1

Chapter I
INTRODUCTION

Background of the Study

The way grammar is typically taught in schools today is most likely very

different from how you learned basic grammar rules. Although declarative

knowledge was once the primary goal of grammar instruction, today's teachers

now place a greater importance on helping students develop procedural

knowledge.

Traditionally, English grammar was viewed as a separate part of the

educational experience. Teachers helped students learn by requiring regular

substitution or pattern practice drills and diagramming sentences. Memorization

was a key part of grammar instruction, with frequent quizzes and worksheets

available to test a student's mastery of grammar rules. This philosophy is

sometimes referred to as prescriptive grammar instruction.

Today, grammar is viewed as an essential communication tool. Instead of

viewing grammar as a separate area of study, teachers often strive to integrate

grammar instruction into other subject areas. Drills are minimal, often replaced by

a practical discussion of how grammar can be used to aid in effective

communication or how grammar is used in a particular piece of literature.

Prescriptive grammar emphasizes learning the proper terms for grammatical

elements, such as nouns, verbs, adverbs, and adjectives. Prescriptive grammar

also emphasizes learning many rules of English grammar. Students learn the
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right and wrong ways to write sentences and are encouraged to write and

rewrite.

The objective of teaching English at the elementary level are to:

understand simple statements when spoken; understand questions asked, short

talks and short passages when read out; ask simple questions orally; read with

fluency and understand simple passages within the vocabulary and structural

range of the syllabus; and express in writing with reasonable accuracy within the

range of the syllabus or topics within his experience. These general objectives

are specified in terms of teachers teaching competencies, which is the ability to

modify assignments for students; how to design classroom activities with so

many levels that all students have a part.

In view of the foregoing, the researchers were prompted to investigate the

teaching competencies of elementary English teacher and the student's

performance.

Theoretical Framework

Teaching English grammar can be difficult for the teacher and the

students. It doesn't have to be difficult or painful, however. English grammar can

be taught using fun learning games and before knowing it your students will be

more than willing. There has been a movement away from the traditional

methods of teaching English grammar through writing, rewriting and worksheets

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to using a more active approach through games. Researchers have also begun

to look at how and why these new methods work.

The study is premised on the theory of intrinsic motivation Vernon (2007)

which gives some insight as to how teaching grammar through games actually

works. Intrinsic motivation refers to the internal factors that encourage us to do

something. Most young learners will not internally decide that they want to learn

grammar. They don't yet understand the concepts of why it's important to know

proper grammar, so these external factors won't affect them much either. Instead,

intrinsic motivation can lead encourage them to play games. If these games are

good then they will be learning while they are playing. Using some movement is

crucial because movement helps activate the student’s mental capacities and

stimulate neural networks, thus promoting learning and retention.

It is related to the present study because it implies other techniques to the

teacher to catch their student’s attention when teaching grammar. It can also be

a way to increase students’ interests in grammar.

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Conceptual framework

IV DV

Teaching
IV DV
Competencies of
Student’s Performance
Elementary English
Teacher

Teachers: Students:

- Sex - Sex
- Age - Age
- Length of - Sibling
Service Position
- Educational - Educational
Attainment Attainment of
- Trainings Parents
Attended - Socio-
economic
Status of the
Family

MV

Figure 1

A Conceptual Framework Showing the Interplay of Variables of the Teaching

Competencies of the Elementary English Teachers and the Student’s
Performance
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Conceptual Framework

The first box contains the independent variable in the study which is the

Teaching Competencies of the Elementary English Teachers. The second box

contains the dependent variable which is the Student’s Performance. The boxes

at the bottom contain the moderating variables include the profile of the two

subjects of the study. The first contains the teacher’s profile which includes the

sex, age, length of service, educational attainment and trainings attended while

The second the student’s profile which includes sex, age, and sibling position,

educational attainment of the parents and the socio economics status of the

family.

The lines that connect the three boxes show the relationship that exists

among the different variables in the study.

Statement of the Problem

The study aimed to find out the teaching competencies of the elementary

English teachers and the student’s performance.

Specifically, the researchers intend to answers to the following questions:

1. What is the profile of the teachers in terms of :

1.1 sex;

1.2 age;
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1.3 length of service;

1.4 educational attainment; and

1.5 trainings attended?

2. What is the profile of the students in terms of:

2.1 sex;

2.2 age;

2.3 sibling position;

2.4 educational attainment of parents; and

2.5 socio-economic status of the family?

3. What is the extent of the teaching competencies of the elementary

English teachers?

4. What is the level of student’s performance in English?

5. Is there significant relationship between the teacher’s profile and their

teaching competencies?

6. Is there a significant relationship between the students’ profile and the

teaching competencies of elementary English teachers?

7. Is there a significant relationship between the teachers profile and the

students’ performance?

8. Is there a significant relationship between the students’ profile and their

performance?

9. Is there a significant relationship between the teaching competencies

of elementary English teachers’ and the students’ performance?

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Hypotheses

The following hypotheses have been formulated by the researchers in

attempt to solve the research questions.

1. There is no significant relationship between the teachers’ profile and

their teaching competencies of elementary English teachers.

2. There is no significant relationship between the students’ profile and

the teaching competencies of elementary English teachers’.

3. There is no significant relationship between the teacher’s profile and

the student’s performance.

4. There is no significant relationship between the students’ profile and

their performance

5. There is no significant relationship between the teaching competencies

of elementary English teachers and the student’s performance.

Significance of the Study

The researchers viewed that the following benefits may be derived from

the study:

To the students, the result of the study will be helpful particularly for those

who are in grade six who will become freshmen. They will learn more

comprehensive grammar as response to the improvement of the teaching style of

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their English teachers in terms of teaching grammar. They will be more familiar of

the correct usage of words. Grade six pupils will not have a hard time adjusting

themselves being high school students.

To the elementary English teachers, the output of the study will help them

to determine which lessons in grammar require more focus. It will help them to

seek more effective strategies on how to improve their teaching competencies

and teaching styles.

To the high school teachers, the result of the study could serve as a

baseline information to further the knowledge of the teachers’ in the factors that

could possibly affect the learning of the students.

To the school, the output of the study will help achieve higher quality of

education, because of the well-trained teachers and good performance of the

students

To the community, the result of the study can help stabilize the condition of

the society through competent teachers and high performing students. It can also

be a great opportunity to the people to have jobs related in grammar tutorial.

To the other researchers, it can lead to future researches, because it will

be a good basis to know why students have low performance in a particular

subject matter.
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Scope and Limitation of the Study

The study focused on the teaching competencies of the nine (9)

elementary English teachers and the performance of 90 grade six students, from

nine (9) public elementary schools in Siniloan, Laguna, namely; SES, AOJ, BES,

HES, AAMES, MES, KES, FKRES and PES on the teaching competencies of

elementary English teachers and the students’ performance with respect to the

teachers’ profile which included are sex, age, length of service, educational

attainment and trainings attended and the students profile which are sex, age,

sibling position, educational attainment of the parents and the socio-economic

status of the family. The descriptive method in research will be utilized in this

study. The study will be conducted during the second semester at Siniloan

National High School, Siniloan, Laguna.

Definition of Terms

The following terms have been defined operationally to provide a clearer

understanding of the variables in the study.

Age .

Educational Attainment. The highest possible degree of education the teacher-

respondents have attained.

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Grammar. It is the focus of the researcher’s study that deals with the correct

usage of words and sentence construction.

Length of Service. It refers to the possible duration of service of the teacher-

respondents.

Sex. It tells whether the subject is male or female.

Sibling Position. In this study, it tells whether the subject/ respondents is the

eldest, the middle, the youngest children in the family.

Socio-economic Status. It refers to the financial stability of the family whether it

is low, average or high.

Students Performance. The degree of learning of the students in English

grammar as reflected by the scores in the researcher made test.

Teaching Competencies. Ways or strategies of the teacher in teaching

English grammar as perceived by the students.

Trainings Attended. It pertains to the highest possible level of

seminars/workshops that the elementary English teachers have attended.

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Chapter II
REVIEW OF RELATED LITERATURE AND STUDY

This chapter presents the literature and studies relevant to the study.

Related Literature

Musumeci (1997) mentions the idea of connecting form and meaning in

grammar teaching as a developing trend in reference to the proficiency oriented

curriculum. She points out that students should be able to learn explicit grammar

rules as well as have a chance to practice them in communication in the

authentic or simulation tasks. Interestingly, Musumeci advocates giving students

a chance to look at the language on a sentence level to see how certain

grammatical rules are applied.

It is related to the present study because it suggests other strategy to the

teacher to know their student’s development in terms of grammar by means of

practicing authentic communication task. This is also a way to improve the

teaching competencies of the teacher and the student’s performance.

Ehrenworth (2003) suggested two possible reasons why students did not

learn grammar through the direct instruction method to which Shuman (1991)
 12

referred. First, the researcher noted that most direct grammar instruction is

confusing and filled with exceptions,

Which renders students unable to think independently about grammar schemes

on a sentence level? Secondly, the researcher noted the resistance theory

research conducted by Heshusius (1989, as quoted in Ehrenworth, 2003), who

claimed that “resistance theory provides a framework for understanding these

children’s behavior as active resistance to a situation they find threatening,

boring, or otherwise intolerable”.

It is related to the present study because as compared in the present

situation, many elementary students find hard in learning grammar, and so the

resistance theory might help them to resist in a situation they find boring

specifically in grammar

Vavra (1993) noted that few English teachers are prepared to teach

grammar and receive little or no instruction on how to do it in their teacher

preparation classes. Therefore, often, teachers teach grammar the only way

they know how, the way they were taught years ago. Moreover, Weaver (1996)

referred to learning theory to support why students did not learn grammar in the

traditional method. She argued that grammatical concepts were so complex that

the traditional behaviorist strategies of repeated skills practice done in isolation

do not work. She cited Harris and Rowan (1989) who showed “quite convincingly

that a conscious grasp of grammatical concepts requires a depth of

understanding that is often not gained through practice exercises alone.

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It is related to the present study because it cited that most of the teachers

in English teacher have no prepared topic to teach, and just like in the present it

can greatly influence to their teaching competencies. In addition to that traditional

way of teaching grammar and other common way of teaching might not be so

effective.

Lindblom, et. al.(2003) Recommended three vitalization of

grammar in authentic and purposeful ways. These integrated strategies

included: Build and Make Use of a Grammar-Controversy Archive that is used by

and contributed to by both students and teachers; Hold Public Grammar

Debates that combines speaking, writing, and listening with a real audience and

purpose can be a powerful way to have students see the importance of

grammar; and Assign Descriptive Grammar Studies so that students can see

that grammar is not just one set of rules used by people in power, but that

different grammars are used for different situations. According to them the use of

all of these activities achieves the goal of integrating grammar and helps student

to internalize the importance of grammar. Also, asserted that students would

begin to see that grammar is not just a boring set of rules, but a subject that is

alive and constantly changing. The authors argued that these grammar

strategies and others would not only reestablish the importance of grammar in

the classroom, but would also invigorate writing, speaking, listening, and reading

in the classroom. Used of this approach not only taught the grammar needed to
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help students, but Integrated the areas of language arts and made more

meaningful connections for all.

It is related to the present study because today elementary students do

not give much importance and focus in learning grammar and so this will be their

basis to recognize grammar not only just a boring subject but can help them

better in the four macro skills in English.

Griffin et al. (1998) suggest that children must become skilled users of

language. They must be highly competent in reading and writing to pass the

various assessments that constitute gateways for completing schools, getting

into college, and finding jobs. Teachers need a wealth of content and

pedagogical knowledge to ensure that they are providing appropriate instruction

to all students. Teachers also need a thorough understanding of educational

linguistic- how language figures in education. This foundation would support

teachers practice overall, and in particular, it would help them literacy skills.

It is related to the present study because it shows that student should

perform well in English to acquire high achievements. And so teachers have

great responsibility to that they should also be highly competent in English

grammar to sustain to the knowledge require by their students.

Related Study
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There is scarcity of studies especially local studies related to teaching

competencies of elementary English teachers. The following are some abstract

of related studies taken from the internet.

Geimer et. al.(2000) studied the Improving Student Achievement in

Language Arts through Implementation of Multiple Intelligences Strategies says

that student achievement has been low in language arts in Suburban, Chicago,

IIIinois school districts. This action research project was designed to determine

the effect of incorporating multiple intelligence strategies into the language arts

curriculum. Further was indicated through teachers observation of student

performance other factor that impact low students achievement are mobility, lack

of teacher training and support in implementing curriculum, and teachers not

addressing students’ various learning styles.

It is related to the present study because, it suggested that teachers must

subjected to the different trainings and workshops that can help to the poor

learning styles of the teachers.

Carter (1999) studied The Grammatical Vocabulary: A Plea for the Re-

Introduction of Grammatical Concepts says that schools stopped teaching any

grammatical system some time ago, as they probably should have. But the

schools also, at the same time, stopped teaching grammatical terminology, a

mistake which has had lasting sequences. Students need to be told what

“infinitive,” “preposition,” “case.” and “predicate complement” mean. They need

the tools to think about and analyze their sentences. This paper argues that

students should have vocabulary for discussing language. The paper contends
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that if students know the meaning of grammatical terms and phrases and have

practice identifying the concepts, they will then be able to recognize the

structures in their writing, educators will enable them to improve their work .

It is related to the present study due to the fact that many of the students

today have poor knowledge about grammatical terms and phrases that

commonly led to the poor performance when writing sentences and speaking

english.

Einarsson (1999) in his The Place of Grammar in the Language Arts

Curriculum says that the history of grammar instruction includes two approaches:

the handbook approach, which is practiced today, and the textbook approach.

The handbook approach focuses on rules for correct writing and is an error-

based view, while the textbook approach would treat grammar holistically and

interpretively and would systematically explain new concepts in light of previous

ones. One current example related to textbook approach envisions a creative,

activity base classroom, but asserts that no theory should be thought. Knowing

grammar is a holistic and theoretical way, however, cannot be harm in students

writing, and studies are showing benefits to heightened awareness of language

on student’s composition.

It is related to the present study because it asserts that text book can also

be a help to increase knowledge on how to use proper words. It can also be a

basis to follow different rule on using different terms. Students will be benefited

through the use of text books.

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Marlow (1998) the title of the researchers’ study was Grammar Revisited

in the English Curriculum says that pupils need to study grammar that is useful

and functional. Good teaching emphasizes proceeding from the concrete to the

semi-concrete in teaching –learning situations, then the abstract phase of

learning needs to be emphasized. To learn adjectives, pupils might play a game

in which they would provide adjective alternative to those in a sentence printed

on the chalk board. Pupils can make numerous substitutions in a prepositional

phrase, playing with words and developing their vocabularies. To be

knowledgeable about grammar and its use, pupils also should understand

sentence patterns. The most appealing aspect of word study is the student

centered activities. Word study that focuses on spelling-meaning and spelling-

grammar connection helps students expand their vocabulary, develop sensitivity

to word choice in reading and writing, and build explicit basic awareness of how

English orthography functions in the integrated language arts program.

It is related to the present study because it emphasizes how to teach more

effectively, and that is to proceed to concrete to semi-concrete so that student’s

canned easily understood grammar. It also emphasizes the studying of words

that will surely help to the students’ vocabulary development.

McCleary (1995) the title of the researchers study was Grammar Making a

Comeback in Composition Teaching says that the result of new assertiveness of

people who never loss interest in grammar as part of English curriculum and by

better teaching method. Another influence may be a growing in interest in several

aspects of composition that seem to require students to have at least a modicum

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of knowledge about grammar. One of these is stylistic grammar, which promises

users a clearer, more graceful style and elimination of bureaucratese,

sociologies’ and other ridiculed styles

It is related to the present study because it implies benefits if ones do not

loss interest in grammar, student will be convince to study grammar because it

will give them the advantage and that is it will be easier for them to write essays

and other composition.

Viñes (2000). The title of the researchers study is Grammar Learning

through Strategy Training: A classroom study on learning conditionals through

meta

cognitive and cognitive strategy training says that grammar teaching to students

with the focus on form and meaning. A method of integrative grammar teaching,

consisting of three major stages (a) exploration, (b) explanation, and (c)

expression (EEE), is proposed. The basic aim of teaching English is to enable

the student to develop the skills of listening, speaking, reading and writing

English. A student must be equipped not only to get information and knowledge

from books written in English, but must also has the ability to use the language

for intelligent discussion and communication.

It is related to the present study most especially in learning

grammar because with proper information from teachers students will learn easily

which they will not only know but they can use to communication.

Lacang (2005) the title of the researchers study was Competencies and

Characteristics of Effective Teachers. Base on the findings of the study,

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administrators, and master teachers as well as the high achieving pupils have

similar perceptions on professional competencies, teaching strategies and

techniques and personality traits. They considered very important on teaching

effectiveness and success. Administrators, teachers and high ability pupils have

similar perceptions on the importance of rank order of competencies and traits for

effective teaching. This leads one to conclude that a more valid evaluation of

teaching performance should include the perceptions of various groups including

the pupils. Interco relations of ratings given by the four groups were high to very

high which means that any one of the four sets of ratings can be used as a valid

and reliable measure of teaching effectiveness.

It is related to the present study because like what happened today

teaching strategies is must, because it is also a way for students understanding

of the lesson.

Rubin (1999) in his Teaching Elementary Language Arts: A Balanced

Approach emphasizes the blend of theory and practice in teaching the language

arts to elementary students. This study continues to focus on the language arts

as thinking processes and on students as active consumers of information. A

practical approach is emphasized throughout to help teachers effectively

implement a dynamic language arts program. The book stresses that good

teachers are eclectics who utilize those approaches, methods and strategies that

best suit the needs of their students.

It is related to the present study because it stresses that having a

highly competent teacher and good strategies will be a benefit to students.

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Chapter III

METHODOLOGY

This chapter presents the Research Design, Setting of the Study, Subjects

of the Study, Research Instrument, Research Procedure and Statistical

Treatments Used in Study.

Research Design

The descriptive method will be used in this study. This method will choose

because the primary purpose in this research is to determine the significance of

difference between the perceptions of the teachers and theirs students on the

extent of teaching competencies of elementary English teachers and the

student’s performance as well as the difference in their profile.

According to Steven W. Taylor (2002), descriptive research is used to

obtain information concerning the current status of the phenomena to describe

"what exists" with respect to variables or conditions in a situation. The methods

involved range from the survey which describes the status quo, the correlation

study which investigates the relationship between variables, to developmental

studies which seek to determine changes over time.

According to De Marrais and Lapan (2004), defined descriptive research

in terms of the type of information gathered or the purposes for which the

information is collected.
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Setting of the Study

The study will be conducted in the province of Laguna, Municipality of

Siniloan, is a 3rd class municipality in the province of Laguna, Philippines.

According to the 2000 census, it has a population of 29,902 people in 6,159

households.

Siniloan lies between the plains of Sierra Madre Mountain and the Laguna

de Bay, it is about 84 kilometers from Manila, passing Manila East Road or

Marcos Highway, and about 113 kilometers via the South Luzon Expressway

passing the town of Santa Cruz, the capital of the province.

Siniloan is also a center of education, commerce and transportation, serving

towns in eastern Laguna and some towns from the provinces of Quezon and

Rizal. The municipality has active business and trade activities.

It will be conducted in 9 public elementary schools in Siniloan. Laguna.

Subjects of the Study

Purposive Sampling will be used in this study.

Table 1 Name of the school, number of students-respondents and number of teachers-

respondent.

No. of teachers
Name of Schools No. of students
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1. AAMES 10 1
2. AOJ Memorial 10 1
Elementary School

3. Buhay Elementary 10 1
School

4. Francisco K. Redor 10 1
Memorial School

5. Halayhayin lementary 10 1
School

6. Kapatalan Elementary 10 1
School

10 1
7. Magsaysay Elementary
School

10 1
8. Palanas Elementary
School

9. Siniloan Elementary 10 1
School

Total 90 9

Table 1 The table shows nine (9) public elementary schools with (90)

students and nine (9) English teachers in Siniloan Laguna.

Research Instrument

The research instrument to be used is a research questionnaire.

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The questionnaire is divided in three parts. Part I contained personal related

information about the subjects of the study. The first subject of the teachers

which includes age, sex, and length of service, educational attainment, and

training attended. The second subject of the study is the student’s which includes

age, sex, and sibling position, educational attainment of parents and socio-

economics of the family. Part II contained items which determined the extent of

the teaching competencies of the elementary English teacher. Part III contained

items in the level of student’s performance in English grammar. Part II and Part III

were rated using the 5-point Likert scale described as follow:

4.20 – 5.00 – always

3.40 – 4.19 – often

2.60 – 3.39 – sometimes

1.80 – 2.59 – seldom

1.00- 1.79 – never

Research Procedure

The researchers had undergone several steps which led them to the

completion of this study.

First, the conceptualized and formulated the research title and had it

approved by the research advisers.

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Second, they prepared the chapters I, II and III and the research

instrument which is the questionnaire and had it edited.

Third, they subjected themselves to oral defense of chapters I, II and III or

colloquium.

Fourth, they administered and retrieved the questionnaires.

Fifth, they collated analyze and interpreted the data gathered and

prepared the last two chapters for the manuscript.

Sixth, they had the final oral defense where the results have been

scrutinized to find out its relevance and reliability.

Finally, they prepared the final draft of the manuscript for submission and

acceptance of the school authorities in partial fulfillment of the requirements in

Research IV.

Statistical Treatment

To interpret the data gathered by the researchers the following statistical

treatment were used.

Variables Statistical Treatment

1. Teachers Profile- sex, age, length of Frequency (f), Percentage (%), and
service, educational attainment, Rank Distribution
trainings attended
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2. Students Profile- sex, age, sibling Frequency (f), Percentage (%), and
position, educational attainment of Rank Distribution
parents, socio-economics status of
the family

3. Extent of the Teaching Weighted mean (wx)

Competencies of the Elementary
English Teachers

4. Level of students Performance in Weighted mean (wx)

English

5. Teachers Profile vs. Student’s Pearson r

Performance

6. Teaching Competencies of Pearson r

Elementary English Teachers vs.
Students Performance