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Needs Analysis, Challenges, and Teaching Strategies in English Grammar Learning
Needs Analysis, Challenges, and Teaching Strategies in English Grammar Learning
June 2021
Lyceum of the Philippines University Graduate School page ii
APPROVAL SHEET
_____________________
Imelda L. An, Ph D
Research Adviser
PANEL OF EXAMINERS
___________________________ _______________________
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
ABSTRACT
independent sample T-test was used to identify the difference in the teachers’
assessment used for Junior and Senior High school students and the
speaking skill was classified as the most critical assessment, while the least
essential was the viewing skill. English teachers agreed that the usual English
points explicitly. However, they disagree that they do not find grammatical
significant difference occurred between the grammar skills and needs analysis
used when grouped according to grade levels. Senior high school teachers
and writing.
for both the Junior and Senior high school levels has been proposed.
ACKNOWLEDGMENT
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
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;
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
To his family, including his mother, sisters, cousins, and nephews, the
Holy Child family, Fr. Raphael Gomes, SVD and Fr. Richard Rodriguez, for
success of his lifelong education, teaching career, and his Ph. D. journey;
Lyceum of the Philippines University Graduate School page vi
God through the undying intercession of the Blessed Mother. Without Him, this
DEDICATION
and Engr. Caridad J. Asinas, whose words of encouragement and push for
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
Lyceum of the Philippines University Graduate School page ix
LIST OF APPENDICES
INTRODUCTION
communication between the teachers and the learners. More so, English
way, the teachers also receive the language as they learn where their only
grammar has not been the highlight in learning since teaching English focuses
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
objectives, suggesting that the students must create a written or oral genre
Lyceum of the Philippines University Graduate School page 2
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.
four interpersonal capabilities are combined. The teacher plans the best
instruction following how the students will learn these language capabilities
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.
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.
the macro skills through the language learning-acquisition process, they may
also adopt the necessary skills suitable for their needs. It suggests that every
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
learners' language capabilities primarily deal with how they focus on the
language learners are given opportunities to apply both oral and written
communication that uses words and structures that deal primarily with their
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
teachers that can be seen as the most unnoticed difficulty in the classroom.
comprise English language learners. They cannot quickly identify who is the
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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
highly evident when a country is not using English as its mother tongue. For
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
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
On the other hand, language teaching and learning are the main
(2017), the learners are observed through their language competencies that
apply the relationship between the teaching-learning process and how they
Also, students can identify how they learn to recognize diction that is
competencies and capabilities are enhanced, and the students can develop
(2018) say that the student's needs are assessed by the teachers in other
capabilities.
Specifically, this paper aims to prove that the grammatical skills and the
Junior and Senior high school English language teachers' needs assessment
explaining and rationalizing that English teachers' strategic grammar skills and
Language Studies candidate, the researcher has the pivotal role and
Hence, the study concentrates on both the Junior and Senior High
assessment towards the students among the selected Junior and Senior High
are used.
English grammar learning in the Junior High school and Senior High school
grammar skills and the needs analysis used when grouped according to grade
Research Locale
The researcher investigated the different public and private junior and
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
most notably in grammar, utilizing the spiral curriculum that targets the
school through their listening, speaking, reading, and writing skills until they
the school.
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
focal point of instruction from the teacher to its learners. This learning approach
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
assess English for 160 hours for two consecutive semesters. On the other
hand, the Senior high school provides two (2) English subjects, including a
Needs Analysis
domains affect the students’ learning variables that would fulfill their needs,
In this way, the students’ needs assessment reflects the whole educational
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suggests that the student’s needs must prioritize the learning objectives to
teachers learn to analyze the students’ needs, they can organize things by
students’ needs serves as the foundation for how the curriculum’s learning
Applying them through needs analysis enhances the learners’ motivation and
Also, Chen, et al. (2016) explain that one of the objectives of needs
designs. Needs analysis aims at assessing the English grammar class where
the learners necessitate. It can help the students identify their abilities in
The students much depend on how the teacher will manage the English
(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.
hand in the curriculum process. Henceforth, the students’ needs serve as the
the other hand, the conflict becomes evident when the needs are not being
these needs must be well identified, analyzed, and investigated because the
curriculum must incline and support the community’s selected members and
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
Lyceum of the Philippines University Graduate School page 14
be observed for it will represent all the skills to be measured, and it must control
its purpose for the needs analysis and its availability. If its goal is to analyze
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
assessment, the needs must be measured from time to time and, if possible,
thorough progress, validation, and reliability, even if the test does not fully
Also, Shank (2016) stated that the students’ needs and capabilities
the teachers must provide various teaching strategies and assessment tools
to help them fulfill their educational needs and reach their future profession.
assess their learners’ capabilities and excel in the classroom. Furthermore, the
teachers must identify and meet their students’ needs and reach their
Lyceum of the Philippines University Graduate School page 15
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
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.
students’ needs is necessary to identify how they excel and develop in the
English classroom.
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.
enables the teachers to assess the students’ needs, objectives, interests, and
learning conflicts. This pattern caters to necessary information and guides for
Lyceum of the Philippines University Graduate School page 16
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
support. More so, needs analysis refers to how the students are being
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.
needs in the classroom setting. The teachers must identify the students’ level
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
problems before acquiring them well. Sometimes, the students are more likely
Lyceum of the Philippines University Graduate School page 17
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
(2017) states that different researches proved that grammar must be taught
inside the classroom. The learners commonly see that including grammar in
are still uninterested in teaching grammar because of low literacy, low student
analysis depend solely on their grammatical skills accuracy, fluency, and self-
some situations, may not also be very enthusiastic. It has also been stated that
requirements but also because of the teachers’ needs and how they can
needs assessment suggests that there are still tasks that serve as the main
that the teachers analyze through the four (4) macro skills. Needs analysis is
sentence unscrambling, error correction, cloze tests, fill in the blanks, sentence
formats analyze the students’ grammar needs, but they do not assess if the
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.
acquire the writing skill, including the language structure, choice of words,
Besides, these learning needs refer to the needs that the students
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acquire as they learn. In this manner, these needs must be increased to let the
information. These needs aim to target the students’ key learning outcomes
and requirements during the class. Moreover, these needs refer to the
the teacher’s analysis aims to match such techniques, including teaching and
needs analysis produces a good-decision making skill for teachers since they
teacher caters to the students’ educational needs to know the gaps between
needs were best assessed through discrete-point items and apply this
knowledge through performance tasks, which are best assessed through the
Lyceum of the Philippines University Graduate School page 20
use. However, the results were subjective, and since the assessment formats
needs. It shows that needs assessment is not primarily a result but action in
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
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
individual approach.
tendencies that exist in a learners’ classroom goal. The primary learning needs
Lyceum of the Philippines University Graduate School page 21
learning needs will enhance the program and provide proper direction towards
students’ learning serves as the basis that provides the gap between the
conditions” because each learner provides altered needs that the teachers
must consider to identify what specific needs they will achieve in potential and
learners whose gap includes knowledge, skill, and attitude towards linguistic
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
the students can show and apply their classroom capabilities (Holt & Duzer,
whole classroom instruction could also affect the students. In this case, needs
curriculum design, and teaching strategies (TESOL, 2003 in CAL, 2016). In the
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
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
limitations. Common errors that inhibited the students were their incapacity to
Lyceum of the Philippines University Graduate School page 23
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
challenges. The teacher may apply activities using the students’ grammatical
errors to prepare for a higher lesson level. It suggests that the teachers’
Instead, it must be motivating to their part as learners. The teachers can also
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.,
specifically than native English language learners (Garcia & Jensen, 2006,
English language competencies into one particular idea that enables them to
perform and understand the language clearly and concisely. Meaning to say,
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 &
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
Lyceum of the Philippines University Graduate School page 25
the learning environment that enables the teachers to apply the students’
academic and professional needs (Cummins et al., 2005; de Jong et al., 2013;
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
abilities without expecting something from their learners (Harper & de Jong,
depending on how their teacher exposed them to the English subject (Hammer,
serve as a benefit to them upon using new teaching strategy development and
proficiency (Cummins, et al., 2005; de Jong, Harper, & Coady, 2013, as cited
Lyceum of the Philippines University Graduate School page 26
in Dussling, 2016).
As it happens, Sadiku (2015) believed that teachers should set the most
They must strive harder to produce the most appropriate teaching techniques
for their students. In this way, the students may learn efficiently and achieve
in the four macro skills (listening, speaking, reading, and writing) must be
by letting the students achieve the learning standards the teacher has planned
for them.
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
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
learning factor that comes from the students themselves. Therefore, the
teaching techniques applied in the class are a factor that provides a significant
young students, which will not always be easy. Grammar, being one of the
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
(Ameliani, 2019).
Also, the learners are recognized as having challenges and issues when
particularly grammar, are not classified to have a fixed and final definition and
complex system where its structural components share the same purpose, but
the learners find it challenging to explain one part from another. Grammatical
Lyceum of the Philippines University Graduate School page 28
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.
the different English language purposes. Therefore, applying these skills can
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
“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).”
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
English speakers are incredibly gratified of their language and may look
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.
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
Lyceum of the Philippines University Graduate School page 30
that the native speakers often neither respect nor follow their grammar rules.
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
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
grades based on the students’ performance, the teacher must then provide
On the other hand, the biggest challenge is when the learners have seen
way of teaching grammar is advisable rather than using the traditional strategy
grammar must be followed through guided practice. This practice enables the
Teaching Strategies
purpose through a specific form or identifying its meaning might widen the
that the learners must explicitly determine the grammatical forms with the
students must acquire a spontaneous need for grammar and syntax and are
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
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
the subject and verb agreement and diction, applies different linguistic
Lyceum of the Philippines University Graduate School page 33
English language.
As time goes by, Ji and Liu (2018) explain that teaching and learning
to children. As the students continuously develop, they must know that learning
as cited in Ji & Liu, 2018). The relevance of grammar in teaching and learning
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
Silva and Cain (2015) pointed out that as the teachers expound on the
Lyceum of the Philippines University Graduate School page 34
has been widely spoken in various countries and has been used by different
varieties, however, the English language’s original structure remains the most
prominent and used for English grammar syntax. More so, syntax acquisition
write proper English, and native speakers do not need the grammar to write
second language is primarily different from how native speakers use grammar
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.
English language competency. In other words, the students can reach the
class’s needs and objectives and meet them through a thorough linguistic
application.
sometimes be a problem that may also affect the students’ needs in the
grammatical rules for a very long time. However, still, some native speakers
English.
by the language users of the macro skills, particularly in speaking and reading
(Yatvin, 2016).
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
Lyceum of the Philippines University Graduate School page 36
this way, the learners must promote language acquisition to develop their
listening skills. The teachers and their learners have to use it daily to
resolve these conflicts, but they should listen first to others’ ideas and
example, within the classroom setting, the teachers are often required to
make these effective, the teachers must acquire the best ideas and
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
when applying grammar through speaking skill. When the students begin to
learn the speaking skill, they have to guarantee that its content is significant.
Lyceum of the Philippines University Graduate School page 37
where the students are familiar and comfortable. The teachers’ content must
and provide necessary feedback or comments on the possible flaws that the
students may encounter within their language grammar learning. As they make
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
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
strategy may let the students take pleasure in learning and communicating
(Kapur, 2019).
As Luscher (2016) said, the language learning process includes the so-
such as words or phrases. On the other hand, these items are limited to a
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
manner of using a language, and its function is to let the learners provide a
the learner in different possible new penalties, (s)he can express his/her
in the teaching-learning process. The students can develop their skills from an
structure where the teachers’ language instruction and description are carefully
assignments in any form, debates, or even discussions. Since the teacher must
apply these activities effectively, they have to boost the students’ awareness
acquire an understanding of various ideas. First, they read books or any written
outputs, paraphrase them through their own words, and write down the
written materials, while others read the notes and acquire this information to
make the speech more productive. Mainly in the classroom setting, the teacher
must be familiar with the language. Frequently, the students are not entirely
Lyceum of the Philippines University Graduate School page 40
reading, and writing. When the students become fluent in English, they begin
(Kapur, 2019). One major factor of language support is that students can
students read, they do not ask for assistance from others, but they ask to
point of view as they write. They cite various sources and gather them in the
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
collaborate with the learners to develop their writing skills. When the
supervisors provide them notes about lesson plans, then they must guarantee
Lyceum of the Philippines University Graduate School page 41
them. When the learners obtain appropriate education through such learning
academic concepts. In various schools, the learners aim to portray their writing
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
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
Lyceum of the Philippines University Graduate School page 42
cannot apply its true essence in a statement without the proper language
structure.
of language that binds all of its parts that leads to language communication
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
and determine their needed expertise. Teachers are expected to apply the
2017).
theoretical and descriptive approaches (Aarts et al., 2006 as cited in Pekka &
student practice.
shows that teachers commonly apply and match the content and teaching
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
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
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
literacy, second language learning, enhance analytical skills, and teach cultural
knowledge.
Lyceum of the Philippines University Graduate School page 45
for those who study linguistics, enhancing and developing their pedagogical
students will become teachers who need the most relevant grammatical
More so, its essence and effects continuous developing beyond a higher level
of education.
the traditional teaching strategies. On the other hand, requiring students to talk
Newman, 2017).
grammar education can fix limited grammatical comprehension (Van Rijt &
comprehending the passive voice will benefit from an approach that deals on
there is still no thorough evidence that may prove its effectiveness in producing
2019). However, current studies try to bridge the gap by looking for grammar
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
“Segregated Skills Instruction,” wherein all approaches do not often rely on the
Lyceum of the Philippines University Graduate School page 47
other skills but depend primarily on the teaching and learning strategies and
lesson plans.
skimming and scanning, supporting details application, and others can lead to
reading has similarities to listening while writing parallels to speak. With proper
process, the oral skills are frequently imparted together since speech produces
semantics until others hear it. Moreover, the writing skills may be applied
capabilities applied in each macro skill counterparts with each other (Kirn,
2019).
METHODS
Research Design
teachers’ grammatical skills and their way of assessing the students’ needs
with the researcher having no control over the variables given. Furthermore,
define, or detect what is, while analytical research tries to establish why
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
analysis’s importance and their grammar challenges. More so, the researcher
test the significant difference between the Junior and Senior High school
English teachers’ grammatical skills and how their students are being
assessed.
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
perceived English grammar skill used to assess the Junior and Senior High
school students’ needs in the selected public and private high schools of
Moreover, the researcher has presented the result to the experts in the
same field for verification and validation. The prepared research instrument
test results:
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
item by item to each respondent in the simplest way possible. Moreover, the
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
Mindoro.
to the respondents. The researcher has also observed utmost secrecy and
Data Analysis
assessment in which the selected Senior High school English teachers are
comfortable.
assessment used for Junior and Senior High school students in the selected
public schools of the Calapan City, Oriental Mindoro when grouped according
grammatical skills of the Junior and Senior High school English language
teachers. Thus, the hypothesis was examined using the 0.05 level of
Ethical Considerations
of confidentiality of the research data was ensured at all costs. Also, the
guaranteed.
The grammar need that topped most was about taking notes as 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
The previous statement was about letting the students listen to lectures
listening are possibly acquired and assessed. In a specific situation, the learner
critical and essential parts of English language pedagogy. The learners interact
with the teacher and vice versa as they exchange thoughts and possible
the class through an informal setting, it could prepare them for future
accomplishments.
directions, mainly when dealing with quizzes or activities. The students’ need
is properly assessed even by using the most basic English grammar rules.
easier understanding. The learners are guided well by the teachers by how
performance.
teacher a more straightforward method. It ensures that the tasks are done
When the instructions are followed under the necessary standards, the tasks
Lyceum of the Philippines University Graduate School page 55
allowing the students to listen and use English in group discussions is for them
reflective essays, journal making, or any form of analysis. With the higher-order
emphasizes what they have learned based on what they have heard.
a small group is proper time management. In this way, time management could
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
strengthen and fulfill the students’ needs. Teachers believe that when the
rediscover words and terms and fulfill their English language competencies by
thoroughly listening to the speaker. As the learners acquire these skills through
be a source of linguistic practice that may introduce the learner to a newer set
information from tested ideas that have already produced conclusions from a
the learners to apply what they have learned by peer groups through
On the other hand, the lowest statement was about letting the students
3.43 and was interpreted as Important. The learners are more encouraged to
topic. The teachers assess the learners with a lengthy description when a
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
weighted mean of 3.46, seeing the statement as Important. The learners must
they hear from others and use it as a basis of language learning and
However, its pros can help boost social interactions, creating a good rapport
by the respondents. The composite mean of 3.64 shows that the respondents
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
Composite Mean 3.64 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
sample situations.
identifying both the grammatical structure’s content and function is critical for
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
the other hand, the teacher encourages the learners to ask critical questions
challenges.
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
Lyceum of the Philippines University Graduate School page 60
can construct and fulfill their needs and bridge their gaps in the grammar
3.78 and were identified as Very Important. Letting the students participate in
an English class enables the learners to learn and acquire the language
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
the other student has said. Interaction is applied through questioning, where
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
the teachers must adopt a thorough questioning approach and let them answer
freely through proper reasoning, repeated to acquire a higher depth level. The
Without a doubt, letting the learners give oral presentations in the class
Applying the lesson’s objective through oral presentations enables the learners
Fulfilling the students’ needs through oral presentations may develop and
themselves, they may begin a fluent speech with the appropriate structure.
It was proven by Živković (2018) that oral presentations play a vital role
presentation needs designs their speaking skills into two specific goals:
in the future and let them be exposed for their academic career.
Alternatively, the statement that ranked the lowest was letting the
where they experience belittlement where they feel afraid that they might
experience errors speaking fluent English. However, the teachers find this
brain, a monitor is prepared that blocks speaking so that (s)he can think and
that the teacher-student interaction could be a career wherein the actual “on-
overshine the interview. One factor in assessing this need is to have another
Lyceum of the Philippines University Graduate School page 63
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’
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
lessons.
However, there was a tie of scores on the statements about letting the
they both had a weighted mean of 3.50 and considered the indicator as Very
and learn to apply their skills in front of a crowd, they may develop speaking
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.
session enhances their language skills where proper diction is practiced, and
the grammar formulation starts to boost. Applying and enhancing the student’s
holding the message that engages the listeners through verbal and nonverbal
commonly in public speaking, most of the ideas used in public speaking are
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
towards public speaking. Using and learning correct word choices and
skills. In this way, the student’s needs are being assessed by letting the
also elaborate lessons clearly during classroom discussions. They should also
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
Composite Mean 3.50 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
the respondents. The composite mean of 3.50 shows that the respondents
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
and produce grammar learning. However, the teachers assess their needs by
Lyceum of the Philippines University Graduate School page 67
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
control starts when the learner comprehends how writers have constructed the
meaning through its elements and features and determines its function
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
context clues may strengthen the grammatical structure of the sentences they
Lyceum of the Philippines University Graduate School page 68
serves as the source of building the main point of the text. It shows that creating
specific study. With the teacher’s help, the students’ grammatical skills may be
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.
they have read. Besides, summarization techniques can apply to the different
3.56, which recognized the indicator as Very Important. In this way, the
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
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.
speak aloud fluently or write clearly and coherently. Identifying a proper text
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
However, letting the students read quickly had the lowest rank with a
the learners could experience pressure as they are being taught to read
quickly. Alternatively, the correct way of practicing the students to read quickly
Lyceum of the Philippines University Graduate School page 71
strategy since the best way of studying needs a thorough analysis. Reviewing
scrutinized by reading thoroughly and gradually. To fulfill this need, the English
teacher must facilitate the students according to their level of reading strategy.
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
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.
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
Lyceum of the Philippines University Graduate School page 72
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
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
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
Lyceum of the Philippines University Graduate School page 73
near their level to relate easily. As the teacher assesses this need, the learner
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
reasoning regarding the text’s purpose. More so, the writer’s attitude or tone is
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
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
Lyceum of the Philippines University Graduate School page 74
choices, identifying the text’s synopsis and plot, or determining the paper’s
contents.
determining the text’s purpose. However, the text’s purpose and point-of-view
Lastly, letting the students look through a text quickly to locate specific
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
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
Lyceum of the Philippines University Graduate School page 75
was proven to be helpful to the learners, and it has been found out that
memorization.
Table 4
Grammar Needs Analysis through Writing
Weighted Verbal
The teacher lets the students: Rank
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.
Composite Mean 3.58 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
the respondents. The composite mean of 3.58 shows that the respondents
For this reason, using correct punctuation and spelling resulted from a
weighted mean of 3.81 that identified the indicator as Very Important. Correct
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
(s)he thinks when writing, thinking, or typing a text. At the same time, the
strategies, including its rules and concepts, enables them to enhance their
spelling and vocabulary knowledge that gives them the advantage of being
living. The students who are engaged well with grammatical patterns through
has produced a weighted mean of 3.75, which measured the indicator as Very
correct tenses and voices, rewording, and suitable sentence patterns. Correct
explains in the class, students tend to write what they have heard from the
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.
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
nurture and assess the learners' abilities to make meaning and express their
synonym or selecting word choices according to its goals and genre. In this
way, the teacher must analyze the students' needs by enhancing their
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
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
to a maximum level. In this way, they can determine explicit attitudes, moods,
and imagery when creating stories where these elements become more
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
Lyceum of the Philippines University Graduate School page 79
proper word choices when constructing English grammar. It suggests that the
teacher must let the learners explain freely according to their writing skills and
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
and thinking skills where their ideas and abilities are being refined to other
people.
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
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
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
On the other hand, writing case studies became the lowest with a
such as case studies, are important ways to improve a learner's writing skill,
write about the participant is necessary, but there are also some challenges
that they may encounter. Case studies provide a heavy workload that most
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
Lyceum of the Philippines University Graduate School page 81
patterns is best for learners to avoid possible errors in using the necessary
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
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
persuasive manner where the word choice elevates the learner to a newer set
of ideas.
Lyceum of the Philippines University Graduate School page 82
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
format, including the citation styles, to emphasize the necessary credits given
the risk of plagiarism that could affect the students' skills in grammatical
learning. To fulfill this need, the teacher must carefully determine which
to determine the data sources used to identify their ideas' accuracy. It enables
particular topic.
where their grammatical skills could improve. Therefore, the teacher must
Lyceum of the Philippines University Graduate School page 83
carefully monitor their academic work through a writing rubric to assess the
argument enables the learners to apply correct grammar practice so that they
without coherence can impede the readers from understanding its message.
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
must depend not just only on one source of information but also on a variety of
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
productive in such a way that the students may learn quickly. The students will
and contrast, where it also lets the learner associate the different functions and
Table 5
Grammar Needs Analysis through Viewing
Weighted Verbal
The teacher lets the students: Rank
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
Legend: 3.50 – 4.00 = Very Important; 2.50 – 3.49 = Important; 1.50 – 2.49 = Not Important; 1.00 – 1.49 = Not sure
which the respondents used. The composite mean of 3.58 shows that the
categorized as Important.
the “think about thinking.” In this way, it enables them to learn by themselves
Lyceum of the Philippines University Graduate School page 85
and intensify their thinking and grammar skills by analyzing pictures carefully.
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
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.
watching television, most notably focusing on social issues, lets the students
learn to adapt the language in situations and apply the most suitable word
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.
Lyceum of the Philippines University Graduate School page 86
relevant in news writing since journalists and anchors play an essential role in
on-point and detailed information to the people. However, the learners can
imitate how these newscasters use their grammar and word construction
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-
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 of grammar, students may refer to the native speakers of the English
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
their listening skills and enhances learning motivation. Moreover, visual clues
and acquire the linguistic and grammatical meaning provided in the video.
Similarly, the teachers can apply the commercial’s aim and message to
Then, letting the learners view websites had a weighted mean of 3.40
The learners prefer using the Internet and make it a source of information.
However, learners open the Internet by looking and viewing proper grammar
Grammarly, Linguix, Qordoba) that may allow them to learn more about
structure.
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
with the real-world setting and acquire how communication is being applied
Discovery Channel) can enable the learners to strengthen their grammar skills
by thoroughly listening to these shows and rely more on the narrator. With
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
Finally, letting the learners evaluate and share online videos ranked the
engaged in the online world. However, not all students can connect to the
like Oriental Mindoro, cannot mostly afford computers but merely base their
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,
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
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
Composite Mean 3.55 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 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
Important. Finally, grammar needs analysis through viewing had the lowest
classified that having these needs analysis is very important in the classroom
setting.
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
materials.
skill in facilitating the students’ needs is that the Internet is not always available
students learn the English language. Moreover, most families cannot connect
disadvantages affect the learner’s macro skills even though the Internet is
that both teachers and learners cannot identify where and how they will teach
Lyceum of the Philippines University Graduate School page 91
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
teaching could remain a challenge if it does not match the curriculum’s needs.
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.
newer sets of comprehension through activities that help them resolve the
2.97 generally shows that the respondents commonly experience the students’
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
Table 7
Challenges in English Grammar Learning
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.
8. My students find authentic texts difficult
3.02 Agree 12
because they are too culture bound.
9. My students find authentic texts difficult
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
Lyceum of the Philippines University Graduate School page 93
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.
teachers that cater to quality education are. Therefore, students cannot say
whether the teachers use correct grammar in teaching English or not. If the
in the class, the student may think that his/her word choices are correct.
way, the relationship between the teacher and the learner must be adequately
managed. Meaning, the teachers must identify and monitor what their students
shyness when talking to a native speaker. Also, this challenge happens when
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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
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
Pachina (2019) says that learning and acquiring proper grammar is necessary
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
happens due to a lack of vocabulary knowledge that loses the learners’ interest
learners’ English vocabulary may be enriched, and (s)he can determine how
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
Similarly, the grammar challenge stating that the students find authentic
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
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
acquisition.
application.
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
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
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learner may write down various word forms or collocations to develop a good
the students’ skills and grammatical competencies. Also, they may read aloud
Disagree. It shows that the teachers still believe that grammar is relevant in
the communication process. As the learners study grammar, they can practice
grammar, they acquire it naturally and develop it for academic and professional
purposes. Grammar, being one of the relevant parts of the English language
of the English language. Once the learner identifies the relevance of grammar
beneficial.
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,
The learning challenge that the teacher finds difficult to correct student
problems with the instructor’s teaching strategies. In this way, the learner’s
various grammar rules that a student must follow. These rules are a must to
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
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reading and writing, they begin learning and acquiring the language naturally.
and texts that would enhance reading habitually. Exposure to continuous and
grammatical compositions.
In line with this, the statement saying that the teachers find it challenging
weighted mean of 2.63 and a verbal interpretation of Agree. It tells that as the
a student’s learning style must be enhanced so that the teacher and the learner
grammar has been a challenge for most students. When learners speak, they
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
Lyceum of the Philippines University Graduate School page 100
participles in this manner. Therefore, the teachers must focus on the students’
Through this, the learners could easily acquire proper communication skills
Despite this, the learning challenge states that the teachers find
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
requirement provided by the teacher, and due to these excess tasks, the
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
through soft copies, can fulfill the learners’ grammatical needs in their macro
Lyceum of the Philippines University Graduate School page 101
skills.
a suitable level from authentic texts produced a weighted mean of 2.70, which
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
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
In that respect, Ediger, et al. (2021) added that the teachers experience
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.
usage.
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.
“habit formation” process where the teachers are expected to apply pattern
drills and practice through repletion, transformation, question and answer, and
learning.”
determine the English language patterns and apply grammatical rules, but the
the learning objectives are provided, the strategy is being attached to the
drills are given when needed to suit all the learners well. The teachers identify
and analyze the learners’ grammar mistakes when they commit them.
grammar corrections of such statements and the semantics and usage of their
Table 8
Teaching Grammar Strategies in Listening
Weighted Verbal
The teacher lets the students: Rank
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
Lyceum of the Philippines University Graduate School page 104
strategy through listening. The composite mean of 3.23 generally shows that
the respondents prefer to use the listening strategy, which verbally interpreted
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
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.
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
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
as its weighted mean. Keywords serve as clues that highlight the true essence
the learner acquires new learning styles that would strengthen their skills in
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
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
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
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.
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
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
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
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
learning skills.
verbal (words only), 38% vocal (tone, inflections, and other vocal sounds), and
whether they can understand them also shows enough relevance has
implies that as a student learns grammar, (s)he must listen to a specific idea
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.
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
effective.
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
activities are not typical because they commonly depend on their teachers
native speaker, which may only lead them to confusion. More so, the
teacher must not only be knowledgeable and skillful but also, (s)he should be
carefully if they have understood them. Listening skills enable the students to
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
viewing. Viewing and listening using media as one of the strategies in exposing
where the staff speaks the English language, gives them the chance to
remember linguistic patterns and imitations that they have listened to in the
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provided video. By watching the video, the learners would fulfill the learning
learning, social growth, and personal views. Inclined with the previous strategy,
English language is used is unnecessary because they develop more with their
teachers. The English teachers play a significant role in the students’ grammar
teachers ensure that the best learning environment is provided for their
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
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
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
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
may be easy since it could be found at the beginning of the passage. However,
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,
which is best applied with an audio-lingual method. The usage of the audio-
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
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
statement is being repeated and used, the stronger the habit formation and the
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
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
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
(s)he must also identify its function and form, what its tenses are, what part of
Lyceum of the Philippines University Graduate School page 113
that may improvise the structure of a statement through diction and context.
Table 9
Teaching Grammar Strategies in Vocabulary
Weighted Verbal
The teacher lets the students: Rank
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.
Composite Mean 3.30 Often
Legend: 3.50 – 4.00 = Always; 2.50 – 3.49 = Often; 1.50 – 2.49 = Sometimes; 1.00 – 1.49 = Never
through reading or writing. In addition, these concepts and notes aid them in
preventing the different components of the sentence from attacking each other.
rhythm, and will likely highlight the context they have made. Therefore, the
Furthermore, the table states that the students can group words
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 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
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students can identify produced 3.48 as its weighted mean, which reflected the
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
of words, the statement’s syntax and semantics would be affected and would
to determine how each word is connected with the other, even the punctuation
and capitalization.
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
significant word parts (e.g., the prefix or the suffix) to remind them of the word’s
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
and the base form of a word, they are a part of the minor units of a statement,
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
The strategy about associating sounds of new words with the sound of
categorized the indicator as Often. It signifies that the students are not always
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
newly learned words must be analyzed and acquired to become more effective
Lyceum of the Philippines University Graduate School page 117
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
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
usage to learn new words had ranked the lowest with a weighted mean of 2.82
learning outcomes. When the teacher reveals, grammar learners tend to ask
evaluate and assess their knowledge regarding the produced answer from the
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
acquisition.
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
are meant literally, they could favorably affect the message receiver and cause
logical meanings. The more the learners tend to learn and acquire the
language, the more idioms they would likely understand. So far, memorization
acting them out had the third bottom rank with the weighted mean of 3.11,
or a Pictionary, may also contain disadvantages that could affect the learners’
learning based on how they practice themselves and apply their self-
the learners.
may be helpful, but it could also have possible disadvantages. One of the cons
Lyceum of the Philippines University Graduate School page 120
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
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
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
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
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
Lyceum of the Philippines University Graduate School page 121
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
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
century students, for it could just affect the students’ vocabulary skills in terms
(s)he automatically acquires it. The ESL student may write down the new
words for their reference and learn them carefully through practice by
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
and not merely visual. Visual signals must not be used in phonetics, most
in the sand or outlining the letters in a spelling word, are already discouraged.
such as picturing the spelling word and spelling it backward. Still, the transfer
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.
Composite Mean 3.21 Often
Legend: 3.50 – 4.00 = Always; 2.50 – 3.49 = Often; 1.50 – 2.49 = Sometimes; 1.00 – 1.49 = Never
Lyceum of the Philippines University Graduate School page 123
The following table, Table 10, presents the speaking strategy used by
the respondents. The composite mean of 3.21 generally shows that 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,
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
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
spoken contexts through various styles and other literary genres commonly
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
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
grammar skills. Additionally, the learners could also improvise their discourse
In accordance with Jones (2020), the learners have to ask and answer
statement than descriptive grammar. Moreover, one fact is that the student
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
Lyceum of the Philippines University Graduate School page 125
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.
necessary to manage the students’ bodily work where the communication can
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
student can be called an effective English speaker when (s)he can imitate how
language just as the way a typical person speaks. More so, if a second
Lyceum of the Philippines University Graduate School page 126
the way a native speaker talks, (s)he can be called an actual fluent English
speaker.
conversation. The teachers tell their students the interaction’s objective and
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.
language as often as possible had a weighted mean of 3.35 that was verbally
shows that they can actively use the basic grammar rules as far as they can
the learners to enhance their grammar learning strategies. Also, a student can
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
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,
learn and listen to their classmates in a conversation, they must highlight the
statement they commonly use and comprehend quickly rather than the words
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
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
highlighted when English was used as their second language to their speaking
Lyceum of the Philippines University Graduate School page 128
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
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
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
As stated in All Assignments Help (2020), the learners must have written
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
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
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.
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
they do not know the right ones to use resulted in 3.04 as its weighted mean,
accurate description. On the other side, this strategy engages the students’
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
As a final point, planning out what they have wanted to say turns out to
students still depend on managing the subject matter with their teacher’s help.
orations, debates, or speech delivery. As the teachers let the students fulfill the
Lyceum of the Philippines University Graduate School page 131
class objectives, they would acquire the language and intensify their
grammatical competencies.
how grammar functions using speaking skills. Linguists believe that studying
language learning focus, this pedagogy has not yet proven its way into
Table 11
Teaching Grammar Strategies in Reading
Weighted Verbal
The teacher lets the students: Rank
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.
Composite Mean 3.47 Often
Legend: 3.50 – 4.00 = Always; 2.50 – 3.49 = Often; 1.50 – 2.49 = Sometimes; 1.00 – 1.49 = Never
Lyceum of the Philippines University Graduate School page 132
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
commonly read these genres, and as they comprehend what they have read,
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.
nowadays prefer using books that will be suitable for their level of
student reads a text that contains words that are suitable for them, they would
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
grammar teaching-learning process grade level until they reach Grade 12.
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
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
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
writer may comprise possible clues or hints to help the reader increase his/her
Lyceum of the Philippines University Graduate School page 135
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
enjoy more when choosing the books they are familiar with, interested in, or
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.
processes together. However, there are two reasons for enjoying reading a
book: first, reading the book periodically, and second, read for short periods.
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.
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
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.
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
highlight its content and how it will be read. An English book mainly targets
a great English book is based on how the author has written it and how
Lyceum of the Philippines University Graduate School page 137
applies strict rules. English discourse highlights the methods wherein the
learners construct the meaning, share their perspectives about the text, and
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
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.
one of the skills that enable the learner to enhance a higher grammatical
grammatical scaffolding. In this way, the learners must have proper time
the best summary they could give. Therefore, the students must learn more
and categorize all their knowledge based on the subject’s most essential
words mean produced 3.41 as its weighted mean with a verbal interpretation
used as a reference for word learning. However, most learners still depend on
whenever the learner come up with an ambiguous word. In this way, a learner
applicable can let the learner choose the most applicable definition without
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
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.
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
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
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
The teacher lets the students: Rank
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.
Composite Mean 3.40 Often
Legend: 3.50 – 4.00 = Always; 2.50 – 3.49 = Often; 1.50 – 2.49 = Sometimes; 1.00 – 1.49 = Never
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
notes in English, (s)he can analyze and fulfill his/her needs by remembering.
that apply structural diagramming. In this manner, learners may use this as a
may be used in the future. Meaning, proper handwriting forces the mind to
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
copies or from what the English teacher has written on the board, they
Lyceum of the Philippines University Graduate School page 142
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
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
skill development. Assessing new words using the correct grammar fulfills the
students’ learning needs where it builds the motivation for them facilitated by
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
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
Lyceum of the Philippines University Graduate School page 143
alternative, they express their ideas through writing so that they can guide
themselves.
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.
vocabulary by letting the learners glance at them if they need to know how an
academic environment.
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.
their different produced texts, they must have their central concept and
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
Lyceum of the Philippines University Graduate School page 145
other’s perspectives.
others, primarily native speakers of the language, ranked the lowest with a
are more confident in learning with their teachers rather than other people.
Getting feedback from people they are not connected or familiar with loses
sadness, including low confidence or shyness, the students will not learn the
effectively, they should have a comfortable and safe feeling in their learning
environment. In this way, the students must never experience possible anger,
learn and acquire the language process. In this way, they must feel that they
confidence.
written before writing more had contained a weighted mean of 3.28 and a
learners no longer reread what they have already written since most of them
Lyceum of the Philippines University Graduate School page 146
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
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
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.
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
again in a different perspective but in a newer and fresher way. Revising and
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
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-
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
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
must revise at least twice the first revision to reorganize the work while the
Lyceum of the Philippines University Graduate School page 148
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
Composite Mean 3.34 Often
Legend: 3.50 – 4.00 = Always; 2.50 – 3.49 = Often; 1.50 – 2.49 = Sometimes; 1.00 – 1.49 = Never
strategies about English language grammar domains. The table shows that the
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
summary table comprised a composite mean of 3.34 and classified that using
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.
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,
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,
must provide them with more chances to use English, intensify the best usage
Table 14
Difference of Responses on Teaching Grammar between the two
Groups of Respondents
Group Mean Rank U p-value Interpretation
two groups of respondents. Based on the result, it was revealed that teaching
= 0.007) were less than the alpha level of 0.05. Thus, the null hypothesis was
based on the test, and it was found out that Senior High school teachers have
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
the other hand, the learners must also expect to have more senior high school
Lyceum of the Philippines University Graduate School page 151
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
policymakers.
their performance every after quarter. As the students perform well in the class
and assessment results are high, the grammar teaching strategies are
who needs proper scaffolding in the English learning competencies (Magno &
Piosang, 2016).
Lyceum of the Philippines University Graduate School page 152
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
Grammar Needs Analysis Junior High 112.95 Not
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
Grammar Needs Analysis Junior High 107.45 Not
4956 0.057
through Viewing Senior High 124.55 Significant
Significant at p-value < 0.05
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
more important.
that the learners must master to achieve academic and professional success,
Lyceum of the Philippines University Graduate School page 153
life’s essence would be lost, which leads to including writing as part of the
Also, it would be challenging for learners to speak English without learning the
grammar patterns.
assessment serves as the reference for improving the teaching strategies that
the teacher may use in the grammar classroom. Moreover, these teaching
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
Also, the different types of learners comprise their learning needs, and what
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
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
exists and implies that the teaching strategies and grammar needs were not
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
a valid surrogate to the teaching grammar strategies inclined with the students’
teaching strategies and needs assessment cannot predict the ability level in
preferences are crucial for effective learning, then some negotiation is needed
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
competencies refer to the primary, central, and most extensive skillset relative
needs. Being proficient in at least one of these communicative skills would not
Lyceum of the Philippines University Graduate School page 156
amend the students’ grammar learning challenges. These skills can make a
seeking to improve the English language grammar is vital for their effective
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
Lyceum of the Philippines University Graduate School page 157
Continuation of Table 17
Continuation of Table 17
Continuation of Table 17
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;
Lyceum of the Philippines University Graduate School page 160
Continuation of Table 17
Continuation of Table 17
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
Lyceum of the Philippines University Graduate School page 162
Continuation of Table 17
teachers. The table showed the areas that need to be enhanced, and the
indicators that could bridge the gaps resulted from the survey. Interventions
are necessary to produce a more engaging way of learning the language, most
enhancement program highlights the key results areas that target the teaching
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
CONCLUSIONS
drawn:
1. Grammar needs using speaking skills are most important, while the
2. The English teachers agree that English grammar learning is the most
grammar learning, whereas the least utilized was the speaking strategy.
Lyceum of the Philippines University Graduate School page 164
4. There was a significant difference between the grammar skills and needs
analysis used when grouped according to grade levels. Senior high school
more important.
challenges.
learning for both the Junior and Senior high school levels has been
proposed.
RECOMMENDATIONS
grammatical competencies.
speaking, in order to develop their teaching skill and to acquire the best
5. The English teachers’ strategies and needs analysis must depend on the
learning.
for better results and outcome towards grammar teaching and learning.
Lyceum of the Philippines University Graduate School page 166
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All Assignment Help (2020) How To Write An Assignment On The Topic You
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APPENDICES
APPENDIX A
Teaching Strategies, Needs Analysis, and Challenges in English
Grammar Learning Questionnaire
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.
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.
APPENDIX B
Letter to the Schools Division Superintendent, Division of Oriental
Mindoro
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,
Dr. Imelda L. An
Dissertation Adviser
LAIDA M. LAGAR-MASCAREÑAS
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:
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,
Dr. Imelda L. An
Dissertation Adviser
APPENDIX C
Letter to the Private and Public School Heads
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.
Rest assured that the data gathered as scores shall be used exclusively to my research and be
kept with utmost confidentiality.
God bless you!
Yours sincerely,
Dr. Imelda L. An
Dissertation Adviser
LAIDA M. LAGAR-MASCAREÑAS
OIC, Office of the Schools Division Superintendent
Division of Calapan City
Lyceum of the Philippines University Graduate School page 196
APPENDIX D
Letter to the Respondent
Dear Respondent:
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.
Rest assured that the data gathered as scores shall be used exclusively to my research and be
kept with utmost confidentiality.
God bless you!
Yours sincerely,
Dr. Imelda L. An
Dissertation Adviser
LAIDA M. LAGAR-MASCAREÑAS
OIC, Office of the Schools Division Superintendent
Division of Calapan City
Lyceum of the Philippines University Graduate School page 197
APPENDIX E
Department of Education Endorsement Letter for Public Schools
Lyceum of the Philippines University Graduate School page 198
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
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
v1 226 2.00 4.00 3.5221 .61242
v2 226 2.00 4.00 3.4779 .65452
Lyceum of the Philippines University Graduate School page 199
Descriptives
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
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
Valid N (listwise) 226
Descriptives
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
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
Lyceum of the Philippines University Graduate School page 200
Descriptives
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
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
Valid N (listwise) 226
Descriptives
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
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
Valid N (listwise) 226
Descriptives
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
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
Lyceum of the Philippines University Graduate School page 201
Descriptives
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
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
Valid N (listwise) 226
Descriptives
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
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
Valid N (listwise) 226
Lyceum of the Philippines University Graduate School page 202
Descriptives
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
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
Valid N (listwise) 226
Descriptives
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
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
Valid N (listwise) 226
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%
Lyceum of the Philippines University Graduate School page 203
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
95% Confidence Interval for Lower Bound 3.2381
Mean Upper Bound 3.3558
5% Trimmed Mean 3.3231
Median 3.2778
Variance .202
Std. Deviation .44904
Minimum 1.78
Maximum 4.00
Range 2.22
Interquartile Range .51
Skewness -.707 .162
Kurtosis 1.081 .322
speaking Mean 3.2075 .02977
95% Confidence Interval for Lower Bound 3.1488
Mean Upper Bound 3.2661
5% Trimmed Mean 3.2177
Median 3.1667
Variance .200
Std. Deviation .44758
Minimum 2.06
Maximum 4.00
Range 1.94
Interquartile Range .61
Skewness -.161 .162
Kurtosis -.376 .322
reading Mean 3.4739 .02868
95% Confidence Interval for Lower Bound 3.4173
Mean Upper Bound 3.5304
Lyceum of the Philippines University Graduate School page 204
Range 1.41
Interquartile Range .65
Skewness -.707 .162
Kurtosis -.608 .322
gr Mean 3.4993 .02936
95% Confidence Interval for Lower Bound 3.4414
Mean Upper Bound 3.5571
5% Trimmed Mean 3.5273
Median 3.5833
Variance .195
Std. Deviation .44131
Minimum 1.75
Maximum 4.00
Range 2.25
Interquartile Range .75
Skewness -.850 .162
Kurtosis .917 .322
gw Mean 3.5801 .02891
95% Confidence Interval for Lower Bound 3.5231
Mean Upper Bound 3.6371
5% Trimmed Mean 3.6214
Median 3.6500
Variance .189
Std. Deviation .43464
Minimum 2.20
Maximum 4.00
Range 1.80
Interquartile Range .65
Skewness -1.195 .162
Kurtosis .808 .322
gv Mean 3.3997 .03658
95% Confidence Interval for Lower Bound 3.3276
Mean Upper Bound 3.4718
5% Trimmed Mean 3.4327
Median 3.5000
Variance .302
Std. Deviation .54999
Minimum 2.17
Maximum 4.00
Range 1.83
Interquartile Range .88
Skewness -.549 .162
Kurtosis -.841 .322
challenges Mean 2.9748 .03303
95% Confidence Interval for Lower Bound 2.9097
Mean Upper Bound 3.0399
Lyceum of the Philippines University Graduate School page 206
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
listening
Lyceum of the Philippines University Graduate School page 207
Lyceum of the Philippines University Graduate School page 208
vocabulary
Lyceum of the Philippines University Graduate School page 209
speaking
Lyceum of the Philippines University Graduate School page 210
Lyceum of the Philippines University Graduate School page 211
reading
Lyceum of the Philippines University Graduate School page 212
writing
Lyceum of the Philippines University Graduate School page 213
Lyceum of the Philippines University Graduate School page 214
gl
Lyceum of the Philippines University Graduate School page 215
gs
Lyceum of the Philippines University Graduate School page 216
Lyceum of the Philippines University Graduate School page 217
gr
Lyceum of the Philippines University Graduate School page 218
gw
Lyceum of the Philippines University Graduate School page 219
Lyceum of the Philippines University Graduate School page 220
gv
Lyceum of the Philippines University Graduate School page 221
challenges
Lyceum of the Philippines University Graduate School page 222
Lyceum of the Philippines University Graduate School page 223
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
Nonparametric Tests
Lyceum of the Philippines University Graduate School page 224
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
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
Lyceum of the Philippines University Graduate School page 225
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
Nonparametric Correlations
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
Lyceum of the Philippines University Graduate School page 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
Sig. (2-tailed) . .937
N 226 226
challenges Correlation Coefficient .005 1.000
Sig. (2-tailed) .937 .
N 226 226
Nonparametric Correlations
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
Lyceum of the Philippines University Graduate School page 227
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
Sig. (2-tailed) . .128
N 226 226
needs Correlation Coefficient .102 1.000
Sig. (2-tailed) .128 .
N 226 226
Nonparametric Correlations
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
Lyceum of the Philippines University Graduate School page 228
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
Sig. (2-tailed) . .699
N 226 226
strategies Correlation Coefficient .026 1.000
Sig. (2-tailed) .699 .
N 226 226
*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).
Lyceum of the Philippines University Graduate School page 229
APPENDIX G
Curriculum Vitae of the Researcher
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
3rd Placer, Katha, Literary Folio on ESP Short Story Writing, The DWCC
Gazette, Academic Competition, Divine Word College of Calapan,
PUBLICATIONS
Oral Communication in Context, A Textbook for Senior High School,
2016, Unlimited Books Library Services & Publishing, Inc.
Lyceum of the Philippines University Graduate School page 230
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
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)
COMMUNITY SERVICE
Psalmist and Choir, Sto. Niño Cathedral, Calapan City, Oriental Mindoro,
2019–present
Member, Missionary Families of Christ – Singles, Calapan City, Oriental
Mindoro, 2019–present
PROFESSIONAL AFFILIATIONS
Linguistic Society of the Philippines, 2014-2015
Professional Regulations Commission (PRC), 2018-present
Divine Word College of Calapan – Basic Education Research Team,
Chairman, 2020-present
LANGUAGES
Filipino: Native Language
English: Fluent, Advanced Reading and Writing
COMPUTER SKILLS
Microsoft Office (Word, PowerPoint, and Excel)
Zoom Meetings, Google, Social Media
CHARACTER REFERENCES
I hereby certify that the above mentioned information are true and
correct from the best of my knowledge.
_______________________
Mr. Joshua A. Apolonio, LPT
Lyceum of the Philippines University Graduate School page 2