determine the English language patterns and apply grammatical rules, but the
learners still find it challenging to simplify them. A clear explanation to the
learners on how they should do their grammar exercises is necessary. Once
the learning objectives are provided, the strategy is being attached to the
inductive learners than the deductive ones. Also, supplementary grammar
drills are given when needed to suit all the learners well. The teachers identify
and analyze the learners’ grammar mistakes when they commit them.
Therefore, the teachers give feedback to the learners, emphasizing the
grammar corrections of such statements and the semantics and usage of their
utterance that suits learners very well (Alfaki, 2015).

Table 8
Teaching Grammar Strategies in Listening
Weighted Verbal
Mean Interpretation
1. Attend out-of-class events where the new language is
2.68 Often 25
spoken.
2. Listen to talk shows on the radio, watch TV shows, or see
3.41 Often 6
movies in the English grammar.
3. Listen to the language in a restaurant or store where the
2.73 Often 24
staff speak the English grammar.
4. Listen in on people who are having conversations in the
English grammar to try to catch the gist of what they are 3.13 Often 19
saying.
5. Practice sounds in the English language that is very
different from sounds in their own grammar to become 3.27 Often 14
comfortable with them.
6. Look for associations between the sound of a word or
phrase in the new grammar with the sound of a familiar 3.29 Often 13
word.
7. Imitate the way native speakers talk. 2.99 Often 22
8. Ask a native speaker about unfamiliar sounds that they
2.68 Often 25
hear
9. Pay special attention to specific aspects of grammar; for
example, the way the speaker pronounces certain 3.40 Often 7
sounds.
10. Try to predict what the other person is going to say based
3.11 Often 20
on what has been said so far.
11. Prepare for talks and performances they will hear in the
English grammar by reading some background materials 3.35 Often 11
beforehand.
12. Listen for key words that seem to carry the bulk of the
3.50 Always 2
meaning.
13. Listen for word and sentence stress to see what native
3.27 Often 16
speakers emphasize when they speak.
14. Pay attention to when and how long people tend to pause. 3.03 Often 21
15. Pay attention to the rise and fall of speech by native
3.15 Often 18
speakers – the “music” of it.
16. Practice “skim listening” by paying attention to some parts
2.98 Often 23
and ignoring others.
17. Try to understand what they hear without translating it
3.22 Often 17
word-for-word.
18. Focus on the context of what people are saying. 3.48 Often 3
19. Listen for specific details to see whether they can
3.42 Often 5
understand them.
20. Ask speakers to repeat what they said if it wasn’t clear to
3.40 Often 7
them.
21. Ask speakers to slow down if they are speaking too fast. 3.27 Often 14
22. Ask for clarification if they don’t understand it the first time
3.61 Always 1
around.
23. Use the speakers’ tone of voice as a clue to the meaning
3.31 Often 12
of what they are saying.
24. Make educated guesses about the topic based on what
3.37 Often 10
has already been said.
25. Draw on their general background knowledge to get the
3.39 Often 9
main idea.
26. Watch speakers’ gestures and general body language to
help them figure out the meaning of what they are 3.47 Often 4
saying.
Composite Mean 3.23 Often
Legend: 3.50 – 4.00 = Always; 2.50 – 3.49 = Often; 1.50 – 2.49 = Sometimes; 1.00 – 1.49 = Never
Furthermore, Table 8 presents the respondents’ grammar teaching
strategy through listening. The composite mean of 3.23 generally shows that
the respondents prefer to use the listening strategy, which verbally interpreted
the table as Often.
Moreover, the table indicates that asking for clarification if students do
not understand a statement the first time around determined the indicator as
Always having the weighted mean of 3.61 as its average. Commonly, the
students are given at least a 5-10 seconds think-time to analyze what the
teacher has said. In this way, they are encouraged to ask freely in the
classroom. Meaning, the students’ interest activates and learns the subject
matter quickly. Rephrasing a statement is necessary to show the lesson’s
conciseness and clarity in the classroom. In a student-centered curriculum,
metacognition is necessary to enhance their learning more by monitoring their
answers as they speak in front of the class. The learners ask for clarification to
manage well how they will answer back to the teacher as they were being
asked. The students also may self-assess their work and self-evaluate how
they have answered based on what they have heard from the teacher.
As maintained by Voa (2019), there are some situations, either
academically, professionally, or both, where the learners say that they have
understood the topic even if they are not. One of the factors of this issue is the
intense grammar usage being applied by the teacher. In this regard, the
teacher must always consider the students’ understanding by rephrasing what

they have explained in the class for further clarification. Moreover, the students
may be encouraged to ask their questions to determine the true essence and
meaning of a statement.
Likewise, the table suggests that listening for keywords to carry the bulk
of the meaning is necessary, identifying the indicator as Always producing 3.48
as its weighted mean. Keywords serve as clues that highlight the true essence
of a statement. Moreover, students prefer listening to keywords or mnemonics
to quickly learn since it heightens the chances of remembering and the
efficiency of grammar learning. Using acronyms, keywords, or rhymes is
essential to recall a problematic spelling or grammatical pattern. In this way,
the learner acquires new learning styles that would strengthen their skills in
grammar learning and acquisition.
As stated by the University of Texas at Arlington (2020), using keywords
or phrases in some statements can be easily found by listening through an
initial class lesson, educational videos, recorded news, or radio broadcasts. As
the learner listens to these devices and jots down information, (s)he carry the
true meaning of what (s)he aims to gather by recognizing striking words where
(s)he is not yet familiar.
Additionally, the strategy that students must focus on the context of what
people are saying had the weighted mean of 3.48, which identified the indicator
as Often. This strategy is commonly applied not only to students at school but
also happens in daily conversations. Students, however, must also focus on

their instruction to gain the knowledge that they need. Reading a text is
necessary, and the learners must apply a higher level of focus to achieve a
more intense level of grammar learning and acquisition. For example, as
students read while listening to another student reading aloud, the focus must
be implied at the same time to retain the flow of a context, and the idea would
be retained.
According to Maguire (2019), a debate about second language teaching
if grammar must be taught openly to students remains unending. Some
researchers believe that teaching grammar to the students explicitly is just a
waste of effort, as grammar must be indirectly acquired once they become
aware of comprehensible input. On the contrary, it was also tested that if the
students explicitly focus on language and learn them thoroughly, they would
more like to acquire its grammar forms. Therefore, Ellis (2017) proved that
some explicit focus must acquire high proficiency levels.
Also, letting the students watch the speakers’ gestures and general
body language enables them to determine the meaning of what they are saying
is necessary for it has been verbally interpreted as Often with a weighted mean
of 3.47. Listening to the application of kinesics is highly essential in
understanding and learning an idea. As Edgar Dale’s Cone of Experience
explains, students remember and acquire at least 90% of what they do through
body language and 50% of what they see and hear from the teacher. Watching
the teacher’s gestures and kinesics provides excellent importance since it

becomes one of the sources of learning in the classroom setting, most explicitly
depending on how the teacher has used his/her strategy in teaching English
grammar that applies to listen and view. With these applications, the students
can practice, apply, demonstrate, analyze, and evaluate their grammar
learning skills.
On the word of Raah (2015), communication is more striking than
words. However, he suggests that body language, commonly known as
kinesics, refers to a teacher’s unspoken language through gestures. Studies
have shown that body language used in other communication components
plays an essential role in the classroom setting, particularly the communication
between the teacher and the student.
More importantly, this strategy’s resulting benefit provides about 7%
verbal (words only), 38% vocal (tone, inflections, and other vocal sounds), and
the remaining 55% applies to body languages. However, kinesics’ relevance
in teaching grammar enables the learners to be engaged in the classroom
setting, boosting their confidence level as they comprehend the language.
Furthermore, allowing the students to listen for specific details to see
whether they can understand them also shows enough relevance has
produced a weighted mean of 3.42, which identified the statement as Often. It
implies that as a student learns grammar, (s)he must listen to a specific idea
and thoroughly absorb it with complete comprehension. This situation reflects
Krashen’s learning-acquiring hypothesis, which explains that as a student

learns the language, including grammar, (s)he automatically acquires it
simultaneously. Therefore, if the learner listened to a specific detail about
grammar, such as a sentence highlighting the basic sentence patterns, this
concept or pattern must be automatically fixed in his/her mind through
acquisition. However, if the student has not fully comprehended the pattern,
(s)he will not acquire the language and will not thoroughly learn the
grammatical competency.
As Craven (2017) explained, the students acquire grammar once they
listen to more precise and explicit details of words such as phrases, sentences,
or paragraphs. The learners must understand the main focus of a clarified idea.
The learners must also check any possible errors they have made and
determine the speaker’s point of view and tone. In this way, the learners may
assume relationships between the speakers or determine how they become
effective.
On the contrary, both the statements about attending out-of-class
events where the new language is spoken and about asking a native speaker
about unfamiliar sounds that they hear have bottomed the most with a tied
weighted mean of 2.68, which categorized the indicator as Often. These
activities are not typical because they commonly depend on their teachers
themselves regarding their educational needs. Attending out-of-class events
such as workshops, seminars, or symposiums is not that frequent for
secondary learners. However, it also reflects the other statement on asking

native speakers about unfamiliar words. Schools in the Philippines encourage
their learners to listen to their teacher carefully instead of depending on the
native speaker, which may only lead them to confusion. More so, the
intervention to this issue is to retain the effectiveness of the English teacher.
Based on the ACS Distance Education (2016), an influential English
teacher must not only be knowledgeable and skillful but also, (s)he should be
an explicitly active listener. A practiced listening competency in grammar is
necessary to enhance the learner’s understanding and to assess them
carefully if they have understood them. Listening skills enable the students to
intensify grammatical skills and resolve any classroom conflicts.
Correspondingly, the strategy about listening to the language in a
restaurant or store where the staff speaks the English grammar came up with
a weighted mean of 2.73 that led to the interpretation of Often. Outdoor class
observation and listening are when the learners compare the “real-life
situation” to what they initially know. Due to some trying situations in the
classroom (e.g., misbehaviors happening outside the class), teachers prefer
the discussion inside the classroom premises. Moreover, exposure to these
kinds of strategies may preferably be applied only through television or media
viewing. Viewing and listening using media as one of the strategies in exposing
the students to different environmental situations, such as a restaurant or store
where the staff speaks the English language, gives them the chance to
remember linguistic patterns and imitations that they have listened to in the
provided video. By watching the video, the learners would fulfill the learning
outcomes suitable for grammatical demonstration and application.
As stated by Larsen, et al. (2017), this strategy’s possible result would
be a student-centered learning experience that promotes environmental
learning, social growth, and personal views. Inclined with the previous strategy,
attending outdoor activities such as listening in restaurants or stores where the
English language is used is unnecessary because they develop more with their
teachers. The English teachers play a significant role in the students’ grammar
development. Teachers help students by contributing to their needs and
guiding them through language and grammar acquisition. Moreover, the
teachers ensure that the best learning environment is provided for their
education (Mbiti, 2017).
Alternatively, the table also tells that the students practice skim-listening
by paying attention and ignoring others had a weighted mean of 2.98, which
classified the statement as Often. Focusing on discourse provides a
competency-based improvement in terms of the learner’s grammar skills. The
students’ interest in grammar learning through the listening skill emphasizes
their focus on grammar development, starting from the essential parts towards
the more complicated forms. Skim-listening highlights how the learners get the
gist of what they learn or hear from their teachers or their environment. These
skills become more effective as they continue to apply what they have heard
or listened in the real-life setting.

As Manuel (2018) stated, listening for the gist is when the student can
only understand a concept of an idea but cannot fully determine the whole
sentence or phrase. Meaning, the learner tries to choose keywords, intonation,
and other clues to guess its meaning. On the other hand, the statement has
shown less frequency because most students in the 21st century are either
competitive or uninterested. Sometimes, identifying the statement’s substance
may be easy since it could be found at the beginning of the passage. However,
it sometimes is difficult, which suggests the learners listen to the whole
statement to comprehend its true essence and meaning in general.
Finally, imitating the way native speakers talk had a weighted mean of
2.99, which considered the indicator as Often. Copying or imitating the native
speakers on how they talk or speak, whether through their accent or diction,
by carefully listening to them becomes a basis of a new language learning,
which is best applied with an audio-lingual method. The usage of the audio-
lingual method targets the memorization and repetitious practice of accented
words, including how the native speakers use their language in the real-life
setting. The role of imitating the native speakers serve as a reference for
learning the best grammar composition. However, a continuous application of
the audio-lingual method enables the native language and the target language
to connive. In this way, the English teacher lets the student have a native
speaker-like manner of speaking by listening to how English statements are
supposed to sound through mimicking. Language learning through the audio-

lingual method is a process of habit formation or repetition. The more
statement is being repeated and used, the stronger the habit formation and the
greater the learning and acquisition of grammar and language.
According to Tumblewood (2020), imitation of a native speaker is one
of the most brilliant ways to intensify their grammar learning. Therefore, the
students must actively pay attention and listen to how the native speaker uses
his/her phonetics, semantics, lexicon, and most significantly, his/her grammar
details. These ways are the best to use, but the students more likely to depend
on the teacher’s performance way better. Due to the lack of resources in most
areas in the Philippines, including the poor Internet connection and improvised
technologies, even listening to native English language speakers through
videos online is insufficient.
In addition, Table 9 presents the vocabulary strategy used by the
respondents prefer to use the vocabulary strategy, which is verbally interpreted
as Often.
Moreover, the statement about how students pay attention to the new
word’s structure had a weighted mean of 3.52 and was verbally interpreted as
Always. Grammatical structure, specifically syntax, is highly relevant for the
students to determine how grammar is being applied in a group of words as a
part of their daily communication. As the student enriches his/her vocabulary,
(s)he must also identify its function and form, what its tenses are, what part of
speech it portrays, and how it will be used as a part of a statement. A learner
must emphasize how a new word is being applied to a text or a discourse.
Additional vocabularies improve the learners’ communicative competencies
that may improvise the structure of a statement through diction and context.
Table 9
Teaching Grammar Strategies in Vocabulary
Weighted Verbal
Mean Interpretation
1. Pay attention to the structure of the new word. 3.52 Always 1
2. Break the word into parts that they can identify. 3.48 Often 3
3. Group words according to parts of speech
3.49 Often 2
(e.g., nouns, verbs).
4. Associate the sound of the new word with the
3.45 Often 5
sound of a word that is familiar to them.
5. Use rhyming to remember new words. 3.25 Often 11
6. Make a mental image of new words. 3.37 Often 7
7. List new words with other words that are
3.30 Often 10
related to it.
8. Write out new words in meaningful sentences. 3.45 Often 5
9. Practice new action verbs by acting them out. 3.11 Often 16
10. Use flash cards in a systematic way to learn
2.82 Often 18
new words.
11. Go over new words often when they first learn
3.25 Often 11
them to help me remember them.
12. Review words periodically so they don’t forget
3.23 Often 13
them.
13. Look at meaningful parts of the word (e.g., the
prefix or the suffix) to remind them of the 3.46 Often 4
meaning of the word.
14. Make an effort to remember the situation
where they first heard or saw the word or
3.20 Often 15
remember the page or sign where they saw it
written.
15. Visualize the spelling of new words in their
3.22 Often 14
mind.
16. Try using new words in a variety of ways. 3.34 Often 8
17. Practice using familiar words in different ways. 3.33 Often 9
18. Make an effort to use idiomatic expressions in
3.08 Often 17
the new grammar.
As Rake (2016) believed, correct spelling, grammar, punctuation, and
capitalization enable the students to comprehend what they have gathered

through reading or writing. In addition, these concepts and notes aid them in
preventing the different components of the sentence from attacking each other.
By this means, the learner avoids confusion, preserves a proper reading
rhythm, and will likely highlight the context they have made. Therefore, the
learners will give more attention to the content.
Furthermore, the table states that the students can group words
according to parts of speech, having a weighted mean of 3.49 that is verbally
interpreted as Often. Meaning, the students can categorize whether if a
particular word is a noun, a pronoun, a verb, and among others. As the learners
determine the function of a word, they must also know how it will be applied in
a basic sentence pattern. In a statement, the student must identify the subject’s
relationship to the other parts of the sentence, such as the article, the verb,
and the other parts of speech. In this way, (s)he would successfully produce
the correct grammatical formation.
As suggested by Towson (2018), using function words enables the
learners to expound and formulate a robust grammatical relationship in which
the content words may be best suitable. However, the content words are the
terms that give a highlight to the meaning. For that reason, they are the words
that can be defined using a dictionary. The newly content words are commonly
added to the English language. However, the old ones typically leave the
language obsolete.
Additionally, the strategy about breaking the word into parts that
students can identify produced 3.48 as its weighted mean, which reflected the
statement as Often. Breaking the word to determine its function and
components are necessary to identify its connection to the other parts of the
sentence. In the English classroom, the learners must consider how each word
can be organized and identified in a sentence. Without the proper organization
of words, the statement’s syntax and semantics would be affected and would
produce miscommunication. Sentence diagramming is another essential tool
to determine how each word is connected with the other, even the punctuation
and capitalization.
On the side of Rudling (2018), identifying how to understand syllables
enables the learners to determine lengthy words by breaking the word down
into its components. It explains that the learners chunk a long word into its
parts, and each chunk is classified as a syllable. These words are dissected
into syllables, and it helps them see the part of the word they have and identify
its function through their affixes, root word, and then used in each syllable. For
example, the word “uncomfortable” comprises the prefix “un-,” the root word
“comfort,” and the suffix “able.” As they were chunked, its function can now be
identified, such as the prefix “un-,” which states an opposing view, the suffix “-
able” that tells someone is capable of, together with the true definition of the
root word “comfort.” Therefore, it tells that each part of a word and a sentence
provides a specific meaning that, once changed, would possibly affect the
whole meaning of the sentence.

Inclined with the previous strategy, the statement about looking at
significant word parts (e.g., the prefix or the suffix) to remind them of the word’s
meaning had a weighted mean of 3.46, identifying the statement as Often. To
identify how significant the parts of a word are, they must first learn how to
break the words into parts. Identifying the contents of words enables them to
discover their true meaning and function in the sentence using the term
morphology. One of the essential functions of morphemes is to provide
semantics to a statement or a group of words. Like affixes (e.g., prefix or suffix)
and the base form of a word, they are a part of the minor units of a statement,
which are essential in producing a vocabulary function and comprehension.
Additionally, Atta (2020) explained that morphology serves to study the
words, including their parts, such as the syllables, prefixes, infixes, or suffixes.
The use of morphemes, either bound or free, is necessary for phonics through
reading, spelling, or both, including vocabulary usage and comprehension.
The strategy about associating sounds of new words with the sound of
a familiar word to the students resulted in a weighted mean of 3.48, which
categorized the indicator as Often. It signifies that the students are not always
omniscient in the English vocabulary. Context clues are necessary to identify
the meaning of a new word that is not familiar to the learners. Associating
these new words to the words they are already familiar with is one of the best
strategies for identifying a particular meaning. Identifying the function of these
newly learned words must be analyzed and acquired to become more effective
in its most appropriate language register. As the students identify its function
in a provided statement, they will learn the language and identify how these
words will suit a grammatical structure.
As Porter (2021) explains, the use of context clues serves as an
indication that the context writer or the author provides in helping to define an
unusual or a newly acquired word. These context clues can be seen within the
same sentence pattern as the word to follow in the preceding or previous
sentence. Since most of the students’ vocabulary is acquired by reading, they
must identify and learn contextual clues’ advantages.
On the other hand, the statement systematically representing flashcards
usage to learn new words had ranked the lowest with a weighted mean of 2.82
and a verbal interpretation of Often. It emphasizes that using flashcards to
secondary students seems to be inappropriate anymore. The application of
metacognition to flashcards representing grammar learning through sentence
constructions aims to intensify grammatical knowledge and achieve student
learning outcomes. When the teacher reveals, grammar learners tend to ask
themselves how their answers should be compared to the correct answer or
evaluate and assess their knowledge regarding the produced answer from the
flashcard. Applying metacognitive learning strategies in grammar intensifies
the students’ memory by improving their vocabulary learning.
As Travis (2019) says, vocabulary learning may be challenging for the
students. Moreover, there could also be some advantages and disadvantages

to the different strategies that the learner may use to increase their vocabulary
learning. Some students prefer using flashcards learning tools, which can be
very useful since they can acquire different words, but it only lasts for a short
period. However, using flashcards does not give the learners the context to
determine the specific word they target to study. Vocabulary reading is
essential since it does deliver the context needed. However, reading is an
extended and lengthy method of a new vocabulary word learning and
acquisition.
However, the statement about making an effort to use idiomatic
expressions in the new grammar became the second-lowest rank with a
weighted mean of 3.08 and a verbal interpretation of Often. It indicates that
using an idiom as a part of a daily conversation and including it as a part of
grammar could affect the message receiver. Moreover, idiomatic expressions
may serve as a barrier that could confuse a learner once used. Idiomatic
expressions provide a double meaning that could also complicate the students
who use English as a second language. Idioms do not give their real message
since they do not say what they mean. They also cause challenges to non-
native speakers and could pressure them because their meanings are
unpredictable. For example, when students hear the idiom “a dime a dozen”
(which means ‘something common’), they might think of it in a literal sense and
not of its real meaning. Therefore, learning and acquiring a figurative-based
vocabulary is a difficult part for ESL learners.

As determined by Michel (2020), an idiom is commonly used to express
grammar ambiguity once applied. However, once these idiomatic expressions
are meant literally, they could favorably affect the message receiver and cause
problems and confusion.
Nonetheless, since the English language comprises different idioms, the
non-native speakers experience challenges in identifying these expressions’
logical meanings. The more the learners tend to learn and acquire the
language, the more idioms they would likely understand. So far, memorization
of idiom may also be beneficial at some time (Lumen, 2018)
The following statement indicating the practice of new action verbs by
acting them out had the third bottom rank with the weighted mean of 3.11,
interpreting the statement as Often. Including games, such as verb charades
or a Pictionary, may also contain disadvantages that could affect the learners’
interest in verbal language acquisition. However, applying a metacognitive
learning process allows the learners to understand and comprehend grammar
learning based on how they practice themselves and apply their self-
assessment on how they use their communicative strategies. Moreover,
including games in the classroom to demonstrate vocabulary in the grammar
classroom is relevant and practical, but it depends on how applicable it is to
the learners.
As Asafari (2019) explains, applying games, including verb charades,
may be helpful, but it could also have possible disadvantages. One of the cons
of applying games in grammatical pedagogy through vocabularies is how they
are attracted to the game. Most of them are active and make it loud and noisy.
They move too much and sometimes speak, which is one of the applicable
rules in charades. In that situation, the teacher becomes challenged to control
the game and the students. Moreover, the teacher only has a bit of time
instructing the material and giving a new vocabulary word. So, the teacher
would be no longer have enough time to expound more and memorize all the
new vocabulary words.
However, the statement focusing on making an effort to remember the
situation where they first heard or saw the word or remember the page or sign
where they saw it written had a weighted mean of 3.20, which leads to the
interpretation of Often. It suggests that the learners sometimes experience
difficulty remembering essential words, phrases, or signage that they have
encountered either in-class or out-of-class. As the student makes an effort to
remember a forgotten vocabulary indicates his/her interest in learning English.
There are situations that the student inhibits speech due to forgetfulness that
allows them to think carefully and produce a correct set of vocabulary through
a statement either through writing, thinking, or typing.
Based on Carnegie Mellon University (2021), memorizing is challenging
for short and long-term ideas. However, the students may use some strategies
and skills to develop their memory to intensify their understanding and lessen
the “tip of the tongue” problem. One intervention to avoid this problem is to let
the learners be selective by asking questions. For example, the students are
not always expected to remember all of the vocabulary words. On the other
hand, they may choose an essential vocabulary to remember by setting goals
and priorities by asking about its purpose and relevance. The learner can also
ask queries to test retrieval and acquire further reflection about the information
gathered.
Lastly, visualizing the spelling of new words in the students’ minds had
a weighted mean of 3.22, categorizing the indicator as Often. It explains that
visualizing a new word’s spelling is no longer useable and applicable to 21st-
century students, for it could just affect the students’ vocabulary skills in terms
of word transfer. As the learner exposes himself/herself to a new vocabulary,
(s)he automatically acquires it. The ESL student may write down the new
words for their reference and learn them carefully through practice by
identifying how they could apply to a language register, either in a formal or
informal setting. As the learner tries to determine the newly acquired word,
(s)he must identify its relevance, how it can be used in English semantics and
its real essence towards an English discourse.
As proved by Pennington (2019), spelling is originally an auditory skill
and not merely visual. Visual signals must not be used in phonetics, most
notably in familiar words. Strategies in spelling, including writing letter shapes
in the sand or outlining the letters in a spelling word, are already discouraged.
More so, visualization techniques may also provide short-term benefits,

such as picturing the spelling word and spelling it backward. Still, the transfer
is not being applied to other spellings. Depending on visual memorization of
each spelling word is considered highly ineffective (Pennington, 2019).
Table 10
Teaching Grammar Strategies in Speaking
Weighted Verbal
The teacher lets the students: Mean Interpretation
Rank
1. Practice saying new expressions on their own 3.31 Often 7
2. Practice new grammatical structures in different
situations to build their confidence level in 3.33 Often 6
using them.
3. Think about how a native speaker might say
3.00 Often 16
something and practice saying it that way.
4. Seek out opportunities to talk with native
2.65 Often 18
speakers.
5. Initiate conversations in the English language
3.35 Often 5
as often as possible.
6. Direct the conversation to familiar topics. 3.39 Often 4
7. Plan out in advance what they want to say. 3.09 Often 14
8. Ask questions as a way to be involved in the
3.54 Always 2
conversation.
9. Anticipate what will be said based on what has
3.23 Often 9
been said so far.
10. Try topics even when they aren’t familiar to
2.99 Often 17
them.
11. Encourage others to correct errors in their
3.26 Often 8
speaking.
12. Try to figure out and model native speakers’
language patterns when requesting, 3.12 Often 12
apologizing, or complaining.
13. Ask for help from their conversational partner. 3.21 Often 10
14. Look for a different way to express the idea,
3.56 Always 1
like using a synonym.
15. Use words from their own grammar, but say it
in a way that sounds like words in the English 3.10 Often 13
language.
16. Make up new words or guess if they don’t
3.04 Often 15
know the right ones to use.
17. Use gestures as a way to try and get their
3.42 Often 3
meaning across.
18. Switch back to their own language
momentarily if they know that the person
3.18 Often 11
they’re talking to can understand what is being
said.
The following table, Table 10, presents the speaking strategy used by
the respondents. The composite mean of 3.21 generally shows that the
respondents prefer to use the speaking strategy, which is expressed in the
table as Often. The first statement about letting the students look for a different
way to express the idea like a synonym, produced a weighted mean of 3.56,
which interprets the indicator as Always. Using a synonym as an alternative
word to avoid expressing repetitive words is commonly used to deliver a word
or a topic.
Moreover, this method is one of the most convenient tools for speaking
in class or explaining a specific idea. This strategy enables the learner to think
creatively so that (s)he expounds on a particular topic. Repetitious word usage
in the same statement and idea lessens the formality of the sentence or a
paragraph that would make the message tedious and confusing to read. For
example, if a student wishes to emphasize the looks of a girl and (s)he used
the word “beautiful” in the first sentence, it would be necessary for him/her to
use a synonym, such as “gorgeous” or “stunning,” on the upcoming sentences.
Moreover, using synonyms is commonly applied in different genres,
most notably in applying English language grammar. Therefore, it is essential
to determine which synonyms to be used when applying it to the written or
spoken contexts through various styles and other literary genres commonly
applied by speaking and writing, be it produced creatively, formally, fictionally,
and others (Literary Terms, 2020).

Furthermore, asking questions used to be involved in the conversation
ranked second with a weighted mean of 3.54, which considered the statement
as Always. Asking questions in the class engages the students more and
enlightens them about a specific idea. As the teacher encourages the students
to speak nicely, they can ask what could answer their curiosities. Allowing the
students to have at least a short span of think-time about their possible
questions may determine whether the teacher has to clarify or explain the topic.
As the teacher and the student converse and exchange their thoughts using
the English language, they may be practiced as (s)he enhances his/her
grammar skills. Additionally, the learners could also improvise their discourse
techniques as they continuously ask questions in the classroom through
speaking competency-based instruction.
In accordance with Jones (2020), the learners have to ask and answer
English questions to have a more productive and coherent conversation in the
different English-speaking countries. Therefore, asking questions is one of the
necessary elements of an English conversation. However, most students of
the English language commonly acquire knowledge as they ask questions.
Consequently, a correct grammatical question can be seen as a more detailed
statement than descriptive grammar. Moreover, one fact is that the student
must not show any form of intimidation through English questions.
Next, the statement about using gestures to try and get their meaning
across had a weighted mean of 3.18 and a verbal interpretation of Often. The
students’ body language, known as kinesics, functions as one of the most
appropriate ways to express their thoughts as they speak. There are times that
the students are having difficulties in speaking the English language, and
kinesics become their alternative when conveying their idea. For example, as
students report or speak in the class using fluent English, they can
automatically use sudden gestures that reflect how they speak, which means
that they are effective learners and know how to manage grammar well.
As Chapman and McCarthy (2017) explain, kinesics is one of the most
significant 21st-century grammatical conversation features. Therefore, it is
necessary to manage the students’ bodily work where the communication can
be seen through physical movements that shows a more profound sense of
meaning that can be determined through observation.
Moreover, the statement about directing the conversation to familiar
topics resulted from a weighted mean of 3.39 and a verbal interpretation of
Often. As the teacher applies a clarified tone of speaking and talking, the
student quickly answers the timely feedback (s)he can give. However, as a
student answers directly in the English language class, (s)he expresses a more
secure way of conversing and can acquire a natural habit of speaking the
grammar without losing the message’s fundamental essence. Likewise, a
student can be called an effective English speaker when (s)he can imitate how
a native speaker communicates. A native English speaker uses his/her first
language just as the way a typical person speaks. More so, if a second
language speaker directs the conversation naturally to familiar topics just as
the way a native speaker talks, (s)he can be called an actual fluent English
speaker.
As reported by Crosbie et al. (2017), an initial statement begins a
conversation. The teachers tell their students the interaction’s objective and
identify how the conversation will be directed and continued. Proper
comprehension and response to initial statements is a necessary skill in the
classroom. Preparing a mastery of the speaking skill can create their learners
the best impression, and failing to plan for it might produce such confusion and
challenges.
Similarly, the statement about initiating conversations in the English
language as often as possible had a weighted mean of 3.35 that was verbally
interpreted as Often. Beginning the English language conversation in the class
shows that they can actively use the basic grammar rules as far as they can
remember. Including the English language as part of a daily classroom allows
the learners to enhance their grammar learning strategies. Also, a student can
be confident in speaking English when (s)he initiates or starts an English
conversation in the classroom, most especially the conversation between
him/her and his/her English teacher. With this regard, the students can be
called to know the English grammar, which can be improved when the practice
has been continuously applied.
In proportion to Wil (2018), small talks and starting conversations in the

class are primarily used in an English language talk. It includes a polite kind of
message to their friends, teachers, and colleagues, which are used to greet
each other and begin a conversation to know each other better. Moreover,
conversing outside the classroom can be more challenging. As the students
learn and listen to their classmates in a conversation, they must highlight the
statement they commonly use and comprehend quickly rather than the words
they do not usually practice.
Alternatively, regularly seeking opportunities to talk with the native
speakers ranked the lowest with a weighted mean of 2.65 and is verbally
interpreted as Often. Students are not engaged to speak with other persons
they are not familiar with. Most learners tend to depend on their teachers
instead of talking to native speakers. The native English language speakers
are highly aware of their grammar, and they might get offended once their
language has not been used appropriately. Therefore, the student would prefer
talking with their English teachers rather than speaking with native speakers.
Nevertheless, native speakers serve as a high reference for the most refined
grammar learning, including how words are pronounced and spoken, how they
are constructed, and how they are being managed. For example, Americans
who use English as their native language are highly aware of their language
misused during an English conversation.
Concerning Thierry (2018), it has been stated that challenges are
highlighted when English was used as their second language to their speaking
skills, listening skills, or both. It does not matter whether how skillful they may
be. Their comprehension of English and their native tongue may change what
they believe is being applied.
On the other hand, the statement about trying topics even when they
are not familiar to them had a weighted mean of 2.99 and was verbally
interpreted as Often. The students always prefer using words or languages
that are familiar to them to understand easily in the classroom. It suggests that
if the learner is not familiar with the topic or an idea, there would be a lesser
chance or willingness for him/her to guess or identify its true essence. If the
learner does not know what a word or group of words aims to imply, there
would be a lesser chance for the student’s interest. The students’ interest
serves as the base point of fulfilling the learners’ needs and the learning
objectives. Once the learner has not complied, (s)he will not learn correct
grammar application and might not fulfill the needed competency.
As stated in All Assignments Help (2020), the learners must have written
different outputs in various genres. It may include proficient English grammar
skills in speaking or writing, researching skills, and helping cite references to
their assignments. However, there are high chances that the learners could
not be familiar with each subject and still could have challenges in struggling
with their school works when the teacher assigns them to write activities about
the subject that is not their field of specialization.
In contrast, the statement about thinking how a native speaker might

say something and practice saying it that way comprised a weighted mean of
3.00 and had considered the indicator as Often. It suggests that a learner may
acquire grammar better once the native speakers teach them. However, the
native-speaking teachers decrease in today’s educational system because the
Philippines’ students are more likely to depend on their Filipino English
teachers. Moreover, English language native speakers serve as the primary
holder of excellent and correct grammatical qualities of English. The native
speakers are more knowledgeable than those who only use English as a
second language. For example, the British people, who use English as their
native language, know how to speak the proper accent, correct pronunciation,
grammar and separation words, or even stops and stresses. English has been
the language they have acquired from childhood towards adulthood, in which
they are incredibly aware of some errors when someone has committed any.
As specified by Merseth (2021), both the teachers and students depend
on one another to produce a fruitful outcome. As the teacher actively facilitates
the class, the more the learners must participate energetically. It has been
proved that if the teacher cannot produce and develop his/her relationship with
his/her learners, the class would undoubtedly be contracted and weakened.
Then again, the statement about making up new words or guessing if
they do not know the right ones to use resulted in 3.04 as its weighted mean,
which identified the indicator as Often. Guessing or making up possible
meanings on a word or a group of words may change the essence of its

accurate description. On the other side, this strategy engages the students’
creativity towards a word to emphasize his/her understanding of a specific
object or thing. Making up self-words to remember a particular idea is one way
to learn quickly. Make-up words like mnemonics are essential tools that can
help the learners remember a set of ideas, which can be in the form of a song,
rhymes, or acronyms, depending on how the learner will manage the group of
words.
As Rhalmi (2020) explains, only guessing the ideas would likely confront
and affect the whole class. The learners may suddenly have a vocabulary
blockage due to word shortage and disable them from comprehending what an
idea implies. One thing a learner must bear in mind is to use a dictionary as a
reference. Moreover, there are strategies that students could use to determine
the definition of a vocabulary word. It includes guessing meaning from a
context that refers to inferring an expression’s meaning through context clues.
As a final point, planning out what they have wanted to say turns out to
have 3.09 as its weighted mean, interpreted as Often. Lesson planning is
necessary to increase the students’ interest in the classroom. However, the
students still depend on managing the subject matter with their teacher’s help.
As facilitators of learning, English teachers must assess the learners by
providing performance indicators that would identify their level of performance
towards planning what learners have to say, such as practicing declamations,
orations, debates, or speech delivery. As the teachers let the students fulfill the
class objectives, they would acquire the language and intensify their
grammatical competencies.
As Weiler (2017) maintained, language learning entails comprehending
how grammar functions using speaking skills. Linguists believe that studying
grammar is advantageous. However, an effective grammar practice does not
primarily highlight various English language classes or different language
students. Whereas various studies are identified in the different sufficient
language learning focus, this pedagogy has not yet proven its way into
education training, seminars, or workshops in various institutions or schools.
As an alternative, more time-allotment is used on revising the strategy with
some minor adjustments.
Table 11
Teaching Grammar Strategies in Reading
Weighted Verbal
Mean Interpretation
1. Read as much as possible in the English
3.80 Always 1
language.
2. Try to find things to read for pleasure in the
3.48 Often 4
English language.
3. Find reading material that is at or near their level. 3.63 Always 2
4. Plan out in advance how they are going to read the
text, monitor to see how they are doing, and then 3.45 Often 6
check to see how much they understand.
5. Skim an academic text first to get the main idea
3.42 Often 8
and then go back and read it more carefully.
6. Read a story or dialogue several times until they
3.48 Often 4
understand it.
7. Pay attention to the organization of the text,
3.27 Often 11
especially headings and subheadings.
8. Make ongoing summaries of the reading either in
3.29 Often 10
their mind or in the margins of the text.
9. Make predictions as to what will happen next. 3.44 Often 7
10. Guess the approximate meaning by using clues
3.54 Always 3
from the context of the reading material.
11. Use a dictionary to get a detailed sense of what
3.41 Often 9
individual words mean.
However, Table 11 presents the reading strategy used by the
respondents prefer to use the reading strategy, which is verbally interpreted as
Often.
The first statement was about letting the students read as much as
possible in the English language had a weighted mean of 3.80 with a verbal
interpretation of Always. Learners are always encouraged to read in different
contexts and genres, either fiction or non-fiction. The 21st-century learners
commonly read these genres, and as they comprehend what they have read,
they acquire grammar simultaneously. According to research, as a student
learns the language by reading, (s)he acquires it simultaneously. Similarly,
when the English grammar has been learned, when the student reads it with
thorough comprehension, (s)he will acquire the English syntax at the same
time. English texts comprise fixed, and frozen words that apply correct
grammar produced and written by its author. Students who are voracious
readers tend to learn and acquire English grammar easily due to continuous
reading practice.
In consonance with Wagner (2020), grammatical acquisition is highly
connected to first language abilities development. However, grammar is highly
learned through second language skills. As stated previously, acquisition
involves a natural development process as the second language speaker
learns through formal instruction. English grammar refers to the conscious

learning and knowledge of grammatical rules most likely related to English as
a Foreign Language (EFL).
Moreover, finding reading materials near the students’ level contained
a weighted mean of 3.63 and was verbally interpreted as Always. Students
nowadays prefer using books that will be suitable for their level of
comprehension, most specifically grammar. For example, not all young
learners can read a book about Shakespeare’s process. It explains that as a
student reads a text that contains words that are suitable for them, they would
much understand it clearly and slightly absorb grammar naturally. English
grammar learning uses a spiral approach in which the preparatory students
start from reading the basic vocabularies or statements, which further
enhances the level of learning as they slightly reach the Senior high school
level until they reach college. With this kind of approach, the fundamental
concepts of grammar are being repeated and practiced throughout the K-12
curriculum, starting from teaching the essential parts of grammar in the
preparatory class, which slightly deepens the complexity of the English
grammar teaching-learning process grade level until they reach Grade 12.
As Gagen (2018) said, a teacher must assess their grammatical needs
regarding their reading materials. It refers to its reading components such as
its syntax, interpretation, diction, number of word syllables, sentence length
and structure, complexity, and grammar. As a learner starts reading, (s)he
could experience challenges in interpreting a text. To identify if a book is best

suited for a specific grade level, the teacher should assess the phonemic code
applied in the text and relate it to the students’ perception level. If students
learn to read the text competently, they must read the material according to
their grade level. Therefore, a Junior High school learner can experience
challenges in reading a college-level Physics book but must not be problematic
with their middle school science book or other learning materials.
Furthermore, the strategy on guessing the approximate meaning by
using clues from the context of the reading material had a weighted mean of
3.54 and identified the statement as Always. Context clues are relevant to
determine the meaning of an ambiguous word or group of words. These clues
aim to identify the meaning of an ambiguous term concerning another word
either by comparing or contrasting. However, the students determine and
identify grammar more when they learn how to use each word as they read it.
More so, there are some instances that the learners read their produced works
and conduct a self-evaluation. Meta-analytical evaluation provides a great
relevance in guessing possible meanings existing from a student’s work, such
as a self-made essay or story. It intensifies the learners’ grammatical capacity
where they acquire and improve their competencies in reading.
In line with Charles and Charles (2018), one of the components of
reading comprehension includes using other possible related words in a word
or group of words to determine a possible ambiguous or unknown word. A
writer may comprise possible clues or hints to help the reader increase his/her
vocabulary by grasping an idea’s meaning. Possible competencies applying
contextual clues allow the learner to understand a particular text.
Surprisingly, there was a tie of scores on trying to find things to read for
pleasure in the English language and reading a story or dialogue several times
until they understand it has the same weighted mean of 3.48 and were verbally
interpreted as Often. In today’s generation, learners are fond of reading
English texts online or through hardbound copies. The 21st-century learners
enjoy more when choosing the books they are familiar with, interested in, or
could be based on their personal experiences. As the students enjoy reading
continuously, they become more engaged in acquiring the language through
grammar reading comprehension. Students who are fond of reading become
voracious readers, enabling them to learn proper separation of words and
diction, structural patterns of English, and how the author’s statements can be
applied in the natural setting. Continuous usage of reading skills on books has
a higher chance of learning and practicing the English language and grammar.
In relation to Marinkovic (2015), reading books refer to an exceptional
counterpart to prior experiences. Students commonly perceive the learning
process as a linear form: natural learning environment and knowledge
application to real-life settings. Real learning originated from linking both
processes together. However, there are two reasons for enjoying reading a
book: first, reading the book periodically, and second, read for short periods.
These reasons become a long, intimidating reading session, making the

readers more comfortable to cope with it. Besides, having a continuous and
constant pace enables the learner to have easier grammar comprehension and
time management.
Moreover, a learner understands more when they read a story
repetitiously. There are times that a student does not quickly learn at first
reading. Frequently, the learners prefer reviewing rather than merely reading
it once. Students learn more by rereading a text to understand and identify its
components through a repetitive study. For example, a student recalls a topic
more when (s)he rereads a text through memorization and analysis.
It is believed by Kirsten (2019) that reviewing and rereading books
allows enhancing comprehension of the storybook’s content, including the plot
and its characters and how they were developed by not reading it only once.
Reviewing the text enables the learners to analyze its message and create a
possible connection to the real-life setting by preparing them for other complex
narratives.
On the other hand, paying attention to the text’s organization, especially
its headings and subheadings, ranked the lowest for producing a weighted
mean of 3.27, which identified the statement as Often. Students do not depend
on the construction of books or how it is being organized but significantly
highlight its content and how it will be read. An English book mainly targets
how grammar is applied as part of natural English discourse. The essence of
a great English book is based on how the author has written it and how
grammar structure was applied. An organized book highlights the grammatical
formation of each content, making it one of the primary references of students’
learning and the basis of sentence and grammar patterns.
In agreement with Strauss, Feiz, and Xiang (2018), language teachers
and their learners focus primarily on English discourse, particularly in
grammatical constructions, not merely on the language used as syntax that
applies strict rules. English discourse highlights the methods wherein the
learners construct the meaning, share their perspectives about the text, and
provide descriptions through a newer abstract form of grammar application.
In contrast, the statement about making ongoing summaries of reading
either in mind or in the margins of texts resulted in a weighted mean of 3.29,
categorized as Often. This kind of summarization may include remembering or
note-taking to determine the flow of literature. Summarizing such text enables
the readers to recall how a story occurred and how an event could happen in
the future. However, most students prefer reading them several times rather
than summarizing the text by skimming and scanning its content to practice
how grammar is naturally formed. In addition, meta-analysis is also applicable
to making ongoing summaries and read them afterward when the learner
creates his/her work, such as a short story or a poem, and reads it afterward.
As the learner reads his/her literary work, (s)he may self-assess his/her paper.
The relevance of creating summaries about a story enables the student to
assess himself/herself based on what (s)he has read.

As Marzano (2018) proves, summarizing texts and jotting down notes is
one of the skills that enable the learner to enhance a higher grammatical
reading comprehension level. However, Kimmel (2018) explained that
summarizing must be continuously demonstrated and planned through proper
grammatical scaffolding. In this way, the learners must have proper time
management to apply summarization through different subject matters.
Besides, the teacher might experience grammar difficulties when recognizing
the best summary they could give. Therefore, the students must learn more
and categorize all their knowledge based on the subject’s most essential
learning competencies. Hence, the students’ way of correct summarization
must be based on their higher level of thinking.
Alternatively, using a dictionary to get a clear sense of what individual
words mean produced 3.41 as its weighted mean with a verbal interpretation
of Often. It explains that denotatively defining could be an advantage to the
learners, most particularly English language readers. Dictionary is somehow
used as a reference for word learning. However, most learners still depend on
context clues to have a more straightforward basis of understanding.
In conformity with Kendall (2015), defining a term through its usage in a
group of words, such as a sentence or a paragraph, is one of the most efficient
ways to create a vocabulary since a dictionary is not available at all times
whenever the learner come up with an ambiguous word. In this way, a learner
should be conscious and omniscient that several words could provide

numerous meanings. Just being careful of the conditions where a word is
applicable can let the learner choose the most applicable definition without
affecting the grammar.
Conversely, skimming an academic text first to get the main idea and
then going back and reading it more carefully had a weighted mean of 3.42,
which is often verbally interpreted as Often. It reflects how a student uses the
repetitious review to understand its entire content. Taking a glance at an
academic text could be a basis of grammar comprehension by carefully
scanning how its content is syntactically managed. Rereading a text is
necessary so that the learner may apply scanning after skimming. In this way,
the meaning of the text circulates and retains the main idea through reviewing.
Based on Butte College (2019), skimming and scanning apply rapid-eye
movement where keywords are skimmed through specific educational
purposes. Moreover, skimming is used to have an overall view of an academic
text with proper grammar.
Lastly, making predictions about what will happen next had a weighted
mean of 3.44, which interpreted the indicator as Often. The learners’ curiosities
are highlighted in story-telling. In this way, they can guess what would happen
next and expect possible events in the future. The involvement of grammar can
be seen based on how they could foresee the previous happening by reviewing
the past event and relate it to the future story.
As stated by Parlett (2019), the learners predict literature naturally even

though they do not know it. They assume what the function of a book could be
starting from its title, including its characters, and what could happen in the
future as they end a book chapter. Teachers must assist their learners with this
reading strategy. Prediction enables the learners’ minds to participate in the
classroom through reading and grammatical analysis actively. As they predict
and read, they remain associated with the teacher’s text and give reflection,
refine the text, and give revisions to what they have predicted.
Table 12
Teaching Grammar Strategies in Writing
Weighted Verbal
Mean Interpretation
1. Practice writing new words in the English
3.57 Always 2
language using correct grammar.
2. Plan out in advance how to write academic
papers, monitor how their writing is going,
3.35 Often 7
and check to see how well their writing
reflects what they want to say.
3. Try writing different kinds of texts in the
English language (e.g., personal notes, 3.40 Often 5
messages, letters, and course papers).
4. Take class notes in the English language as
3.60 Always 1
much as they are able.
5. Find a different way to express the idea
when they don’t know the correct expression 3.52 Always 3
(e.g., use a synonym or describe the idea).
6. Review what they have already written
3.28 Often 9
before continuing to write more.
7. Use reference materials such as a glossary,
a dictionary, or a thesaurus to help find or 3.50 Always 4
verify words in the English language.
8. Wait to edit their writing until all their ideas
3.33 Often 8
are down on paper.
9. Revise their writing once or twice to improve
3.38 Often 6
the language and content.
10. Try to get feedback from others, especially
3.07 Often 10
native speakers of the language.
Conversely, Table 12 presents the writing strategy used by the

respondents prefer to use the writing strategy, which is verbally interpreted as
Often.
The strategy that topped the table was about taking class notes in the
English language with a weighted mean of 3.60 and was verbally interpreted
as Always. Jotting necessary details about a specific idea or topic is essential
when practicing English, particularly grammar. As the student writes class
notes in English, (s)he can analyze and fulfill his/her needs by remembering.
The relevance of jotting notes remembers essential details as provided by the
English teacher, most notably the grammatical patterns or sample statements
that apply structural diagramming. In this manner, learners may use this as a
reference of learning and review by reading what was jotted down.
On the basis of Hauser (2020), the student acquires complex sensory
information as (s)he writes a text through his/her hand. This sensory
information intensifies the opportunities to enhance grammatical growth that
may be used in the future. Meaning, proper handwriting forces the mind to
progress and build information in a more complex and comprehensive manner,
enabling them to store that information into their memory completely.
The previous statement was that practicing writing new words in the
English language using correct grammar had a weighted mean of 3.57, which
considered the indicator as Always. As the students practice writing new words
from different statements, sentences, or paragraphs, either from soft or hard
copies or from what the English teacher has written on the board, they
automatically learn and acquire the grammar and determine how the new word
has been used in the syntax. Application of new sets of acquired vocabularies
by using the writing skill from what has been heard or read intensifies the
grammatical need of the student through a thorough and continuous practice,
such as by participating in hands-on workshops or designing collaborative
lessons by analyzing or explaining a specific idea or concept.
In keeping with Cavzar and Doe (2020), writing offers a significant role
in the learning process. It suggests that the writing process comprises unique
modalities in learning. Moreover, research also shows that writing is one of the
students’ learning strategies that have been found beneficial in critical-thinking
skill development. Assessing new words using the correct grammar fulfills the
students’ learning needs where it builds the motivation for them facilitated by
the teacher. In this way, it provides possible reinforcement to challenges such
as correction or refinement of word choices or grammatical issues in their
outputs.
Apart from this, the statement on finding a different way to express the
idea when they do not know the correct expression contained a weighted mean
of 3.52, classifying the indicator as Always. There are times that the students
are not comfortable using other terms or words when expressing their thoughts
in the English language. They become expressive through reflections, journals,
or diaries. Students tend to use the best word choice they can easily
remember. Sometimes, the learners do not know what specific word should be
said, which blocks their minds, leading to real embarrassment. As an
alternative, they express their ideas through writing so that they can guide
themselves.
As Stevens and Cooper (2017) claimed, expressive writing enables the
students to reflect on new sets of knowledge in the classroom area. It
strengthens their ideas and learning experiences by writing thoroughly in their
journals, use other words when expressing a repeated idea, choose the best
words to use, apply the best grammatical structure, and record what they have
learned as they progress in the class, learn new ideas, and build a new set of
conclusions.
Additionally, using reference materials such as a glossary, a dictionary,
or a thesaurus to help find or verify words in the English language has a
weighted mean of 3.50 and was verbally interpreted as Always. These
reference materials are an excellent source for learners to identify a word or a
group of words’ function and meaning and how it should be applied to a
grammatical structure. These references are essential to provide additional
vocabulary by letting the learners glance at them if they need to know how an
unfamiliar term should be used in a statement as (s)he writes.
In proportion to Iroaganachi and Ilogho (2017), books’ relevance as a
reference is highly essential and beneficial to the learners to achieve the
school’s learning outcomes. Using books as reference materials is necessary
and should be highlighted in the academic exercise practice, particularly in

grammar learning. However, its importance must not be overused in the
academic environment.
In addition to this, the statement about trying to write different kinds of
texts in the English language, such as personal notes, messages, letters, or
course papers, had a weighted mean of 3.40 and a verbal interpretation of
Often. Grammar application is necessary when producing these kinds of texts
to be easily understood by other readers. However, practicing writing texts
enables a learner to repetitiously remember what (s)he should do when
creating either a literary work, an academic work, or both with proper grammar
usage. As the student writes his/her work, (s)he reads it simultaneously for
clarification and verification before submitting it to the teacher. There are times
that after the teacher evaluates the work, (s)he returns it to the student with
grammar corrections. In this way, the student may have the chance to
determine possible errors, revise his/her work again and apply the correct
grammatical practice.
As Merkezi (2017) says, as the learners efficiently review or evaluate
their different produced texts, they must have their central concept and
objective. The output can be seen in different perspectives where it is
evaluated by analyzing its main content and properly constructing them
through the proper separation of its components. As the learners apply this
strategy, their writing comprehension would determine how their written output
could be interrelated and connected and how these could influence each
other’s perspectives.
Nevertheless, the writing strategy about trying to get feedback from
others, primarily native speakers of the language, ranked the lowest with a
verbal interpretation of 3.07 and a verbal interpretation of Often. The students
are more confident in learning with their teachers rather than other people.
Getting feedback from people they are not connected or familiar with loses
their confidence. In this situation, Krashen’s affective-filter hypothesis on
second language acquisition could be adapted. It suggests that when the
student experience either high or low levels of emotion, such as anger,
sadness, including low confidence or shyness, the students will not learn the
language. Therefore, the student’s affective domain must be filtered.
As Gibbons (2017) proved, for the students to learn productively and
effectively, they should have a comfortable and safe feeling in their learning
environment. In this way, the students must never experience possible anger,
high stress levels, lacking self-confidence, or possible anxiety attacks as they
learn and acquire the language process. In this way, they must feel that they
are well motivated to engage in learning activities without losing their
confidence.
Conversely, the statement about reviewing what they have already
written before writing more had contained a weighted mean of 3.28 and a
verbal interpretation of Often. After writing a long text or material, some
learners no longer reread what they have already written since most of them
are already familiarized with what they have done. Most of them can remember
what they have created and written since from the beginning of a text.
However, a simple glance would be enough for the writers as they review their
work.
In line with this, Sayan (2016) says that reviewing an own paper could
seem to be unlikely and intriguing, the same as attending one’s funeral.
However, Wiley (2016) said that if the learner comes up that the paper contains
different errors, (s)he must make sure that the paper has been read thoroughly,
but upon correcting some flaws, it would be more effective if the learner applies
a peer-review to emphasize possible additional problems.
Whereas the strategy of waiting to edit writing until all ideas are down
on paper had a verbal interpretation of Often with 3.33 as its weighted mean.
It shows that some students prefer editing to determine what should be
modified or revised to their paper. Revisions are necessary to improvise a
paper more. In this way, the learners are given a chance to check their
grammar, add possible words or sentences to support their text, and regroup
some statements if necessary.
According to Anson et al. (2021), revising the paper means seeing it
again in a different perspective but in a newer and fresher way. Revising and
editing the paper is an ongoing process of paper planning, including grammar
reconsideration, gathering shreds of evidence, determining its purpose,
reorganizing word choices, and presenting it.

Indeed, planning out how to write academic papers, monitor how their
writing is going, and check to see how well their writing reflects what they want
to say resulted from a weighted mean of 3.35 with an Often verbal
interpretation. It shows that as the learners plan their academic papers
properly, they must carefully determine what choices of words must be used,
their content, how the paragraph must be constructed, and its message or
objective flow. The relevance of syntax, semantics, and pragmatics goes hand-
in-hand until the learners produce a dynamic academic paper.
It was proven by the University of Newcastle (2021) that having effective
planning boosts an academic writing methodology and process that enables
the learner to be more direct and precise. As the learner works begin drafting
and editing the paper, (s)he can record the possible changes (s)he plans for
the work to be well-developed before it can be produced.
Finally, the strategy about revising the students’ writing once or twice to
improve the language and content resulted in a weighted mean of 3.38 and a
verbal interpretation of Often. A continuous review of academic work through
rewriting indicates that improvements would be necessary once analyzed
word-by-word or statement-by-statement. It primarily aims to show that the
learner could write another form of a written work by paraphrasing, rewording,
or proper word citations if necessary.
As specified by Powl (2020), as the learner revises the paper, (s)he
must revise at least twice the first revision to reorganize the work while the
second revision is done to clean possible errors and highlight the most
important details.
Table 13
Summary Table on the Teaching Grammar Strategies
Weighted Verbal
Indicators Rank
Mean Interpretation
1. Teaching Grammar Strategies in Listening 3.30 Often 3.5
2. Teaching Grammar Strategies in Vocabulary 3.30 Often 3.5
3. Teaching Grammar Strategies in Speaking 3.21 Often 5
4. Teaching Grammar Strategies in Reading 3.47 Often 1
5. Teaching Grammar Strategies in Writing 3.40 Often 2
Furthermore, Table 13 indicates the summary table on the teaching
strategies about English language grammar domains. The table shows that the
teaching grammar through the teacher’s reading strategy to students ranked
first, having 3.47 as its weighted mean and a verbal interpretation of Often.
However, the second domain was the writing strategy with a weighted mean
of 3.40 and was verbally interpreted as Often. Surprisingly, there was a tie of
scores between the listening and vocabulary strategies, both having the
weighted scores of 3.30 and are verbally interpreted as Often. Finally, the
strategy that ranked the lowest was teaching grammar through speaking with
a weighted mean of 3.21 with a verbal interpretation of Often. Generally, the
summary table comprised a composite mean of 3.34 and classified that using
these teaching strategies is often used in the classroom.
Teaching grammar through speaking has been the highlight of conflicts
in terms of grammar learning. The Enhanced Basic Education Curriculum,
known as the K-12, comprises a learner-centered way of facilitating learning

where the students are being assessed with their skills, and the traditional
ways of teaching grammar are now highly discouraged. Not all learners are
gifted with the best grammatical skills in the English language discourse.
In the light of Pachina (2020), an average Filipino population
experiences difficulties in grammar in English proficiency. Most students under
the newly graduated senior high schools still do not acquire the best English
language even though they were given a long time studying. It shows that not
all educated Filipinos do not acquire the English language, including grammar,
entirely after finishing their course.
Moreover, Senobio (2015) says that at the grade school level, the
English language and grammar are not entirely taught clearly and effectively,
most notably the structure, tenses, most specifically the parts of speech. It
shows that if the learners have thoroughly learned and acquired the English
language knowledge and competencies during their formative years, they will
no longer have a hard time both at Junior and Senior High school levels. As
everyone may commonly know, the older the learner comprehend, the more
difficult it could be so that the learners can acquire a new language. Therefore,
all the teachers, English majors or non-English teachers, must change
students’ learning and comprehension toward the language. The teachers
must provide them with more chances to use English, intensify the best usage
through proper correction, and be proficient in using English language
grammar (Senobio, 2015).

Table 14
Difference of Responses on Teaching Grammar between the two
Groups of Respondents
Group Mean Rank U p-value Interpretation
Junior High 115.23

Listening 5588 0.592 Not Significant
Senior High 110.35
Junior High 105.21
Vocabulary 4630 0.010 Significant
Senior High 128.63
Junior High 106.28
Speaking 4786 0.025 Significant
Senior High 126.68
Junior High 109.62
Reading 5274 0.226 Not Significant
Senior High 120.58
Junior High 104.79
Writing 4568 0.007 Significant
Senior High 129.40
Significant at p-value < 0.05
Table 14 displays the comparison of teaching grammar between the
two groups of respondents. Based on the result, it was revealed that teaching
grammar through vocabulary (p = 0.010), speaking (p = 0.025), and writing (p
= 0.007) were less than the alpha level of 0.05. Thus, the null hypothesis was
rejected. It emphasizes that there was a significant difference observed, and
based on the test, and it was found out that Senior High school teachers have
a more significant assessment on teaching grammar through vocabulary,
speaking, and writing.
In the Philippine educational system, the assessments applied
between the Junior high school and the Senior high school are significantly
different. In Junior high school, the assessment and subjects are generalized
where students study the same and repetitive subject matter. However, the
Senior high school curriculum provides an individualized set of subjects. On
the other hand, the learners must also expect to have more senior high school
requirements in preparation for their college life.
As Magno and Piosang (2016) maintained, teaching strategies and
styles can be applied to assessing the Senior high school level. Meaning, the
senior high school’s assessment levels follow a range based from a school
level towards an international level. These assessment levels in the Senor High
school include the best performance standards, learning objectives, how it
applies to student learning, and the teachers’ accountability as the class’s
policymakers.
However, the senior high school’s assessment levels include the
following: the learners’ choice of track, either academic or technical-vocational-
livelihood; a student-centered approach; assessment of the learner has
achieved competencies; college readiness; and career assessment.
Moreover, Senior high school assessment plays a vital role in
safeguarding the students’ development in 21st-century skills. K-12
assessment turns out to be more efficient in the educational process, which is
highly essential in developing student enhancement.
On the other hand, grammatical instruction to the learners depends on
their performance every after quarter. As the students perform well in the class
and assessment results are high, the grammar teaching strategies are
feasible. In Senior high school, assessment results are necessary to decide
who needs proper scaffolding in the English learning competencies (Magno &
Piosang, 2016).
Table 15
Difference of Responses on Grammar Needs Analysis between the two
Groups of Respondents
Mean p-
Group U Interpretation
Rank value
Grammar Needs Analysis Junior High 111.88 Not
5604 0.605
through Listening Senior High 116.45 Significant
Grammar Needs Analysis Junior High 105.13
4618 0.008 Significant
through Speaking Senior High 128.78
5760 0.864
through Reading Senior High 114.5 Significant
Grammar Needs Analysis Junior High 104.68
4552 0.006 Significant
through Writing Senior High 129.6
4956 0.057
through Viewing Senior High 124.55 Significant
Significant at p-value < 0.05
Table 15 shows the comparison of grammar needs between the two
groups of respondents. The result revealed that grammar needs through
speaking (p = 0.008) and writing (p = 0.006) were less than the alpha level of
0.05. Thus, the first null hypothesis was rejected. It suggests a significant
difference observed and based on the test, and it was identified that senior
high school teachers considered grammar needs on speaking and writing as
more important.
As Murphy (2020) says, good grammar learning enables the students,
as a writer, to successfully comprehend his/her produced output to get the
reader’s interest and understanding. Moreover, it enables them to identify how
to choose words correctly, build up the sentences coherently, and determine
how to transform these sentences into paragraphs to create a new message
and successfully produce a real meaning.
As Rae (2020) added, written communication is a relevant competency
that the learners must master to achieve academic and professional success,
most significantly for their future endeavors. Without written communication,
life’s essence would be lost, which leads to including writing as part of the
curriculum to develop the learners’ communication skills.
On the other hand, Bodhih (2017) includes that grammar is necessary
since it develops learners’ speaking accuracy. It shows that grammar rule
application can enable the learner to logically and straightforwardly progress a
thinking habit, leading to accurate language skills. However, grammar plays a
vital role in learning a language because it provides a real sense of language.
Also, it would be challenging for learners to speak English without learning the
grammar patterns.
In general, Andi, et al. (2020) state that teaching materials and
strategies are necessary to determine the relevance of needs analysis on
gathering information through speaking and writing skills. Proper needs
assessment serves as the reference for improving the teaching strategies that
the teacher may use in the grammar classroom. Moreover, these teaching
materials and strategies begin to develop depending on how the English
teachers apply their perception and belief towards the learner’s situations and
grammar needs. On the other hand, determining the learner’s needs can be
identified through their skills, either through speaking or writing, which are very
necessary to provide these needs before designing a syllabus or lesson plan.
Also, the different types of learners comprise their learning needs, and what
they are being taught must depend on their needs.

Table 16
Relationship between Teaching Grammar, Grammar Needs Analysis,
and Challenges in English Grammar Learning
Teaching Grammar rho-value p-value Interpretation
Teaching Grammar Strategies in Listening -0.011 0.868 Not Significant
Teaching Grammar Strategies in Vocabulary 0.028 0.675 Not Significant
Teaching Grammar Strategies in Speaking -0.034 0.608 Not Significant
Teaching Grammar Strategies in Reading 0.110 0.099 Not Significant
Teaching Grammar Strategies in Writing 0.018 0.782 Not Significant
Grammar Needs Analysis
Grammar Needs Analysis through Listening -0.010 0.881 Not Significant
Grammar Needs Analysis through Speaking 0.121 0.069 Not Significant
Grammar Needs Analysis through Reading -0.004 0.957 Not Significant
Grammar Needs Analysis through Writing -0.129 0.052 Not Significant
Grammar Needs Analysis through Viewing 0.005 0.937 Not Significant
Legend: Significant at p-value < 0.05
Table 16 presents the association between teaching strategies,
grammar need analysis, and challenges in grammar learning. It was observed
that the computed rho values indicate an almost negligible correlation, and the
computed p-values were greater than the 0.05 alpha level. Therefore, the
second null hypothesis was accepted. It means that no significant relationship
exists and implies that the teaching strategies and grammar needs were not
affected by their challenges.
The result seems to agree with Liu & Costanzo (2018), which tells that
the macro skills are not as closely related as students may think. The moderate
correlations between the different scores were so limited that it might be
concluded that it is not sufficient for grammar learning challenges to serve as
a valid surrogate to the teaching grammar strategies inclined with the students’
needs. In other words, the strength provided by English teachers in grammar
teaching strategies and needs assessment cannot predict the ability level in
the students’ challenges accurately.

In addition, teaching English grammar and assessing the students’
needs has already been an international practice that applies to different
educational institutions. Since the English language is a lingua franca, English
teachers of grammar have increased in different countries.
More so, if teachers genuinely acknowledge that learners’ subjective
preferences are crucial for effective learning, then some negotiation is needed
between the participants, teachers, and students. Understanding styles can
improve the planning, producing, and implementing of educational
experiences, so they are more appropriately compatible with students’ desires
to enhance their grammar learning, retention, and retrieval (Federico, 2017).
Following this, students need to learn the English language grammar to
become effective learners in macro skills. The student’s learning style
preferences align with the strategies used by the teachers. If the students
preferred a learning style, the student might be enjoyed with it, and (s)he may
learn the topic being taught by the teacher easier. In learning, there are
grammar competencies that students and teachers must deal with to
communicate effectively. Sarmiento (2018) says that grammatical
competencies refer to the primary, central, and most extensive skillset relative
to a particular context. It is commonly referred to in the English language.
Furthermore, these skills are essential for communicating. It is tough to
teach a balanced grammatical teaching strategy that is based on the students’
needs. Being proficient in at least one of these communicative skills would not
amend the students’ grammar learning challenges. These skills can make a
big difference in the secondary learners’ classroom work in social situations or
out-of-school activities and personal achievements. Learning and consistently
seeking to improve the English language grammar is vital for their effective
communication and success in many different perspectives (Sarmiento, 2018).
Table 17
Proposed Activities to Enhance Teaching Strategies in
English Grammar Learning
Key Project/ Enhancement Success Indicators Persons
Results Objectives Activities Involved
Areas During the At the end of the
enhancement activity, the students
activities, the must be able to…
teacher should be
able to…
1. Teachin  Project 1.1. Invite a. Interpret and evaluate 1.1. Secon
g Grammar Accelerated students to sample textbooks or dary
Strategies Reading practice reading a scripts students;
in Reading Literacy (PARL) topic or a story b. Analyze literary texts English
and determine its made by known Teachers
a. To increase the main points authors, either prose
students' or poetry
grammatical c. Reread common and
skills through familiar texts (e.g.,
reading books journals, dialogues)
(e.g., dialogue, for grammar checking
journals, 1.2. Form written d. Create reflective 1.2. Secon
stories), lectures and read essays based on dary
including its them profoundly texts applied with students;
organization. for easier metacognition; English
memorization ande. Write down notes Teachers
recall for grammar about grammar rules
enhancement for memory recall and
text analysis
application;
b. To summarize 2. Conduct c. Analyze and 2. Second
topics or even remedial classes summarize a story in ary
stories for after sessions for 5-8 sentences only students;
students to learning based on a plot (1-2 English
determine the enhancement and sentence for each Teachers
structural recapitulation on part of the plot);
components of the necessary d. Diagram sample
a paragraph. components of sentences gathered
grammar from a text
Continuation of Table 17
c. To identify the 3.1. Apply self- e. Apply sentence 3.1. Secon

correct usage learning as an diagramming based dary
of the parts of essential on sample sentences; students;
speech using requirement for English
necessary student f. Enumerate a group of Teachers
references enhancement words from a short
(e.g., towards grammar text according to
each part of speech;
dictionaries, analysis by
books, or reading and g. Analyze Subject-verb
Internet) comparing agreement sentence
grammatical rule analysis
application
3.2. Conduct h. Evaluate a speech 3.2. Secon
reading reading delivery; dary
tournaments or i. Assess students on students;
challenges that imitating the native English
deals primarily speakers based on a Club
with grammar script; members
skills j. Analyze texts based as
enhancement on various disciplines facilitators;
based on a given English
set of rubric Teachers
2. Teachin  Academian’s 1.1. Apply Englisha. Join argumentative/ 1.1. Princip
g Grammar Quill Club subject-related reflective essay al; English
Strategies school activities writing contests about teachers
in Writing (e.g., English current issues or (for
a. To month celebration events to emphasize consultation
communicate activities that proper grammatical ); English
effectively to include writing constructions and club
different scripts for spoken word choice; facilitators;
language poetries, essay b. Interpret images by Secondary
experts for writing writing in different students;
academic and competitions) perspectives; Parents
professional c. Write self-predictions
purposes to about current
enhance situations for
grammar evaluation
skills. 1.2. Organize d. Create a research 1.2.
a consultation time paper (either Research
as professionals individual or group) Teacher;
regarding a using the third-person School
specific practice to point of view in Grammaria
be used for future coordination with their n/ English
endeavors using Research Teacher; Teachers;
metacognition e. Self-assess their own Secondary
research papers by students
determining possible
grammatical errors by
writing their possible
mistakes for revision
and consult it with
their Grammarian/
English Teacher
b. To allow the 2. Teach a meta- c. Paraphrase written 2. Secondar

students to analytical outputs to identify y students;
rewrite their comprehension possible grammar English
written outputs application of flaws or errors; Teachers
until all their written outputs, d. Demonstrate self-
ideas are down such as essays, assessment about a
on paper. research papers, produced written
journals, and other papers or journals
related activities
c. To improvise 3. Facilitate self- d. Rewrite essential 3. Secondar
the students' assessment of details discussed in a y students;
written outputs jotted notes in class in a notebook English
based on class by producing through outlining by Teachers
various a separate practicing a correct
contexts using notebook to be grammar structure as
correct English readied for text much as possible
grammar and organization
jot down class
lectures if
necessary.
3. Teaching  Communication 1.1. Assess a. Analyze a video 1.1. Second
Grammar Circle for students’ grammar about sample ary
Strategies in Secondary observation of an situations of students;
Listening Language outdoor conversation between English
Learners conversation native speakers of Teachers;
a. To motivate the where the English; Parents/
students to be speakers use the b. Listen to how English Guardians;
exposed to second language native speakers other
other converse and imitate people
conversational them the way they related to
settings. speak; the
c. Apply an audio- objective
lingual learning in the
class
1.2. Allow a d. Evaluate and 1.2.
comprehension compare a Secondary
building about conversation between students;
grammar into in- native speakers on English
class and out-of- how they apply teachers
class listening grammar in different
assignments and disciplines
periodically review
how and when to
apply them
b. To develop the 2.1. Request for c. Explain and evaluate 2.1.
students' the students to a video on how Secondary
listening skills practice outside of Filipinos, as second students;
in line with class in their language learners, English
people's daily listening apply English in teachers
English assignments different disciplines;
language d. Listen and compare
conversation. how L1 and L2
speakers apply
e. English in different
genres
2.2. Allow a f. Practice formal 2.2.
comprehension debates online and Secondary
building about create a reaction students;
paper based on
how words and g. what they have English
sentences must listened to; teachers
be constructed in h.
an impromptu i. Demonstrate a role-
situation play in groups in the
class in which each
group will be
evaluated on how
proper grammar is
being applied
2.3. Begin j. Describe accurate 2.3.
an observation of listening tasks by Secondary
how English is letting them view students;
being used in appropriate English
interviews or focus multimedia, such as Teachers
group discussions English documentary
videos about current
issues and affairs and
how an interviewer
talks to his/her
interviewee/s
2.4. Awareness ofk. Listen to English 2.4. Secon
grammatical movies best suitable dary
disciplines in the to the current issues; students;
real-life setting by l. Analyze and evaluate English
listening to videos applying Teachers
different situations formal and informal
and settings grammar
conversation
c. To let the 3. Application of d. Allow students to 3. Second
learners grammar skills conduct research or ary
evaluate other based on what an interview about students;
people's way of students have how other people use Instructors;
speaking and heard from different English Parents/
grammar conversations language registers Guardians;
usage. through analysis and grammar other
and interpretation people
related to
the
objective
4. Teaching  “Bigkas- 1.1. Produce a. Create posters of 1.1. Class
Grammar Brigada” vocabulary daily basic grammar in general;
Strategies Literacy knowledge based rules are provided English
in Intervention on various with examples and teachers;
Vocabulary disciplines by their definition and Volunteer
becoming aware how frequently they English
of necessary tutors;
situations from b. are being used in Selected

different daily communication; students
perspectives c. Attend tutorial
sessions with the
learners for their
vocabulary
enrichment
a. To enhance the 1.2. Interpret the d. Practice paraphrasing 1.2.
students' function of the and proofreading of Secondary
vocabulary and parts of speech paragraphs using students;
use it for word and the elements light to moderate English
enrichment and of the sentence words for easier Teachers
the correct patterns and how comprehension
understanding of newly acquired
ambiguous words must be
phrases and applied, including
expressions the tenses and
towards formation
grammar
application
b. To make the 2.1. Demonstrate e. Explain how figurative 2.1.
students how native languages are Secondary
analyze speakers apply applied in a sentence students;
figurative the different by providing sample English
languages, figurative sentences and how Teachers
idiomatic expressions they are constructed;
expressions, f. Analyze various
and their definitions of double-
functions. meant expressions
and how are they
applied to different
settings
2.2. Demonstrate g. Apply tutorial 2.2. Secon
comprehension sessions about dary
building through idiomatic expressions students;
idiomatic and their meanings English
expressions and and how can they be Teachers
how it affects their applied in a
daily grammar statement;
communication h. Practice an imitation
of how native
speakers use the
idiomatic expression
during a conversation
c. To allow 3.1. Assess an i. List a new set of 3.1. Secon
students to improvement of words through role- dary
discover and diction and plays, spoken students;
learn new vocabulary usage poetries, English
choices of in different declamations, or teachers
words, their perspectives oratorical contests;
definitions, and j. Define unfamiliar
functions. words in real-life
situations through
k. note-taking by using
context clues
3.2. Explain how l. List synonyms and 3.2. Second
vocabulary words antonyms for every ary students;
can be applied on five (5) unfamiliar English
various disciplines words the teacher Teachers
may give by
applying them in a
grammatical
structure
3.3. Assess m. Write an introductory 3.3. Seconda
decision making sentence and ry students;
on how diction can practice diction by English
be used in creating the same Teachers
sentences and idea or sentence
when thought but in a
paraphrasing a different set of words
statement
5. Teachin  “Take the 1.1. Evaluate a. Demonstrate a 1.1. Seconda
g Grammar Stage” - English familiar/ comparison of ry students;
Strategies Program for unfamiliar formal and informal English
in Speaking Public vocabulary words language usage by Teachers
Speaking and sentence starting speaking
Readiness structure using the from basic grammar
a. To speaking skill to an intricate level
encourage of application;
the learners b. Apply pure English
to speak with language-speaking
other people without correcting
proficient in their grammar
English 1.2. Assess c. Practice oral 1.2. Seconda
language decision making recitations using the ry students;
grammar. through a basic grammar Instructors
thorough analysis rules;
of a specific d. Describe a particular
question produced situation through
by a professional reflections using the
English language
1.3. Apply an e. Use repetition and 1.3. Junior
Audio-lingual memorization of High School
method (best patterns by reading students;
applicable to the a sentence and its Instructors
slow-learners of patterns aloud;
English grammar) f. Apply an audio-
to determine the lingual method of
connection of the basic sentence
basic sentence pattern learning
patterns
b. To familiarize 2.1. Assess g. Practice group 2.1. Seconda

students with brainstormed works and sharing of ry students;
what they ideas concerning ideas about a English
know about a grammar for specific topic using Teacher
specific topic further elaboration the English
and ask them and clarification language as a
about their medium of
awareness. communication;
h. Practice role-plays
based on a specific
situation using the
English language
2.2. Assess how i. Oral essays to 2.2. Second
students use answer an open- ary students;
predictions ended story about a English
through particular happening Teacher
impromptu by predicting what
speaking by would happen in the
linking a made-up future using the
story with real-life English language
situations
c. To 3.1. Illustrate an j. Analyze and 3.1. Second
encourage imitation of how interpret how native ary students;
students to native speakers speakers use the English
converse talk and converse English language teachers;
with other in the natural and try to apply it in English club
people even setting the class; facilitators
with the k. Imitate how native
second/foreig speakers use
n language. English through role
plays
3.2. Organize andl. Practice 3.2. Second
evaluate speaking declamatory/ ary students;
contests in front of oratorical contests to Director/
the crowd by determine proper Principal;
providing positive grammar application English
reinforcement in real-life situations; teachers;
(e.g., rewards, m. Join theatres or role- English club
grades/ plays that uses facilitators
incentives) English as a
language medium
Table 17 indicates the proposed activities to enhance teaching
strategies in English grammar learning for secondary English language
teachers. The table showed the areas that need to be enhanced, and the
course of action or measure is proposed.

Furthermore, the proposed program aimed to produce success
indicators that could bridge the gaps resulted from the survey. Interventions
are necessary to produce a more engaging way of learning the language, most
notably English's syntactic and semantic application. The proposed
enhancement program highlights the key results areas that target the teaching
grammar strategies in listening, speaking, reading, writing, and vocabulary.
These skills are anchored with how the needs can be adequately assessed
and analyzed inclined with the success indicators and enhancement activities.
Moreover, the table explains the strategies to overcome the challenges being
experienced in grammar learning.
CONCLUSIONS
Based on the findings of the study, the following conclusions were
drawn:
1. Grammar needs using speaking skills are most important, while the
viewing skill is the least important in grammatical needs analysis.
2. The English teachers agree that English grammar learning is the most
common challenge when the students expect the teachers to present
grammar points explicitly.
3. Reading strategy was the most frequently used teaching approach in
grammar learning, whereas the least utilized was the speaking strategy.
4. There was a significant difference between the grammar skills and needs
analysis used when grouped according to grade levels. Senior high school
teachers have more substantial assessments on teaching grammar
through vocabulary, speaking, and writing. Furthermore, Senior high
school teachers also consider grammar needs on speaking and writing as
more important.
5. There was no significant relationship between teaching strategies, and
grammar needs to the students’ experienced English grammar learning
challenges.
6. A set of activities to enhance teaching strategies in English grammar
learning for both the Junior and Senior high school levels has been
proposed.
RECOMMENDATIONS
Based on the findings and conclusions presented, the following
recommendations are suggested:
1. The teacher may assess students’ grammar needs based on their
comprehension level by maximizing different forms of instructional
materials related to the students’ viewing skills to develop their
grammatical competencies.
2. English teachers may determine the students’ challenges in grammar as
soon as possible to apply immediate action to their grammar learning.

3. School boards and administration may provide training, seminars,
workshops, and conferences about the grammar teaching strategies, the
domains for the English language, and their language competencies in
the secondary level, most especially dealing on the strategy of grammar
speaking, in order to develop their teaching skill and to acquire the best
form of English grammar teaching.
4. Junior high school English teachers may enhance their teaching
strategies and grammatical needs assessment to increase their grammar
learning and language acquisition.
5. The English teachers’ strategies and needs analysis must depend on the
students’ comprehension level to lessen their challenges in grammar
learning.
6. A set of proposed activities to enhance teaching strategies in English
grammar learning may be implemented and evaluated thereafter.
7. The future researchers may improve the proposed enhancement program
for better results and outcome towards grammar teaching and learning.
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APPENDICES
APPENDIX A
Teaching Strategies, Needs Analysis, and Challenges in English
Grammar Learning Questionnaire

Capitol Site, Batangas City
GRADUATE SCHOOL
Part I. RESPONDENT’S PROFILE
Teacher’s Name (Optional): ____________________________

Name of Institution: _________________________
Grade level taught (in majority): Junior High School ( ) Senior High School ( )
General Directions: Check (/) the box that describes your technique of teaching English
grammar and how your students’ needs are being assessed in the class. Please read the provided
explanations carefully for your guidance. Kindly take note that the English grammar is what
is highlighted as the new language that the learners must identify. Rate how the needs are being
assessed to your students in the English classroom through their language grammar applied as
mentioned below.
Please see the provided Likert scales below as your guide.
PART II. NEEDS ANALYSIS

4 – Very Important 3 – Important 2 – Not Important 1 – Not Sure
2.1. Grammar Needs Analysis through Listening

These are needs analysis applied to determine how important
grammar is through the usage of the listening skills in the
4 3 2 1
classroom. The teacher determines the level of importance of these
students’ needs by letting them:
1. Listen to small group discussions
2. Listen to lectures
3. Listen to large group discussions or debates
4. Take notes
5. Understand lengthy spoken descriptions
6. Understand spoken instructions
7. Understanding informal language
2.2. Grammar Needs Analysis through Speaking

These are needs analysis that enables the students’ speaking skills
improve through correct grammar usage in their English subjects in
4 3 2 1
the class. The teacher determines the level of importance of these
students’ needs by letting them:
1. Give oral presentations.
2. Pronounce words correctly.
3. Ask for clarifications.
4. Give formal speeches/ presentations.
5. Participate effectively in discussions.
6. Communicate effectively with peers in small group discussions,
collaborative projects, or out- of-class study groups.
7. Describe objects or procedures.
8. Formulate coherent arguments.
9. Pronounce words, phrases, and sentences with proper intonation and
stress patterns.
10. Give formal speeches/ presentations.
11. Participate in discussions.
12. Communicate effectively with peers in small- group discussions and
collaborative projects.
13. Communicate effectively with superiors.
14. Use English fluently (e.g., appropriately, with other people, in the right
situation).
15. Participate in interviews (e.g. job interviews, scholarship etc.).
16. Participate in meetings.
17. Engage in public speaking.
2.3. Grammar Needs Analysis through Reading

These are needs analysis that enables the students practice speaking
correct grammar in their English subjects in the class. The teacher
4 3 2 1
determines the level of importance of these students’ needs by letting
them:
1. Understand the main point of the text

2. Read a text quickly in order to establish a general idea of the content
3. Read a text slowly in order to understand the details of the text
4. Look through a text quickly in order to locate specific information
5. Identify the meaning of unknown words in a text
6. Understand text organization
7. Understand specialist vocabulary in a text
8. Understand a writer's attitude
9. Summarize factual information
10. Read quickly
11. Read critically
12. Read for author's viewpoint
2.4. Grammar Needs Analysis through Writing

These are needs analysis applied on evaluating basic writing
through proper grammar usage in the classroom. The teacher
4 3 2 1
determines the level of importance of these students’ needs by letting
them:
1. Use correct punctuation and spelling.
2. Structure sentences.
3. Use appropriate vocabulary.
4. Organize paragraphs.
5. Express ideas properly.
6. Develop ideas.
7. Express what you want to say clearly.
8. Adopt appropriate tone and style.
9. Evaluate and revise their writing.
10. Paraphrase texts.
11. Lecture note-taking.
12. Write essays.
13. Write creatively.
14. Write case studies.
15. Describe objects or procedures.
16. Write introductions and conclusions.
17. Write references and citations.
18. Formulate coherent arguments.
19. Summarize factual information.
20. Synthesize information from more than one source.
2.5. Grammar Needs Analysis through Viewing

These are needs analysis applied to on determining how students
view grammar in their daily life. The teacher determines the level 4 3 2 1
of importance of these students’ needs by letting them:
1. View websites.
2. Watch the news.
3. Watch commercials.
4. Evaluate and share online videos.
5. Watch documentaries.
6. View pictures, tables, maps, and charts.
Part III. CHALLENGES IN GRAMMAR LEARNING

4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree
These are the perceptions of teachers’ skills to determine the levels
of difficulty in their students’ grammar learning. The teacher 4 3 2 1
determines these learning challenges through the following:
1. My students find it difficult to transfer their grammatical knowledge into
communicative language use.
2. My students are not that motivated by problem-solving techniques for
learning grammar.
3. My students expect teachers to present grammar points explicitly.
4. My students prefer to learn grammar from one-sentence examples.

5. My students prefer to find matches between meaning and structure for
themselves.
6. My students find it difficult to handle grammar presented within
authentic texts.
7. My students find authentic texts difficult because of the wide variety of
structures which appear.
8. My students find authentic texts difficult because they are too culture
bound.
9. My students find authentic texts difficult because of the vocabulary used.
10. My students cannot find form-function matches in authentic texts
without explicit direction from teachers.
11. Teachers find the use of authentic material too time-consuming.
12. Teachers find it difficult to produce tasks of a suitable level from
authentic texts.
13. A lack of explicit grammar teaching leaves my students feeling insecure.
14. My students do not actually find grammatical terminology useful.
15. Teachers find it difficult to correct student errors of grammar within a
written communicative context.
16. Teachers find it difficult to correct student errors of grammar within a
spoken communicative context.
17. My students find it difficult to improve the accuracy of their
grammatical language within a totally communicative writing activity.
18. My students find it difficult to improve the accuracy of their
grammatical language within a totally communicative speaking activity.
19. My students find it difficult to use grammatical terminology.
20. My students are frustrated by problem-solving techniques for learning
grammar.
Part IV. TEACHING STRATEGIES

4 – Always 3 – Often 2 – Sometimes 1 – Never
4.1. Teaching Grammar through Listening

These are teaching skills used to increase students’ exposure to
English grammar in the class. The teacher assesses the students by 4 3 2 1
letting them:
1. Attend out-of-class events where the new language is spoken.
2. Listen to talk shows on the radio, watch TV shows, or see movies in the
English grammar.
3. Listen to the language in a restaurant or store where the staff speak the
English grammar.
4. Listen in on people who are having conversations in the English
grammar to try to catch the gist of what they are saying.
5. Practice sounds in the English language that is very different from
sounds in their own grammar to become comfortable with them.
6. Look for associations between the sound of a word or phrase in the new
grammar with the sound of a familiar word.
7. Imitate the way native speakers talk.

8. Ask a native speaker about unfamiliar sounds that they hear
9. Pay special attention to specific aspects of grammar; for example, the
way the speaker pronounces certain sounds.
10. Try to predict what the other person is going to say based on what has
been said so far.
11. Prepare for talks and performances they will hear in the English
grammar by reading some background materials beforehand.
12. Listen for key words that seem to carry the bulk of the meaning.
13. Listen for word and sentence stress to see what native speakers
emphasize when they speak.
14. Pay attention to when and how long people tend to pause.
15. Pay attention to the rise and fall of speech by native speakers – the
“music” of it.
16. Practice “skim listening” by paying attention to some parts and
ignoring others.
17. Try to understand what they hear without translating it word-for-word.
18. Focus on the context of what people are saying.
19. Listen for specific details to see whether they can understand them.
20. Ask speakers to repeat what they said if it wasn’t clear to them.
21. Ask speakers to slow down if they are speaking too fast.
22. Ask for clarification if they don’t understand it the first time around.
23. Use the speakers’ tone of voice as a clue to the meaning of what they
are saying.
24. Make educated guesses about the topic based on what has already been
said.
25. Draw on their general background knowledge to get the main idea.
26. Watch speakers’ gestures and general body language to help them
figure out the meaning of what they are saying.
4.2. Teaching Grammar through Vocabulary

These are teaching skills that allow the students learn new words in
the English grammar in the classroom. The teacher assesses the 4 3 2 1
students by letting them:
1. Pay attention to the structure of the new word.
2. Break the word into parts that they can identify.
3. Group words according to parts of speech (e.g., nouns, verbs).
4. Associate the sound of the new word with the sound of a word that is
familiar to them.
5. Use rhyming to remember new words.
6. Make a mental image of new words.
7. List new words with other words that are related to it.
8. Write out new words in meaningful sentences.
9. Practice new action verbs by acting them out.
10. Use flash cards in a systematic way to learn new words.
11. Go over new words often when they first learn them to help me
remember them.
12. Review words periodically so they don’t forget them.

13. Look at meaningful parts of the word (e.g., the prefix or the suffix) to
remind them of the meaning of the word.
14. Make an effort to remember the situation where they first heard or saw
the word or remember the page or sign where they saw it written.
15. Visualize the spelling of new words in their mind.
16. Try using new words in a variety of ways.
17. Practice using familiar words in different ways.
18. Make an effort to use idiomatic expressions in the new grammar.
4.3. Teaching Grammar through Speaking

These are teaching skills that allow the students practice speaking
correct grammar in their English subjects in the class. The teacher 4 3 2 1
assesses the students by letting them:
1. Practice saying new expressions on their own
2. Practice new grammatical structures in different situations to build their
confidence level in using them.
3. Think about how a native speaker might say something and practice
saying it that way.
4. Regularly seek out opportunities to talk with native speakers.
5. Initiate conversations in the English language as often as possible.
6. Direct the conversation to familiar topics.
7. Plan out in advance what they want to say.
8. Ask questions as a way to be involved in the conversation.
9. Anticipate what will be said based on what has been said so far.
10. Try topics even when they aren’t familiar to them.
11. Encourage others to correct errors in their speaking.
12. Try to figure out and model native speakers’ language patterns when
requesting, apologizing, or complaining.
13. Ask for help from their conversational partner.
14. Look for a different way to express the idea, like using a synonym.
15. Use words from their own grammar, but say it in a way that sounds like
words in the English language.
16. Make up new words or guess if they don’t know the right ones to use.
17. Use gestures as a way to try and get their meaning across.
18. Switch back to their own language momentarily if they know that the
person they’re talking to can understand what is being said.
4.4. Teaching Grammar through Reading

These are teaching skills used to improve the students’ reading
ability applicable in the English subjects related to grammar in the 4 3 2 1
classroom. The teacher assesses the students by letting them:
1. Read as much as possible in the English language.
2. Try to find things to read for pleasure in the English language.
3. Find reading material that is at or near their level.
4. Plan out in advance how they are going to read the text, monitor to see
how they are doing, and then check to see how much they understand.
5. Skim an academic text first to get the main idea and then go back and
read it more carefully.
6. Read a story or dialogue several times until they understand it.
7. Pay attention to the organization of the text, especially headings and
subheadings.
8. Make ongoing summaries of the reading either in their mind or in the
margins of the text.
9. Make predictions as to what will happen next.
10. Guess the approximate meaning by using clues from the context of the
reading material.
11. Use a dictionary to get a detailed sense of what individual words mean.
4.5. Teaching Grammar through Writing

These are teaching skills applied for basic writing using proper
grammar in the classroom. The teacher assesses the students by 4 3 2 1
letting them:
1. Practice writing new words in the English language using correct
grammar.
2. Plan out in advance how to write academic papers, monitor how their
writing is going, and check to see how well their writing reflects what
they want to say.
3. Try writing different kinds of texts in the English language (e.g.,
personal notes, messages, letters, and course papers).
4. Take class notes in the English language as much as they are able.
5. Find a different way to express the idea when they don’t know the
correct expression (e.g., use a synonym or describe the idea).
6. Review what they have already written before continuing to write more.
7. Use reference materials such as a glossary, a dictionary, or a thesaurus
to help find or verify words in the English language.
8. Wait to edit their writing until all their ideas are down on paper.
9. Revise their writing once or twice to improve the language and content.
10. Try to get feedback from others, especially native speakers of the
language.
The questionnaire ends here. Thank you very much!

APPENDIX B
Letter to the Schools Division Superintendent, Division of Oriental
Mindoro

GRADUATE SCHOOL
January 13, 2021

LAIDA M. LAGAR-MASCAREÑAS
OIC, Office of the Schools Division
Superintendent Division of Calapan City
Brgy. Calero, Calapan City
Madame:
I am a candidate of the Lyceum of the Philippines University – School of Graduate Studies
leading to the degree of Doctor of Philosophy in English Language Studies and currently
working on my dissertation entitled “Needs Analysis, Challenges, and Teaching Strategies in
English Grammar Learning.”
With this regard, I respectfully seek your permission to administer my questionnaire among
your Junior and Senior High School English Teachers for my data gathering.
Rest assured that the data gathered as scores shall be used exclusively to my research and be
kept with utmost confidentiality. Attached with this letter is the list of public schools to be
conducted with the survey.
I would appreciate your consent. Please indicate your approval by signing where indicated
below and return this letter in the enclosed envelope at your earliest convenience.
God bless you!
Yours sincerely,
MR. JOSHUA A. APOLONIO, LPT

Contact #09564718370
Recommending Approval:
Dr. Imelda L. An
Dissertation Adviser
Dr. Arnie Christian D. Villena

Panel Chairman
Signed: ______________________
Date: ________________________

GRADUATE SCHOOL
OIC, Office of the Schools Division
Superintendent Division of Calapan City
Brgy. Calero, Calapan City
The public schools to be conducted with questionnaires in Calapan City, Oriental Mindoro are
the following:
1. Oriental Mindoro National High School

2. Managpi National High School
3. Canubing National High School
4. Community Vocational High School
5. Pedro V. Panaligan Memorial National High School
6. Parang National High School
7. Bucayao National High School
8. Nag-Iba National High School
9. Ceriaco A. Abes Memorial National High School
The questionnaire to be used aims to focus on how an English teacher applies his/her strategies
when it comes to the learners’ macro skills through grammatical assessment. It also targets to
determine how the teacher analyzes the students’ needs in grammar learning and how it is
being assessed inside the classroom. However, the questionnaire functions as a source of the
teachers’ possible experienced challenges in the students’ grammar learning.
Yours sincerely,

Contact #09564718370
Dr. Imelda L. An

Panel Chairman
Signed: ______________________
Date: ________________________
APPENDIX C
Letter to the Private and Public School Heads

GRADUATE SCHOOL
Dear School Director/ Principal/ Head/ Assistant Head:

working on my dissertation entitled “Needs Analysis, Challenges, and Teaching Strategies in
With this regard, I respectfully seek your permission to let your English teachers become one
of the respondents of my study. I hope you can help me by letting them answer the provided
questionnaire with intellectual honesty.
kept with utmost confidentiality.
God bless you!
Yours sincerely,

Contact #09564718370
Dr. Imelda L. An

Panel Chairman
Signed by:
OIC, Office of the Schools Division Superintendent
Division of Calapan City
APPENDIX D
Letter to the Respondent

GRADUATE SCHOOL
Dear Respondent:

working on my dissertation entitled “Teaching Strategies, Needs Analysis, and Challenges in
With this regard, I respectfully seek your permission to become one of the respondents of my
study. I hope you can help me by answering the provided questionnaire with intellectual
honesty.
kept with utmost confidentiality.
God bless you!
Yours sincerely,

Contact #09564718370
Dr. Imelda L. An

Panel Chairman
Signed by:
OIC, Office of the Schools Division Superintendent
Division of Calapan City
APPENDIX E
Department of Education Endorsement Letter for Public Schools
APPENDIX F
Statistical Output
Frequencies
Statistics
group
N Valid 226
Missing 0
group
Cumulative
Frequency Percent Valid Percent Percent
Valid junior high 146 64.6 64.6 64.6
senior high 80 35.4 35.4 100.0
Total 226 100.0 100.0
Descriptive
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
l1 226 1.00 4.00 2.6814 .82479
l2 226 2.00 4.00 3.4071 .57561
l3 226 1.00 4.00 2.7345 .95236
l4 226 1.00 4.00 3.1327 .89943
l5 226 1.00 4.00 3.2743 .78029
l6 226 2.00 4.00 3.2920 .72641
l7 226 1.00 4.00 2.9912 .80549
l8 226 1.00 4.00 2.6814 .99121
l9 226 2.00 4.00 3.3982 .73684
l10 226 1.00 4.00 3.1062 .80402
l11 226 1.00 4.00 3.3451 .73961
l12 226 2.00 4.00 3.4956 .62715
l13 226 1.00 4.00 3.2655 .80020
l14 226 1.00 4.00 3.0265 .82688
l15 226 1.00 4.00 3.1504 .81346
l16 226 1.00 4.00 2.9823 .87415
l17 226 1.00 4.00 3.2212 .77442
l18 226 2.00 4.00 3.4779 .64080
l19 226 1.00 4.00 3.4248 .65054
l20 226 1.00 4.00 3.3982 .74880
l21 226 1.00 4.00 3.2743 .80275
l22 226 1.00 4.00 3.6106 .61729
l23 226 2.00 4.00 3.3097 .70654
l24 226 2.00 4.00 3.3717 .66926
l25 226 2.00 4.00 3.3894 .63152
l26 226 1.00 4.00 3.4690 .70643
listening 226 2.19 3.96 3.2274 .48999
Valid N (listwise) 226
Descriptives
v1 226 2.00 4.00 3.5221 .61242
v2 226 2.00 4.00 3.4779 .65452
v3 226 2.00 4.00 3.4867 .64104

v4 226 1.00 4.00 3.4513 .67975
v5 226 1.00 4.00 3.2478 .74870
v6 226 1.00 4.00 3.3717 .68241
v7 226 2.00 4.00 3.3009 .72890
v8 226 2.00 4.00 3.4513 .62526
v9 226 1.00 4.00 3.1062 .82584
v10 226 1.00 4.00 2.8230 .87666
v11 226 1.00 4.00 3.2478 .68678
v12 226 2.00 4.00 3.2301 .69293
v13 226 2.00 4.00 3.4602 .61152
v14 226 1.00 4.00 3.2035 .73223
v15 226 1.00 4.00 3.2212 .72706
v16 226 2.00 4.00 3.3363 .60532
v17 226 2.00 4.00 3.3274 .64557
v18 226 1.00 4.00 3.0796 .73202
vocabulary 226 1.78 4.00 3.2970 .44904
Descriptives
s1 226 2.00 4.00 3.3097 .64055
s2 226 2.00 4.00 3.3274 .68563
s3 226 2.00 4.00 3.0000 .69282
s4 226 1.00 4.00 2.6460 .89364
s5 226 2.00 4.00 3.3451 .67685
s6 226 2.00 4.00 3.3894 .68552
s7 226 2.00 4.00 3.0885 .63326
s8 226 1.00 4.00 3.5398 .63994
s9 226 2.00 4.00 3.2301 .73040
s10 226 1.00 4.00 2.9912 .82726
s11 226 2.00 4.00 3.2566 .73971
s12 226 2.00 4.00 3.1150 .75132
s13 226 2.00 4.00 3.2124 .65931
s14 226 2.00 4.00 3.5575 .58024
s15 226 1.00 4.00 3.0973 .81065
s16 226 1.00 4.00 3.0354 .85301
s17 226 1.00 4.00 3.4159 .66300
s18 226 1.00 4.00 3.1770 .78009
speaking 226 2.06 4.00 3.2075 .44758
Descriptives
r1 226 1.00 4.00 3.7965 .46494
r2 226 2.00 4.00 3.4779 .56721
r3 226 2.00 4.00 3.6283 .56874
r4 226 2.00 4.00 3.4513 .59615
r5 226 2.00 4.00 3.4248 .62262
r6 226 2.00 4.00 3.4779 .64080
r7 226 1.00 4.00 3.2743 .73331
r8 226 1.00 4.00 3.2920 .73854
r9 226 1.00 4.00 3.4425 .69203

r10 226 2.00 4.00 3.5398 .61152
r11 226 2.00 4.00 3.4071 .73801
reading 226 1.91 4.00 3.4739 .43119
Descriptives
w1 226 1.00 4.00 3.5664 .65151
w2 226 1.00 4.00 3.3451 .78621
w3 226 1.00 4.00 3.3982 .71230
w4 226 2.00 4.00 3.6018 .60428
w5 226 2.00 4.00 3.5221 .61242
w6 226 2.00 4.00 3.2832 .68597
w7 226 2.00 4.00 3.5044 .62715
w8 226 1.00 4.00 3.3274 .74765
w9 226 2.00 4.00 3.3805 .69690
w10 226 1.00 4.00 3.0708 .93063
wrtiting 226 1.60 4.00 3.4000 .51381
Descriptives
gl1 226 1.00 4.00 3.6283 .56874
gl2 226 2.00 4.00 3.7611 .44770
gl3 226 1.00 4.00 3.5929 .59085
gl4 226 3.00 4.00 3.7788 .41600
gl5 226 2.00 4.00 3.4336 .60921
gl6 226 2.00 4.00 3.7080 .49318
gl7 226 2.00 4.00 3.4602 .61152
gl 226 2.57 4.00 3.6233 .39547
Descriptives
gs1 226 2.00 4.00 3.7699 .44239
gs2 226 2.00 4.00 3.7965 .42498
gs3 226 3.00 4.00 3.7965 .40352
gs4 226 2.00 4.00 3.6195 .55487
gs5 226 3.00 4.00 3.7788 .41600
gs6 226 2.00 4.00 3.6991 .47861
gs7 226 2.00 4.00 3.6549 .51242
gs8 226 2.00 4.00 3.4956 .58308
gs9 226 2.00 4.00 3.7345 .48107
gs10 226 2.00 4.00 3.5841 .63562
gs11 226 2.00 4.00 3.7788 .43685
gs12 226 2.00 4.00 3.7080 .47481
gs13 226 2.00 4.00 3.5575 .58024
gs14 226 2.00 4.00 3.5664 .54774
gs15 226 1.00 4.00 3.4071 .70095

gs16 226 1.00 4.00 3.4248 .72792
gs17 226 1.00 4.00 3.4956 .69441
gs 226 2.59 4.00 3.6393 .37000
Descriptives
gr1 226 2.00 4.00 3.7876 .45120
gr2 226 1.00 4.00 3.3982 .64690
gr3 226 1.00 4.00 3.5133 .58294
gr4 226 1.00 4.00 3.4336 .65151
gr5 226 1.00 4.00 3.6903 .53466
gr6 226 1.00 4.00 3.5398 .59681
gr7 226 1.00 4.00 3.4602 .62589
gr8 226 1.00 4.00 3.4159 .60701
gr9 226 2.00 4.00 3.5929 .54385
gr10 226 2.00 4.00 3.1770 .66973
gr11 226 2.00 4.00 3.5575 .61011
gr12 226 1.00 4.00 3.4248 .67732
gr 226 1.75 4.00 3.4993 .44131
Descriptives
gw1 226 3.00 4.00 3.8053 .39684
gw2 226 2.00 4.00 3.6991 .49683
gw3 226 2.00 4.00 3.7434 .49493
gw4 226 2.00 4.00 3.6814 .53774
gw5 226 2.00 4.00 3.7522 .47199
gw6 226 2.00 4.00 3.7080 .51088
gw7 226 2.00 4.00 3.6903 .56694
gw8 226 2.00 4.00 3.5487 .62526
gw9 226 2.00 4.00 3.5929 .55996
gw10 226 2.00 4.00 3.5841 .57698
gw11 226 2.00 4.00 3.6372 .58213
gw12 226 2.00 4.00 3.6195 .52185
gw13 226 1.00 4.00 3.6018 .60428
ge14 226 1.00 4.00 2.9823 .90414
gw15 226 1.00 4.00 3.3805 .69690
gw16 226 2.00 4.00 3.6372 .59721
gw17 226 1.00 4.00 3.4071 .74996
gw18 226 2.00 4.00 3.4513 .67975
gw19 226 2.00 4.00 3.6106 .57246
gw20 226 2.00 4.00 3.4690 .66761
gw 226 2.20 4.00 3.5801 .43464
Descriptives
gv1 226 2.00 4.00 3.3982 .73684
gv2 226 2.00 4.00 3.5044 .61281
gv3 226 2.00 4.00 3.4071 .67511
gv4 226 1.00 4.00 3.2035 .73223
gv5 226 2.00 4.00 3.3540 .75331
gv6 226 2.00 4.00 3.5310 .59734
gv 226 2.17 4.00 3.3997 .54999
Descriptives
c1 226 2.00 4.00 3.3274 .67254
c2 226 1.00 4.00 3.0000 .80000
c3 226 2.00 4.00 3.4159 .63562
c4 226 2.00 4.00 3.0885 .79507
c5 226 2.00 4.00 3.1062 .64447
c6 226 1.00 4.00 3.0796 .75591
c7 226 1.00 4.00 3.1593 .74912
c8 226 2.00 4.00 3.0177 .69259
c9 226 1.00 4.00 3.1947 .72857
c10 226 1.00 4.00 3.0796 .70732
c11 226 1.00 4.00 2.6460 .86328
c12 226 1.00 4.00 2.6991 .75289
c13 226 1.00 4.00 2.7965 .77928
c14 226 1.00 4.00 2.4602 .92410
c15 226 1.00 4.00 2.5752 .85172
c16 226 1.00 4.00 2.6283 .88639
c17 226 1.00 4.00 3.0354 .77665
c18 226 1.00 4.00 3.1150 .71495
c19 226 1.00 4.00 3.0708 .73897
c20 226 1.00 4.00 3.0000 .78881
challenges 226 1.75 4.00 2.9748 .49662
Explore
Case Processing Summary
Cases
Valid Missing Total
N Percent N Percent N Percent
listening 226 100.0% 0 0.0% 226 100.0%
vocabulary 226 100.0% 0 0.0% 226 100.0%
speaking 226 100.0% 0 0.0% 226 100.0%
reading 226 100.0% 0 0.0% 226 100.0%
writing 226 100.0% 0 0.0% 226 100.0%
gl 226 100.0% 0 0.0% 226 100.0%
gs 226 100.0% 0 0.0% 226 100.0%
gr 226 100.0% 0 0.0% 226 100.0%
gw 226 100.0% 0 0.0% 226 100.0%
gv 226 100.0% 0 0.0% 226 100.0%
challenges 226 100.0% 0 0.0% 226 100.0%
Descriptives
Statistic Std. Error
listening Mean 3.2274 .03259
95% Confidence Interval for Lower Bound 3.1631
Mean Upper Bound 3.2916
5% Trimmed Mean 3.2401
Median 3.2308
Variance .240
Std. Deviation .48999
Minimum 2.19
Maximum 3.96
Range 1.77
Interquartile Range .75
Skewness -.224 .162
Kurtosis -.952 .322
vocabulary Mean 3.2970 .02987
Median 3.2778
Variance .202
Minimum 1.78
Maximum 4.00
Range 2.22
Skewness -.707 .162
Kurtosis 1.081 .322
speaking Mean 3.2075 .02977
Median 3.1667
Variance .200
Minimum 2.06
Maximum 4.00
Range 1.94
Skewness -.161 .162
Kurtosis -.376 .322
reading Mean 3.4739 .02868

Median 3.5455
Variance .186
Minimum 1.91
Maximum 4.00
Range 2.09
Skewness -1.049 .162
Kurtosis 1.082 .322
wrtiting Mean 3.4000 .03418
Median 3.5000
Variance .264
Minimum 1.60
Maximum 4.00
Range 2.40
Skewness -.795 .162
Kurtosis .384 .322
gl Mean 3.6233 .02631
Median 3.7143
Variance .156
Minimum 2.57
Maximum 4.00
Range 1.43
Skewness -.729 .162
Kurtosis -.634 .322
gs Mean 3.6393 .02461
Median 3.7647
Variance .137
Minimum 2.59
Maximum 4.00
Range 1.41
Skewness -.707 .162
Kurtosis -.608 .322
gr Mean 3.4993 .02936
Median 3.5833
Variance .195
Minimum 1.75
Maximum 4.00
Range 2.25
Skewness -.850 .162
Kurtosis .917 .322
gw Mean 3.5801 .02891
Median 3.6500
Variance .189
Minimum 2.20
Maximum 4.00
Range 1.80
Skewness -1.195 .162
Kurtosis .808 .322
gv Mean 3.3997 .03658
Median 3.5000
Variance .302
Minimum 2.17
Maximum 4.00
Range 1.83
Skewness -.549 .162
Kurtosis -.841 .322
challenges Mean 2.9748 .03303

Median 3.0000
Variance .247
Minimum 1.75
Maximum 4.00
Range 2.25
Skewness -.279 .162
Kurtosis -.427 .322
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
listening .077 226 .003 .957 226 .000
vocabulary .102 226 .000 .947 226 .000
speaking .066 226 .017 .979 226 .002
reading .155 226 .000 .911 226 .000
wrtiting .127 226 .000 .914 226 .000
gl .210 226 .000 .854 226 .000
gs .172 226 .000 .867 226 .000
gr .128 226 .000 .903 226 .000
gw .167 226 .000 .857 226 .000
gv .183 226 .000 .891 226 .000
challenges .080 226 .001 .981 226 .004
a. Lilliefors Significance Correction
listening
vocabulary
speaking
reading
writing
gl
gs
gr
gw
gv
challenges
NPar Tests
Mann-Whitney Test
Ranks
group N Mean Rank Sum of Ranks
gl junior high 146 111.88 16335.00
senior high 80 116.45 9316.00
Total 226
gs junior high 146 105.13 15349.00
senior high 80 128.78 10302.00
Total 226
gr junior high 146 112.95 16491.00
senior high 80 114.50 9160.00
Total 226
gw junior high 146 104.68 15283.00
senior high 80 129.60 10368.00
Total 226
gv junior high 146 107.45 15687.00
senior high 80 124.55 9964.00
Total 226
Test Statisticsa
gl gs gr gw gv
Mann-Whitney U 5604.000 4618.000 5760.000 4552.000 4956.000
Wilcoxon W 16335.000 15349.000 16491.000 15283.000 15687.000
Z -.518 -2.653 -.171 -2.754 -1.902
Asymp. Sig. (2-tailed) .605 .008 .864 .006 .057
a. Grouping Variable: group
Nonparametric Tests
NPar Tests
Mann-Whitney Test
Ranks
group N Mean Rank Sum of Ranks
listening junior high 146 115.23 16823.00
senior high 80 110.35 8828.00
Total 226
vocabulary junior high 146 105.21 15361.00
senior high 80 128.63 10290.00
Total 226
speaking junior high 146 106.28 15517.00
senior high 80 126.68 10134.00
Total 226
reading junior high 146 109.62 16005.00
senior high 80 120.58 9646.00
Total 226
writing junior high 146 104.79 15299.00
senior high 80 129.40 10352.00
Total 226
Test Statisticsa
listening vocabulary speaking reading wrtiting
Mann-Whitney U 5588.000 4630.000 4786.000 5274.000 4568.000
Wilcoxon W 8828.000 15361.000 15517.000 16005.000 15299.000
Z -.536 -2.581 -2.245 -1.209 -2.719
Asymp. Sig. (2-tailed) .592 .010 .025 .226 .007
a. Grouping Variable: group
Nonparametric Correlations
Correlations
listen
ing vocabulary speaking reading
Spearman's rho listening Correlation
1.000 -.145* -.054 -.091
Coefficient
Sig. (2-tailed) . .030 .416 .173
N 226 226 226 226
vocabulary Correlation
-.145* 1.000 .011 .174**
Coefficient
Sig. (2-tailed) .030 . .870 .009
N 226 226 226 226
speaking Correlation
-.054 .011 1.000 .030
Coefficient
Sig. (2-tailed) .416 .870 . .656
N 226 226 226 226
reading Correlation
-.091 .174** .030 1.000
Coefficient
Sig. (2-tailed) .173 .009 .656 .
N 226 226 226 226
writing Correlation
-.067 .192** -.075 .248**
Coefficient
Sig. (2-tailed) .315 .004 .264 .000
N 226 226 226 226
challenges Correlation
-.011 .028 -.034 .110
Coefficient
Sig. (2-tailed) .868 .675 .608 .099
N 226 226 226 226
Correlations
wrtiting challenges
Spearman's rho listening Correlation Coefficient -.067 -.011
Sig. (2-tailed) .315 .868
N 226 226
vocabulary Correlation Coefficient .192** .028
Sig. (2-tailed) .004 .675
N 226 226
speaking Correlation Coefficient -.075 -.034
Sig. (2-tailed) .264 .608
N 226 226
reading Correlation Coefficient .248** .110
Sig. (2-tailed) .000 .099
N 226 226
wrtiting Correlation Coefficient 1.000 .018
Sig. (2-tailed) . .782
N 226 226
challenges Correlation Coefficient .018 1.000
Sig. (2-tailed) .782 .
N 226 226
*. Correlation is significant at the 0.05 level (2-tailed).

**. Correlation is significant at the 0.01 level (2-tailed).
Correlations
gl gs gr gw
Spearman's rho gl Correlation
1.000 -.063 .067 .128
Coefficient
Sig. (2-tailed) . .349 .319 .054
N 226 226 226 226
gs Correlation
-.063 1.000 -.148* .014
Coefficient
Sig. (2-tailed) .349 . .026 .838
N 226 226 226 226
gr Correlation
.067 -.148* 1.000 .089
Coefficient
Sig. (2-tailed) .319 .026 . .181
N 226 226 226 226
gw Correlation
.128 .014 .089 1.000
Coefficient
Sig. (2-tailed) .054 .838 .181 .
N 226 226 226 226
gv Correlation
.013 .031 -.005 -.114
Coefficient
Sig. (2-tailed) .848 .647 .935 .088
N 226 226 226 226
challenges Correlation
-.010 .121 -.004 -.129
Coefficient
Sig. (2-tailed) .881 .069 .957 .052
N 226 226 226 226
Correlations
gv challenges
Spearman's rho gl Correlation Coefficient .013 -.010
Sig. (2-tailed) .848 .881
N 226 226
gs Correlation Coefficient .031 .121
Sig. (2-tailed) .647 .069
N 226 226
gr Correlation Coefficient -.005 -.004
Sig. (2-tailed) .935 .957
N 226 226
gw Correlation Coefficient -.114 -.129
Sig. (2-tailed) .088 .052
N 226 226
gv Correlation Coefficient 1.000 .005
N 226 226
challenges Correlation Coefficient .005 1.000
N 226 226
Correlations
listening vocabulary speaking reading
Spearman's rho listening Correlation
1.000 -.145* -.054 -.091
Coefficient
Sig. (2-tailed) . .030 .416 .173
N 226 226 226 226
vocabulary Correlation
-.145* 1.000 .011 .174**
Coefficient
Sig. (2-tailed) .030 . .870 .009
N 226 226 226 226
speaking Correlation
-.054 .011 1.000 .030
Coefficient
Sig. (2-tailed) .416 .870 . .656
N 226 226 226 226
reading Correlation
-.091 .174** .030 1.000
Coefficient
Sig. (2-tailed) .173 .009 .656 .
N 226 226 226 226
wrtiting Correlation
-.067 .192** -.075 .248**
Coefficient
Sig. (2-tailed) .315 .004 .264 .000
N 226 226 226 226
needs Correlation
-.019 .093 .050 .074
Coefficient
Sig. (2-tailed) .778 .163 .458 .271
N 226 226 226 226
Correlations
wrtiting needs
Spearman's rho listening Correlation Coefficient -.067 -.019
Sig. (2-tailed) .315 .778
N 226 226
vocabulary Correlation Coefficient .192** .093
Sig. (2-tailed) .004 .163
N 226 226
speaking Correlation Coefficient -.075 .050
Sig. (2-tailed) .264 .458
N 226 226
reading Correlation Coefficient .248** .074
Sig. (2-tailed) .000 .271
N 226 226
wrtiting Correlation Coefficient 1.000 .102
N 226 226
needs Correlation Coefficient .102 1.000
N 226 226

Correlations
gl gs gr gw
Spearman's rho gl Correlation
1.000 -.063 .067 .128
Coefficient
Sig. (2-tailed) . .349 .319 .054
N 226 226 226 226
gs Correlation
-.063 1.000 -.148* .014
Coefficient
Sig. (2-tailed) .349 . .026 .838
N 226 226 226 226
gr Correlation
.067 -.148* 1.000 .089
Coefficient
Sig. (2-tailed) .319 .026 . .181
N 226 226 226 226
gw Correlation
.128 .014 .089 1.000
Coefficient
Sig. (2-tailed) .054 .838 .181 .
N 226 226 226 226
gv Correlation
.013 .031 -.005 -.114
Coefficient
Sig. (2-tailed) .848 .647 .935 .088
N 226 226 226 226
strategies Correlation
.082 .011 .218** .042
Coefficient
Sig. (2-tailed) .220 .869 .001 .533
N 226 226 226 226
Correlations
gv strategies
Spearman's rho gl Correlation Coefficient .013 .082
Sig. (2-tailed) .848 .220
N 226 226
Gs Correlation Coefficient .031 .011
Sig. (2-tailed) .647 .869
N 226 226
Gr Correlation Coefficient -.005 .218**
Sig. (2-tailed) .935 .001
N 226 226
Gw Correlation Coefficient -.114 .042
Sig. (2-tailed) .088 .533
N 226 226
Gv Correlation Coefficient 1.000 .026
N 226 226
strategies Correlation Coefficient .026 1.000
N 226 226
APPENDIX G
Curriculum Vitae of the Researcher
JOSHUA ASINAS APOLONIO

Mangga St., Brgy. Lalud, Calapan City, Oriental Mindoro
5200
Phone: (043) 472 9157 | Cell: 0956-471-8370
[email protected]
EDUCATION
Doctor of Philosophy in English Language Studies, 2021
Dissertation: Needs Analysis, Challenges, and Teaching Strategies in English
Grammar Learning
Dissertation Adviser: Dr. Imelda L. An
Master of Arts in English Language Studies, 2017

Thesis: Teaching Strategies among Preparatory English Language Teachers:
Basis for Strategy Enhancement Program for Primary English Teachers
Thesis Adviser: Dr. Ma. Leticia Jose C. Basilan
Bachelor of Arts in English Language, 2015

Thesis: Structural Analysis of Robert Frost’s Selected Works in Poetry
Thesis Adviser: Ms. Iamel C. Montoya
HONORS AND AWARDS

Passer, September 2018, Board Licensure Examination for Teachers,
Professional Regulations Commission, Major: English
3rd Placer, Katha, Literary Folio on ESP Short Story Writing, The DWCC
Gazette, Academic Competition, Divine Word College of Calapan,
Champion, ABian Idol (Singing Contest), Cultural Competition, Liberal Arts

and Criminology Department, Divine Word College of Calapan
PUBLICATIONS
Oral Communication in Context, A Textbook for Senior High School,
2016, Unlimited Books Library Services & Publishing, Inc.
Practical Research 1, A Textbook for Senior High School, 2016,

Unlimited Books Library Services & Publishing, Inc.
Practical Research 2, A Textbook for Senior High School, 2016,

Unlimited Books Library Services & Publishing, Inc.
TEACHING EXPERIENCE
Teacher, Divine Word College of Calapan, 2017-Present
 Practical Research 1 & 2
 Inquiries, Immersion, and Investigation
 English for Academic and Professional Purposes
 Reading and Writing
Reading Teacher/ Instructor, EQ and IQ Mon Learning Center (KUMON),

2016-2017
 Primary English Language Grammar
One-on-One Tutor, Achiever’s Path Tutorial Center, 2016

 General Subjects
Speakership
Seminar on Stylistics in Teaching and Research, Organizer
Webinar on Syllabus Making in the 21st Century Curriculum, Guest Speaker
PROFESSIONAL SERVICE
Association of Linguists
Divine Word College of Calapan
Press Relations Officer (S.Y. 2011-2012)
Vice President for Internal Affairs (S.Y. 2012-2013)
Vice President for Internal Affairs (S.Y. 2013-2014)
Linguistic Society of the Philippines – Association of Linguists
President (S.Y. 2014-2015)
Graduate School, Lyceum of the Philippines University – Batangas

Treasurer (S.Y. 2015-2017)
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PROFESSIONAL AFFILIATIONS
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Dr. Fedeliza A. Nambatac

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correct from the best of my knowledge.
_______________________
Mr. Joshua A. Apolonio, LPT

Needs Analysis, Challenges, and Teaching Strategies in English Grammar Learning

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Needs Analysis, Challenges, and Teaching Strategies in English Grammar Learning

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NEEDS ANALYSIS, CHALLENGES, AND TEACHING

STRATEGIES IN ENGLISH GRAMMAR LEARNING

A Dissertation Presented to the Faculty of Graduate Studies

In Partial Fulfilment of the Requirements for the Degree

JOSHUA A. APOLONIO, LPT

In partial fulfillment of the requirements for the degree Doctor of

Approved by the Panel of Examiners with a grade of _______________.

Reynalda B. Garcia, EdD, DPA, Ph D

Date of Comprehensive Exam with a final grade of ______________

Accepted and approved in partial fulfilment of the requirements for the

Arnie Christian D. Villena, Ph D

Title : Needs Analysis, Challenges, and Teaching

Author : Mr. Joshua A. Apolonio, LPT

Degree : Doctor of Philosophy in English Language

Date of Completion : June 2021

Thesis Adviser : Dr. Imelda L. An

This study employed a descriptive-correlational approach to assessing

the students’ needs, grammatical challenges, and teachers’ preferred teaching

strategies. Correlational analysis was utilized to treat data concerning the

teachers’ preferences regarding needs analysis and teaching strategies. An

responses on determining the respondents’ perception about the needs

relationships between the perceived grammatical skills of English teachers.

Findings revealed that the teachers’ grammar needs analysis on

grammar challenge is when they expect the teachers to present grammar

terminologies useful. Reading was the regularly used teaching approach in

grammar, whereas the less-used was the speaking strategy. Moreover, a

had greater assessments on teaching grammar through vocabulary, speaking,

Furthermore, senior high school teachers considered grammar needs

on speaking and writing as more important. There was no significant

relationship between teaching strategies, and grammar needs to the students’

English grammatical challenges. Therefore, a strategy enhancement program

Keywords: grammar, needs assessment, challenges in grammar learning,

The researcher’s grateful and heartfelt acknowledgments are given to

would like to express his gratitude to the following:

To the Lyceum of the Philippines University – Graduate School family,

To his endearing co-teachers in the DWCC Senior High school

department, together with the Principal, Dr. Fedeliza A. Nambatac, and

comments and suggestions for the improvement of this work;

their continuous support, prayers, and endless encouragement towards the

Finally, the researcher’s wholehearted gratitude is given to the Almighty

research will not be possible.

This work is dedicated to my loving parents, Engr. Nemesio P. Apolonio, Jr.+

great achievements are overwhelming, to my family and friends, co-teachers,

students, and to my brothers and sisters in Christ, who stood

by me and inspired me in this Ph. D. journey. I will always

appreciate all you have done, especially the person

who has helped me make all of these possible.

Ad Majorem Dei Gloriam!

LIST OF FIGURE / TABLES

Figure Title Page

Table No. Title Page

15 Difference of Responses on Grammar Needs 152

Appendices Title Page

A Teaching Strategies, Needs Analysis, and 186

F Statistical Output 198

G Curriculum Vitae of the Researcher 229

The English language has already been a part of the natural

teachers' grammatical skills serve as the basis of the students' language

improvement. Teachers enable the students' language capabilities to progress

and intensify them as they communicate in various professional settings.

Nugraheni (2017) stated that teachers also acquire advantages through

different teaching strategies and approaches as they teach grammar. In this

target is to teach the language.

Moreover, an English teacher must learn to decide the best strategy to