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―Improving Writing Skillsof Sophomore Students

through Grammar

Proficiency‖ 

Vilma S. FernandoBNHS, Teacher III

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ABSTRACT

In this action research study of twoclasses of sophomore students, I investigatedhow teaching of grammar using differentiatedinstruction and consciousness raising activitieswould affect students‘ proficiency in writing aswell as their attitude towards grammar and

writing.This action research project explores the

most effective strategies for grammarinstruction to high school students, specificallyat the second year level. The purpose of this

research is to help myself and other teachers inEnglish teach grammar in the most effectiveway.

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When designing grammar lessons, I often struggledfinding creative and engaging ideas, which I had easewith for other topics.

When teaching grammar, students are not as attentiveas when I teach literature.

When put into writing, though they were taught of thegrammar rules, they seemed not paying attention infollowing these. And from the recent essay writingsessions and activities held in my class, I found outthat many of them couldn‘t  write without committinggrammatical errors.

The Problem

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PURPOSE OF THE STUDY

To evaluate student/ teacher feelings towardgrammar instruction.

To compare student work from traditionalgrammar instruction with student work fromdifferentiated instruction.

To find the most effective teaching strategies forgrammar instruction.

To determine if improvement in grammar usageaffects students‘ skill in writing. 

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Research Questions:

What is the effect of grammar teaching inEnglish on student‘s proficiency in writtencomposition?

What are the most effective strategies forteaching grammar to second year high schoolstudents to ensure maximum student

achievement and interest?

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Participants‘ Profile 

SCHOOL: Bataan National High School

Class: SSC Second and Third Period

Students:

II Darwin

14 males

16 females

30 students

II Volta

11 males20 females

31 students

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Action & ObservationData Collection

Survey Questionnaires(Both students and second year languageteachers)

Pre-test on Grammar Proficiency Written Outputs of Students

Journals

Classroom observation (by myDepartment Head)

Post test

Student interviews/reflections

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SURVEY RESULTSFigure 1

Result of Teacher Survey Questions

*Total of 7 teachers (All handling sophomore students) 

Data Analysis

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  After analyzing the results of the

surveys taken by the teachers, it is veryevident that there is a high interest indifferentiating grammar instruction in thesophomore level. When teachers ratedstatements pertaining to their interest in

differentiated grammar instruction, theresults were high—showing a consensustoward ‗strongly  agree‘. Therefore, it can beconcluded that the teachers do see the

necessity of differentiated instruction, buthave not implemented much change.

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  The illustration clearly shows thatstudents too would like to learn grammardifferently than how it was taught before-as it is shown in the result of question no.5and number 10 which clearly state ‗strongly agree‘. Students showed much interest in

learning grammar with the teacher also―into  it‖. Though it seemed that they arebored when having grammar lessons, theresult says otherwise. However, they can‘t say or admit that they gain good grades in

grammar and grammar concepts are easyfor them –showing a ranking of only 3.

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Students Survey Results

Figure 3

*Total of 31 students (II-Volta) 

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  The graphical representation above gives theimpression that only in question number 5 they

gave their ‗strongly  agree‘. However, it is notrelatively high compared to II-Darwin. Whenstudents rated statements pertaining to theirinterest in grammar, the results are fairly high—showing a ranking just over 3.5. The analysis ofthis reaction shows that perhaps because studentshave difficulty in learning grammar concepts, theyshowed lesser interest in paying attention tothese. But, it can be seen from their answers in

question number 10 that they could learn morewhen the teacher explains the lesson well.

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Students‘ Output 

Figure 5

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  Figure 5 shows the comparison of thestudent outputs of II-Darwin and II-Volta.

Based from the results of their assessments (Imade the same evaluation of the lesson thoughdiffered in execution), it is apparent that II-Darwin showed more improvement. Thoughboth progressed in the succession of grammarlessons, II-Volta did not respond as well as II-Darwin.

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Reflections

From students:

 “I didn’t know that I will appreciate grammar more,being explained by a scientist (Einstein). It made itmore interesting”

 “I thought that grammar is really boring. But aftermeeting Mr. Morton, dealing with grammar is morefun!”

 “It’s a fun learning experience! Videos, movie clips,sound recordings and other methods incorporated withtechnology; totally a different way of teaching and Ithink it keeps our attention better. I really enjoyed thedifferent games and contests which I believe areeffective in our learning.”

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Journal outputs

 “Since when I had skills in storytelling? I was a bit ashamed,surprised, sad and nervous at the same time- but I was able

to do it, Whew! I made my audience sing “I Have Two Hands”since it has a connection with my story entitled “The HandMayhem” which I wrote… 

 “What a day:  I went to my grandma’s house to help her packsome more. They're leaving for Guam on Saturday. I’m

really going to miss them. Especially my weekly visits. I'm alittle drained from packing... but it’s nice to be able to helpout. It's amazing what service can do for someone youlove. I was a little too tired when I got home…”  

 “It’s a beautiful day....  I remembered to say my personal

prayer this morning, and I think that really helped me. … Ilove writing in my journal, it’s my way of releasing stress atschool and learning to love myself….”

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Conclusions

Analysis of the data indicates that grammarconsciousness raising activities anddifferentiated instruction positively contributedto students‘ grammatical competence.

Learners showed an initial awareness about

grammar rules, and developed their knowledgeabout patterns and features in the language.

The results of this study support the notion thatthe level of enthusiasm for learning grammar

was increased through the incorporation ofvaried activities and through the use ofmultimedia.

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Recommendations

Teachers should implement grammar consciousness-

raising activities and differentiated grammarinstruction.

Further investigation on this research study to beable to establish my assertions.

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“It is the learning that results out of thecritical reflection in your action research that is the key outcome.” Sankaran

Thank you!!!