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Highschool thesis Highschool thesis Document Transcript

  • Saint Claire Science School Acceptance And ApprovalThis Thesis hereto attached, entitled The Performance in EnglishGrammar by the Residents of Brgy. Del Remedio: A Normative SurveyTest, prepared and submitted by Carie Justine P. Estrellado, in partialfulfillment of the requirements for the fourth year high school, examined andrecommended for acceptance and approval. ________________________ Ms. Marites Platero Adviser _______________________ _ Ms. Lina A. Buencillo Principal ________________________ Date
  • Performance in English Grammar by theResidents of Brgy. Del Remedio: A Normative Survey Test -BY- Carie Justine P. Estrellado -Saint Claire Science School-
  • S.Y. 2007-2008 Performance in English Grammar by the Residents of Brgy. Del Remedio: A Normative Survey Test -BY- Carie Justine P. Estrellado A Term-Paper/Report Survey Submitted In Partial Fulfillment For Requirements (Science Research) _______________________ Student’s SignatureAccepted:___________________ (Signature of Faculty) Saint Claire Science School Brgy. Del Remedio, San Pablo City S.Y. 2007-2008 View slide
  • PrefaceTo the Readers - Being a Filipino learner in the system of rules in Grammar as well to those persons who equipped their knowledge. There are the survey questionnaire that led to sign by the surveyor who permanently accomplished its solemn informative, it is also consist of coherent paging. In the second-language situation, mastery of form does not guarantee communicative proficiency; neither dos communicative practice necessarily result in mastery of form. This thesis represents of understanding in a way through done by the survey test, yet it still a better learning institutions to any of individual standards. Grammar in Focus - In the bilingual setup, only grammatical patterns and forms needed in the Philippine setting should be taught to the point of their mastery. - Concepts, Values, and Skills necessary for young Filipino citizens, not just to fulfill themselves as Filipino citizens but as citizens of the world, have been thoughtfully chosen. - Try to explore the passions of joy and sorrow to accumulate the reading skills and communications. View slide
  • Chapter I : The Problem and its Setting IntroductionEnglish Grammar have started to somewhat thousand of years ago, it is a setof principles which a language functions. English grammar serves as guideto ways that words can be arranged and changed so that people cancommunicate easily and accurately.All Language do not functions in the same way. Latin depends heavily onchanges in the forms of words, Chinese stresses the pitch of the speaker’svoice. English emphasizes the order of words. However, many languagesincluded all these features to some degree.Many Grammarians believe that babies begin to learn basic grammar duringtheir first year. By the age of 4 or 5 years old , children have absorbedenough of it to communicate their thoughts. By the time they start school,they have used grammar continually for several years, but they studygrammar in school to improve understanding of their language – and ofother languages.Just as some people drive cars better than others do, some speak and writemore grammatically than others. A language that does not change becomes adead language. Latin is a dead language because it exists almost exclusivelyas literature written centuries ago. To change, a language and its system thatfurther be used in everyday life.Many people want to know what is “correct” or “incorrect” English. Asentence may be grammatical or ungrammatical, but no absolute agreementexists about all usage and standard practices. The best guide to usage ofEnglish is what is appropriate or inappropriate at any particular time orplace. Dictionaries and grammar hand books can provide guidelines forappropriate.
  • Significance of the StudyThe study will be significant to the ff. - To the respectful residents of Brgy. Del Remedio, because they will be informed of how important learning English is; not only they can gain knowledge and performance from it, it can also be a rewarding part of their lives, yet learning the technique of Grammar in how it will use to the progress state of our community, even in fulfilling their goals in life and in obtaining their fruitful success. - Also to the learner of any individual any of its type of profession, that brings importance and good things to conduct more advantages to the real linguistics of world.
  • Statement of the ProblemIn this study, the major problem was to find out the performance of theresidents in Brgy. Del Remedio regarding to the subject or topic in Englishgrammar, it will help us to know their interest and will somewhat influenceus in good ways.Specifically, it sought the answer to the ff. questions. 1. What is the Profile of the Respondents in terms of :AgeSexEducational AttainmentCivil Status 2. Rate your performance when it comes to English proficiency. 3. What category do you find most difficult in English grammar? 4. What are the reasons why some are being neglectful when it comes to English Grammar?
  • Scope and LimitationsThis study was on the evaluation of the residents whom live in Brgy. DelRemedio, these are use to rate their performance in English Grammar, itinvolved the perceptions of forty (40) Respondents composed of thepersons living in Del Remedio and were selected by random sampling.The main source of data was the survey Questionnaire, which wasprepared by the researcher and statistically treated by the use ofdescriptive such as frequency, percentage, means and graphical analysis.The study was conducted for two (2) months.
  • Chapter III : Research MethodologyThis chapter presents the descriptions of the research design, the population andsamples of the study, sampling procedure, research instruments, the data-gatheringtechniques, data processing and the statistical treatment of the data.Research DesignThis study is primarily a descriptive study using the normal survey method, whichmade use of the perceptions of the respondents as its main source of data.Population SamplingThe respondents of the study were forty (40) respondents composed of people whoresidents of Brgy. Del Remedio in a random sampling through statisticalmanipulations of data.Research InstrumentThe main instrument used in the study was a survey questionnaire made by theresearcher which consisted of eight (8) items about the status perception of therespondents in Brgy. Del RemedioData CollectionThe questionnaires were distributed to the respondents on the last week of January. Itthe researcher only one (1) week to retrieve or collect the questionnaires for the dataneeded in the study.Statistical Treatment of DataData collection were classified, tabulated, and coded for analysis using sampledescriptive statistics such as frequency counts and percentage.the percentage was computed by using this formula.P = F/N x 100 where: P = Percentage F = Frequency N = total no. of respondents
  • Performance in English Grammar by theResidents of Brgy. Del Remedio: Normative Survey Test Saint Claire Science SchoolIn Partial Fulfillment of the requirements of the Elective Course (Science Research) - Carie Justine P. Estrellado – S.Y. 2007-2008
  • GRAMMARIANSThe Grammarians are scholars and respected teachers who can be found throughoutKamos teaching the young for little or no reward, living of donations of food and thehospitality of the people. They are popular with the common people. The rich also valuethem as trustworthy scribes and book keepers, though they charge for the service themoney mostly going back to the order. The group is centred on the famous Library ofMinos, possibly the world’s greatest collection of knowledge. The Grammarians havespent hundreds of years collecting cataloguing and hoarding documents, histories etc.They are dedicated to the study and understanding of magic. They control the GreatLibrary, and many of them live in it. They believe in a multi-dimensional universecontaining many mysteries, and a variety of powerful creatures. Their attitude to Gods isunique, and causes some people to call them atheists. The say there are two basic types ofGod.Powerful creatures from beyond the mundane world, like elves and dragons. These aresometimes worshipped, out of fear, ignorance or the human desire for a spiritual crutch.Gods created by their worshippers. People are naturally disposed to offer worship, andthe act of worship draws power from the dream world (as does magic), to bring the objectof the worship into existence. So it is not the God who rules, but the worshippers, who,through their unconscious wishes, shape their Gods to their needs.Magic comes from the dream world. Everyone has a connection with this other world,and the potential to draw on its power, which is called mana. However, raw mana has achaotic nature and unpredictable results. Mages use their will to force the mana intocertain shapes and natures, using the methods they were taught when they learned thespell they are casting.Grammarians study the way mana is manipulated: they collect and catalogue the variouspatterns that it can have, and its effects on the mundane world.The Great Library visible in Minos is a small part of the area they have for theirdocuments. They have dug across to the Holy Mountain, and created a complex oftunnels and chambers in its sides. Here the Grammarians claim to store the knowledge ofthe world, with chronicles older and more exact than those maintained in Khem. Kings,Emperors, and, above all, mages, come here seeking knowledge, and usually reward theGrammarians well when they leave, though without revealing what they have learned.It is said that the Grammarians also share in the gifts given to the Oracle of Delona: astrange relationship.
  • The Grammarians themselves are scholars, who spend their time in search of newknowledge, or maintaining the Great Library’s vast treasure-house of knowledge. It ismainly the older members of the sect who stay in the Great Library: they encourage theyounger members to travel the world in search of new material for their catalogue.There are four ranks in the Grammarians’ hierarchy:Apprentices. The young men and women who wish to join the Order of Grammarians.They are taught to read and write, Simple Spells, and the basics of a spell college or two.They also do the cleaning and cooking.Sages. They must have proved they know at least one spell to M-L 10, and can read andwrite. They then undergo a simple initiation ceremony, swearing an oath not to betray theorder, and to keep its secrets. From this point on they are susceptible to the Black Writ(see below). Sages are permitted to learn the spell college Gramarye. They usually thenspend some years travelling the world.Librarians. These are Sages who have become tired of travelling, and wish to retire fromthe world so that they can continue their studies free from distractions. Very fewLibrarians are less than 50. They are taught the spell Secret Magic to help them in theirtasks.Scholars. These are the most senior of the Order of Grammarians. They have access toarea of knowledge forbidden to lesser ranks, but even they may not look at all thedocuments stored in the Great Library. The greatest of the Scholars is appointed HeadGrammarian, and is the only person granted access to all knowledge in the Library.
  • 100- Common Misspelled Words and its VocabulariesAacceptableSeveral words made the list because of the suffix pronounced -êbl but sometimes spelled -ible,sometimes -able. Just remember to accept any table offered to you and you will spell this wordOK.accidentallyIt is no accident that the test for adverbs on -ly is whether they come from an adjective on -al("accidental" in this case). If so, the -al has to be in the spelling. No publical, then publicly.accommodateRemember, this word is large enough to accommodate both a double "c" AND a double "m".acquireTry to acquire the knowledge that this word and the next began with the prefix ad- but the [d]converts to [c] before [q].acquitSee the previous discussion.a lotTwo words! Hopefully, you wont have to allot a lot of time to this problem.amateurAmateurs need not be mature: this word ends on the French suffix -eur (the equivalent of English-er).apparentA parent need not be apparent but "apparent" must pay the rent, so remember this word alwayshas the rent.argumentLets not argue about the loss of this verbs silent [e] before the suffix -ment.atheistLord help you remember that this word comprises the prefix a- "not" + the "god" (also in the-ology) + -ist "one who believes."BbelieveYou must believe that [i] usually comes before [e] except after [c] or when it is pronounced like"a" as "neighbor" and "weigh" or "e" as in "their" and "heir." Also take a look at "foreign" below.(The "i-before-e" rule has more exceptions than words it applies to.)bellwetherOften misspelled "bellweather." A wether is a gelded ram, chosen to lead the herd (thus his bell)due to the greater likelihood that he will remain at all times ahead of the ewes.CcalendarThis word has an [e] between two [a]s. The last vowel is [a].categoryThis word is not in a category with "catastrophe" even if it sounds like it: the middle letter is [e].cemeteryDont let this one bury you: it ends on -ery—nary an -ary in it. You already know it starts on [c],of course.changeableThe verb "change" keeps its [e] here to indicate that the [g] is soft, not hard. (That is also why"judgement" is the correct spelling of this word, no matter what anyone says.)collectibleAnother -ible word. You just have to remember.
  • columnSilent final [e] is commonplace in English but a silent final [n] is not uncommon, especially after[m].committedIf you are committed to correct spelling, you will remember that this word doubles its final [t]from "commit" to "committed."conscienceDont let misspelling this word weigh on your conscience: [ch] spelled "sc" is unusual butlegitimate.conscientiousWork on your spelling conscientiously and remember this word with [ch] spelled two differentways: "sc" and "ti".consciousTry to be conscious of the "sc" [ch] sound and all the vowels in this words ending and i-o-u anote of congratulations.consensusThe census does not require a consensus, since they are not related.DdaiquiriDont make yourself another daiquiri until you learn how to spell this funny word-the name of aCuban village.definite(ly)This word definitely sounds as though it ends only on -it, but it carries a silent "e" everywhere itgoes.disciplineA little discipline, spelled with the [s] and the [c] will get you to the correct spelling of this one.drunkennessYou would be surprised how many sober people omit one of the [n]s in this one.dumbbellEven smart people forget one of the [b]s in this one. (So be careful who you call one when youwrite.)Eembarrass(ment)This one wont embarrass you if you remember it is large enough for a double [r] AND a double[s].equipmentThis word is misspelled "equiptment" 22,932 times on the web right now.exhilarateRemembering that [h] when you spell this word will lift your spirits and if you remember both[a]s, it will be exhilarating!exceedRemember that this one is -ceed, not -cede. (To exceed all expectations, master the spellings ofthis word, "precede" and "supersede" below.)existenceNo word like this one spelled with an [a] is in existence. This word is a menage a quatre of one [i]with three [e]s.experienceDont experience the same problem many have with "existence" above in this word: -ence!FfieryThe silent "e" on "fire" is also cowardly: it retreats inside the word rather than face the suffix -y.
  • foreignHere is one of several words that violate the i-before-e rule. (See "believe" above.)GgaugeYou must learn to gauge the positioning of the [a] and [u] in this word. Remember, they are inalphabetical order (though not the [e]).gratefulYou should be grateful to know that keeping "great" out of "grateful" is great.guaranteeI guarantee you that this word is not spelled like "warranty" even though they are synonyms.HharassThis word is too small for two double letters but dont let it harass you, just keep the [r]s down toone.heightEnglish reaches the height (not heighth!) of absurdity when it spells "height" and "width" sodifferently.hierarchyThe i-before-e rule works here, so what is the problem?humorousHumor us and spell this word "humorous": the [r] is so weak, it needs an [o] on both sides to holdit up.IignoranceDont show your ignorance by spelling this word -ence!immediateThe immediate thing to remember is that this word has a prefix, in- "not" which becomes [m]before [m] (or [b] or [p]). "Not mediate" means direct which is why "immediately" means"directly."independentPlease be independent but not in your spelling of this word. It ends on -ent.indispensableKnowing that this word ends on -able is indispensable to good writing.inoculateThis one sounds like a shot in the eye. One [n] the eye is enough.intelligenceUsing two [l]s in this word and ending it on -ence rather than -ance are marks of . . . you guessedit.its/itsThe apostrophe marks a contraction of "it is." Something that belongs to it is "its."JjewelrySure, sure, it is made by a jeweler but the last [e] in this case flees the scene like a jewel thief.However, if you prefer British spelling, remember to double the [l]: "jeweller," "jewellery.")judgmentTraditionally, the word has been spelled judgment in all forms of the English language. However,the spelling judgement (with e added) largely replaced judgment in the United Kingdom in a non-legal context. In the context of the law, however, judgment is preferred. This spelling changecontrasts with other similar spelling changes made in American English, which were rejected inthe UK. In the US at least, judgment is still preferred and judgement is considered incorrect by
  • many American style guides.Kkernel (colonel)There is more than a kernel of truth in the claim that all the vowels in this word are [e]s. So whyis the military rank (colonel) pronounced identically? English spelling can be chaotic.LleisureYet another violator of the i-before-e rule. You can be sure of the spelling of the last syllable butnot of the pronunciation.liaisonAnother French word throwing us an orthographical curve: a spare [i], just in case. Thats an [s],too, that sounds like a [z].libraryIt may be as enjoyable as a berry patch but that isnt the way it is spelled. That first [r] should bepronounced, too.licenseWhere does English get the license to use both its letters for the sound [s] in one word?lightningLearning how to omit the [e] in this word should lighten the load of English orthography a littlebit.MmaintenanceThe main tenants of this word are "main" and "tenance" even though it comes from the verb"maintain." English orthography at its most spiteful.maneuverMan, the price you pay for borrowing from French is high. This one goes back to French main +oeuvre "hand-work," a spelling better retained in the British spelling, "manoeuvre."medievalThe medieval orthography of English even lays traps for you: everything about the MIDdle Agesis MEDieval or, as the British would write, mediaeval.mementoWhy would something to remind of you of a moment be spelled "memento?" Well, it is.millenniumHere is another big word, large enough to hold two double consonants, double [l] and double [n].miniatureSince that [a] is seldom pronounced, it is seldom included in the spelling. This one is a "miniature;" remember that.minusculeSince something minuscule is smaller than a miniature, shouldnt they be spelled similarly? Lessthan cool, or "minus cule."mischievousThis mischievous word holds two traps: [i] before [e] and [o] before [u]. Four of the five vowelsin English reside here.misspellWhat is more embarrassing than to misspell the name of the problem? Just remember that it ismis + spell and that will spell you the worry about spelling "spell."NneighborThe word "neighbor" breaks the i-before-e rule and invokes the silent "gh". This is fraught witherror potential. If you use British spelling, it will cost you another [u]: "neighbour."
  • noticeableThe [e] is noticeably retained in this word to indicate the [c] is "soft," pronounced like [s].Without the [e], it would be pronounced "hard," like [k], as in "applicable."OoccasionallyWriters occasionally tire of doubling so many consonants and omit one, usually one of the [l]s.Dont you ever do it.occurrenceRemember not only the occurrence of double double consonants in this word, but that the suffixis -ence, not -ance. No reason, just the English language keeping us on our toes.PpastimeSince a pastime is something you do to pass the time, you would expect a double [s] here. Well,there is only one. The second [s] was slipped through the cracks in English orthography long ago.perseveranceAll it takes is perseverance and you, too, can be a (near-)perfect speller. The suffix is -ance for noreason at all.personnelFunny Story (passed along by Bill Rudersdorf): The assistant Vice-President of Personnelnotices that his superior, the VP himself, upon arriving at his desk in the morning opens a small,locked box, smiles, and locks it back again. Some years later when he advanced to that position(inheriting the key), he came to work early one morning to be assured of privacy. Expectantly, heopened the box. In it was a single piece of paper which said: "Two Ns, one L."playwrightThose who play right are right-players, not playwrights. Well, since they write plays, they shouldbe "play-writes," wright right? Rong Wrong. Remember that a play writer in Old English wascalled a "play worker" and "wright" is from an old form of "work" (wrought iron, etc.)possessionPossession possesses more [s]s than a snake.precedeWhat follows, succeeds, so what goes before should, what? No, no, no, you are using logic.Nothing confuses English spelling more than common sense. "Succeed" but "precede." (Waituntil you see "supersede.")principal/principleThe spelling principle to remember here is that the school principal is a prince and a pal (despiteappearances)--and the same applies to anything of foremost importance, such as a principalprinciple. A "principle" is a rule. (Thank you, Meghan Cope, for help on this one.)privilegeAccording to the pronunciation (not "pronounciation"!) of this word, that middle vowel could beanything. Remember: two [i]s + two [e]s in that order.pronunciationNouns often differ from the verbs they are derived from. This is one of those. In this case, thepronunciation is different, too, an important clue.publiclyLet me publicly declare the rule (again): if the adverb comes from an adjective ending on -al, youinclude that ending in the adverb; if not, as here, you dont.QquestionnaireThe French doing it to us again. Double up on the [n]s in this word and dont forget the silent [e].
  • Maybe someday we will spell it the English way.Rreceive/receiptI hope you have received the message by now: [i] before [e] except after . . . .recommendI would recommend you think of this word as the equivalent of commending all over again:re+commend. That would be recommendable.referredFinal consonants are often doubled before suffixes (remit: remitted, remitting). However, this ruleapplies only to accented syllables ending on [l] and [r], e.g. "rebelled," "referred" but "traveled,""buffered" and not containing a diphthong, e.g. "prevailed," "coiled."referenceRefer to the last mentioned word and also remember to add -ence to the end for the noun.relevantThe relevant factor here is that the word is not "revelant," "revelent," or even "relevent." [l]before [v] and the suffix -ant.restaurantEy, you! Remember, these two words when you spell "restaurant." They are in the middle of it.rhymeActually, "rime" was the correct spelling until 1650. After that, egg-heads began spelling it like"rhythm." Why? No rhyme nor reason other than to make it look like "rhythm."rhythmThis one was borrowed from Greek (and conveniently never returned) so it is spelled the way wespell words borrowed from Greek and conveniently never returned.SscheduleIf perfecting your spelling is on your schedule, remember the [sk] is spelled as in "school." (Ifyou use British or Canadian pronunciation, why do you pronounce this word [shedyul] but"school," [skul]? That has always puzzled me.)separateHow do you separate the [e]s from the [a]s in this word? Simple: the [e]s surround the [a]s.sergeantThe [a] needed in both syllables of this word has been pushed to the back of the line. Rememberthat, and the fact that [e] is used in both syllables, and you can write your sergeant without fear ofmisspelling his rank.supersedeThis word supersedes all others in perversity. As if we dont have enough to worry about, keepingwords on -ceed and -cede ("succeed," "precede," etc.) straight in our minds, this one has to bedifferent from all the rest. The good news is: this is the only English word based on this stemspelled -sede.Ttheir/theyre/thereTheyre all pronounced the same but spelled differently. Possessive is "their" and the contractionof "they are" is "theyre." Everywhere else, it is "there."thresholdThis one can push you over the threshold. It looks like a compound "thresh + hold" but it isnt.Two [h]s are enough.twelfthEven if you omit the [f] in your pronunciation of this word (which you shouldnt do), it is retained
  • in the spelling.tyrannyIf you are still resisting the tyranny of English orthography at this point, you must face theproblem of [y] inside this word, where it shouldnt be. The guy is a "tyrant" and his problem is"tyranny." (Dont forget to double up on the [n]s, too.)UuntilI will never stop harping on this until this word is spelled with an extra [l] for the last time!VvacuumIf your head is not a vacuum, remember that the silent [e] on this one married the [u] and joinedhim inside the word where they are living happily ever since. Well, the evidence is suggestive butnot conclusive. Anyway, spell this word with two [u]s and not like "volume."WXYZweatherWhether you like the weather or not, you have to write the [a] after the [e] when you spell it.weirdAssumptionI assumed that most of the people have slight uninterested and that they are moreinterested in doing other things rather to focus on their intellectual studies on Englishgrammar, and I found that there are some similarities of what I had assumed. Therespondents are logically interpreted that their performance in English grammar affectedby act of not being such studios and focusing only to peers or companions, but I alsofound out that the reasons why they are sometimes considerate to the subject becauseIt regards to their mutual interest or to do it typically some reasons.
  • Definition of TermsSpatial – Concerning the position.Peers – Someone of the same age, social class etc.Ideal – A principle or perfect standard that you hope to achieve.Unsurpassed – High performance and excellent.Certainty – That state of being certain.Logical – Seeming reasonable and sensible.Diminutive – Reduction or less.Unqualified – Not pertaining to attain or to pursue.Vocabularies – All the words that someone knows, learns, or uses.Speech – A talk to someone or in particular subject.Grammar – A system of Language that deals with communication, writing etc.Normative-Survey Method - The compound adjective is applied to this method in orderto suggest the two closely related aspects of this kind of study.Survey – indicates the gathering of data regarding current conditions.
  • Appendix A Letter to the Respondents Saint Claire Science School Del Remedio San Pablo City February 27, 2008Dear Respondent, I am presently conducting a research study on the evaluation ofperformance in English Grammar by the residents of brgy. Del Remedio: NormativeSurvey Test, as part of the requirements in my subject. In this regard, I am asking foryour full cooperation in accomplishing the attached survey questionnaire. Your answers will be a great help for me in fulfilling this study. Restassure that these answers will be taken with the strictest confidence.Thank you very much. _______________________ Carie Justine P. Estrellado
  • Appendix B Survey Questionnaires
  • Performance in English Grammar by theResidents of Brgy. Del Remedio: Normative Survey Test Saint Claire Science SchoolIn Partial Fulfillment of the requirements of the Elective Course (Science Research) - Carie Justine P. Estrellado –
  • S.Y. 2007-2008 Chapter III : Research MethodologyThis chapter presents the descriptions of the research design, the population andsamples of the study, sampling procedure, research instruments, the data-gatheringtechniques, data processing and the statistical treatment of the data. Research DesignThis study is primarily a descriptive study using the normal survey method, whichmade use of the perceptions of the respondents as its main source of data.Population SamplingThe respondents of the study were forty (40) respondents composed of people whomresidents of Brgy. Del Remedio in a random sampling through statisticalmanipulations of data.Research InstrumentThe main instrument used in the study was a survey questionnaire made by theresearcher which consisted of six (6) items about the status perception of therespondents in Brgy. Del RemedioData CollectionThe questionnaires were distributed to the respondents on the last week of January. Ittakes the researcher only one (1) week to retrieve or collect the questionnaires for thedata needed in the study.Statistical Treatment of DataData collection were classified, tabulated, and coded for analysis using sampledescriptive statistics such as frequency counts and percentage.the percentage was computed by using this formula.P = F/N x 100 where: P = Percentage F = Frequency
  • N = total no. of respondents HISTORY OF GRAMMAR STUDY In western civilization, formal language study began with the ancient Greeks.Their approach to language was very philosophical in its orientation. Plato, for example,investigated whether language arose by convention or “by nature.” He concluded thatmen did not simply agree to call an “apple” an “apple,” but that there was a logicalconnection between the object and its name. Much of his study, then, was directed towardunderstanding the etymology of a word--its history--in order to better understand the truemeaning of the word. Today’s school child, for example, might be mystified at the term “blackboard,”for most modern schools have green or tan surfaces on which the teacher writes withchalk. By investigating the history of “blackboard,” however, the student would learn thatthese objects at one time were indeed black; that the teacher would write upon a boardthat had been painted black. Thus, the name for this particular furnishing of a schoolroomwas “logical,” even if there should be no “black” blackboards. Aristotle disagreed with Plato’s position, contending that language was arrived atby convention or agreement. Accordingly, he was not interested in the etymology ofwords, but in describing the words as they were used. Aristotle was the first to contendthat words could be classified into “parts of speech”; he distinguished three parts ofspeech, the noun, the verb, and a third class that he labeled “conjunctions.” Around 100 B.C. the first formal grammar of Greek appeared. Written byDionysius Thrax, the grammar followed the Aristotelian view of language by presentinga description of Greek orthography, pronunciation, and morphology. Sentences wereviewed as being composed of words, which themselves could be classified as belongingto one of eight classes; these classifications ultimately led to the traditional “eight parts ofspeech.” This early study formed the basis for grammatical study to be consideredessentially as taxonomic in nature; that is, the role of the grammarian was to “classify”parts of speech, syntactic functions, sentence types, and so on. When the Roman civilization supplanted the Greek, the Romans borrowed fromthe Greeks their way of life, their architecture, and their gods. They also borrowed fromthe Greek grammars then extant, simply translating them into Latin. Statements about thestructure of Greek, then, were incorporated into descriptions of Latin, even though thetwo languages were quite dissimilar. The first Latin grammar of any consequence waswritten by Varro around 50 - 40 B.C. This grammar consisted of twenty six books, ofwhich only a few are extant. Varro’s grammar was succeeded by those of Donatus andPriscian, books which were used well into the Middle Ages. It is well to consider how such books were used during the Middle Ages. At thattime, Latin was a “dead” language, replaced by the ancestors of today’s modern Romancelanguages. It was not spoken anywhere as a native language, but instead existed primarilyas the language of the Church and of the scientific/academic community. Consequently,those studying Latin approached it as a foreign language. Moreover, they approached it
  • as a language fixed for all time (new vocabulary could not be created) and as a languagethat had models, Cicero in particular, universally acclaimed as practitioners of “goodwriting.” The student of Latin, then, had to acquire a fixed set of rules that applied to thelanguage; he could not vary from those rules, for to do so would make him guilty of usingthe language improperly. It is important to keep in mind that no one gave any thought tostudying his own language, whether it be Old English, Old French, or whatever. Onestudied “grammar” only to acquire Latin. Keep in mind also that Latin was a language with a wealth of inflectional forms.Each noun had to be inflected to show its case, or function, and the verb forms woulddiffer greatly depending on the person or tense used. Consider, for example, the fol-lowing declensions for the Latin words puella (girl, feminine gender), amīcus (friend,masculine gender), and verbum (word, neuter gender): Singular Plural Nominative puella puellae Genitive puellae puellārum Dative puellae puellīs Accusative puellam puellās Ablative puellā puellīs Singular Plural Nominative amīcus amīcī Genitive amīcī amīcōrum Dative amīcō amīcīs Accusative amīcum amīcōs Ablative amīcō amīcīs Singular Plural Nominative verbum verba Genitive verbī verbōrum Dative verbō verbīs Accusative verbum verba The Latin verb forms also had a wealth of inflectional endings that representedvarious tenses, voices, moods, and numbers. Consider the following verb paradigm forthe present tense, indicative mood, of vocāre (to call): Active Voice Passive Voice Singular Plural Singular Plural1st voca vocāmus vocor vocāmur2nd vocās vocāti vocāris vocāminī3rd vocat vocant vocātur vocantur In addition to these forms, Latin also had the following tenses and forms; for thesake of brevity, I give only the first person singular form, active voice, but other formsexist for the first person plural, the second and third singular and plural, and the passivefor all voices. Imperfect Indicative: vocābam Future Indicative: vocābō Perfect Indicative: vocāvī Pluperfect Indicative: vocāveram Future Perfect Indicative: vocāverō Present Subjunctive: vocem
  • Imperfect Subjunctive: vocārem Perfect Subjunctive: vocāverim Pluperfect Subjunctive: vocāvissem Imperative Present (2nd singular): vocā Imperative Future (2nd singular): vocātō Latin also had the following verbals, which were used in more complicated verb structures. While these forms were not inflected for number, they did have a corresponding passive voice: Present Infinitive: vocāre Perfect Infinitive: vocāvisse Future Infinitive: vocātūrus esse Present Participle: vocāns Future Participle: vocātūrus Gerund (Genitive): vocandī Gerund (Dative): vocandō Gerund (Accusative): vocandum Gerund (Ablative): vocandō Those learning Latin, as well as other foreign languages, then, had to memorizeverb and noun paradigms, frequently having to commit to memory several differentparadigms depending on the class of the verb or gender and class of the noun. WhenEnglish became a subject of study, the approach used for Latin was adopted even thoughEnglish does not have a comparable variety of forms. Many people even today rememberquite clearly days in their grammar class when they would recite the verb paradigm forsuch infinitives as “to call”: Singular Plural 1st I call We call 2nd You call You call 3rd He, she, it calls They callNote that English does not have the multiplicity of forms common to Latin or thelanguages, such as French and Spanish, derived from Latin; it has in the simple presenttense only “calls” for the third person singular and “call” for all other persons andnumbers. Note also that there is only one past tense form of the verb-- “called.” The supposition that English has the same pattern of verb forms as Latin or theRomance languages has undoubtedly caused confusion for students since the study ofEnglish began. One should also keep in mind that Latin was taught chiefly as a writtenlanguage; consequently the Latin grammarian was preoccupied with letters rather thanthe sounds they represented. The fact that language is primarily spoken and onlysecondarily written was completely overlooked. Traditional grammarians, then, seldomrefer to the sounds of language (although some do reveal their dialectal prejudices byidentifying “correct pronunciations” for a few words), while most structural grammariansbegin their discussion of a language with an examination of its phonological system. Returning to the topic of Latin during the Middle Ages, let me emphasize thatLatin was the language of the Learned Man. Virtually all works dealing with science,
  • philosophy, or theology were written in Latin, as was much of the literature of the time.Even after the Reformation, Latin occupied a special role in the life of the scholar as theprinciples of Humanism led him to a study of the Greek and Roman classics.Consequently, literally thousands of Latin words were imported into English, perhapsleading some later scholars to see a closer affinity between English and Latin thanactually existed. When scholars turned their attention to the vernaculars--the languages of thecommon man-- they naturally looked to Latin grammars for models. Not only were Latingrammars the only ones in wide circulation, some scholars felt that by making Englishconform to the rules of Latin, they would somehow be ennobling the language, making itmore logical and refined. Thus, the early grammars of English began appearing, such asJonathan Hewes’ 1624 work A Perfect Survey of the English Tongue Taken According tothe Use and Analogie of the Latine. Most of these early grammars are now rarities, though one is still availablebecause of the literary eminence of its author, Ben Jonson. Entitled English Grammar,the work nevertheless cites Varro, Cicero, and Quintillian concerning particulargrammatical problems. It is not surprising that English writers of the time, such as JohnDryden, grew up thinking that English had no grammar of its own and that the only wayto understand English sentences was to translate them into Latin. Even today it is not uncommon to hear people state that they never fullyunderstood English grammar until they took Latin in school. The truth, of course, is thatone cannot understand Latinate rules applied to a language whose structure is radicallydifferent from Latin. Grammarians formulate such rules as “Never split an infinitive,”giving no thought to the fact that in Latin the infinitive is one word, incapable of havinganother inserted inside it. The English infinitive, on the other hand, is sometimesinterpreted as being two words (“to” plus the uninflected verb form--the true infinitive)that frequently need to be separated for clarity of expression. Though several grammatical studies of English appeared in the 17th century (afew, indeed, appeared in the 16th), the major outpouring of grammatical study occurredin the 18th century, with scholars in the 19th century simply expanding upon the basealready established. Those writing grammars in the 18th century were generallymotivated by three factors: 1) they wished to restore the language to a “purity” ofexpression and logic which had been lost as the language went through a period of“corruption”; 2) they wished to express the language in terms of a series of inviolablerules, comparable to those which described Latin; 3) they wished to standardize and fix(in the sense of setting in concrete) the language for all time so that future generationswould have access to their writings, access which most Englishmen of the times did nothave to material written in Old or even Middle English. English writers were influenced in their ideas by academies in Italy and Francethat were busily preparing comprehensive dictionaries of Italian and French, as well aspassing judgment on the purity and eloquence of particular grammatical constructions. In1712, for example, Jonathan Swift proposed the creation of an English Academy thatwould be responsible for “correcting, improving, and ascertaining” the English tongue. Though Swift’s proposal was not implemented (opposition arose primarilybecause of Swift’s political views rather than to the proposal itself), scholars did turntheir attention more rigorously to an examination of English. In 1729, for instance,Thomas Cooke published “Proposals for Perfecting the English Tongue”; and in 1755Samuel Johnson published A Dictionary of the English Language, the first major study of
  • the vocabulary of the language. Johnson stated that his purpose in producing thedictionary was “to refine our language to grammatical purity, and to clear it fromcolloquial barbarisms, licentious idioms, and irregular combinations.” Most learned menof the time applauded his efforts. Johnson’s Dictionary was soon followed by a spate of grammars: The Rudimentsof English Grammar by Joseph Priestly (1761); A Short Introduction to EnglishGrammar by Robert Lowth (1762); The British Grammar by James Buchanan (1762);Grammatical Institute by John Ash (1763); and, in America, A Grammatical Institute ofthe English Language by Noah Webster (1784). Of these grammars, that by Robert Lowth was undoubtedly the most important.Lowth also serves as a somewhat typical example of the sort of person writing grammarsat that time. A clergyman who eventually rose to become Bishop of London, Lowth hadno grammatical training other than that he received in the study of Latin and Greek. Hewas conservative in his attitudes toward language, believing in a standard for allspeakers, including a set of prescriptive rules that he was quite willing to supply. It isfrom Lowth’s first revision of his grammar, for instance, that we receive the rule that“two negatives constitute an affirmative.” Prior to Lowth’s pronouncement, speakers ofEnglish were free to have as many negatives in a sentence as they wished; the greater thenumber, the greater the negative import. Many of the conventions that continue to trouble students also first appeared inthe 17th and 18th centuries. In 1653, John Wallis in his Grammatica Linguae Anglicanaefirst applied the rule that simple futurity is expressed by shall in the first person and bywill in the second and third; prior to that time no distinction was made between the use ofthe two words. During the 18th century we also received our rules for distinguishingbetween lie and lay and using different from rather than different than, distinguishingbetween the use of between and among, and using the comparative for two things onlywhile the superlative was reserved for three or more. It was also during this period thatthe first condemnations appeared concerning the use of between you and I, it is me, moreperfect or more unique, and this here or that there. John Dryden was responsible fordeciding that a sentence could not end with a preposition, while an obscure Americangrammarian named Richard Taylor in 1840 created the rule banning the use of splitinfinitives. The plain fact of the matter is that English has been saddled with a number ofrules which do nothing more than reflect the prejudices or lack of knowledge of peoplenot trained in the scientific study of language. What is most amazing, however, is that thepublic still consider these rules to be inviolate. The public attitude in America concerning such language rules is undoubtedlyconnected to the history of the country. Let us not forget that many of the settlers of theeastern seaboard of the United States, if not condemned criminals, were largely from thelower classes in England. As is common with many colonials, the Americans tended tofeel somewhat inferior to those in the homeland (even today Americans tend to perceive aperson with a British accent as being more refined or cultured, if not more intelligent,than his American counterpart). Following the American Revolution, consequently, there was an immediate effortto provide the citizenry with the schooling necessary to make them the equals of theBritish. In Britain, however, education during the 18th century was limited primarily tothe children of the wealthy; though the schools the children attended were called“grammar schools,” the “grammars” studied were those of Latin and Greek. The
  • Americans, however, may have misinterpreted the term “grammar,” for “grammar” inAmerica came to be the study of English. This in itself was rather strange, for neverbefore had it been assumed that one needed to study his own language in order to use iteffectively. We have no reason to believe, for example, that Chaucer and Shakespeare,the greatest writers of the language, ever formally studied English. Nevertheless, even asAmericans now continually turn to authorities, whether they be Martha Stewartdescribing where to place the butter knife or Ann Landers offering advice about pregnantteenage daughters, so they turned to language authorities in the 18th and 19th centuries. There were more than enough prescriptive grammarians willing to tell theunenlightened what was correct and what was incorrect. The Edwin Newmans and JohnSimons of today, then, merely reflect such early grammarians as Lindley Murray, perhapsthe most influential of the early American grammarians. Murray, a Philadelphia lawyerand devout Quaker, made a modest fortune as a merchant during the AmericanRevolution. Upon the conclusion of the Revolution, he retired to England where heplanned to lead the life of a country squire. Impressed by the need of students at a nearby girls’ boarding school for anunderstandable grammar, Murray generously “simplified” Lowth’s grammar. Hisrecasting of Lowth’s work proved so popular, however, that the work eventually wentthrough more than 600 printings with millions of copies being sold. Murray’spresentation of grammar involved “parsing”--taking each word of a sentence in isolation,giving its part of speech, case, gender, etc. Other grammarians soon began to follow the same schema, but they also beganincluding examples of “false syntax.” That is, “incorrect” sentences would be presentedfor the student’s analysis. The student would identify what was wrong in the sentence,give the rule that would state how the sentence should have appeared, and then recast thesentence. This same procedure is followed even today in many schools, with studentsbeing forced to identify errors that might never appear in their own writing and then togive the rule that applies to the error. A natural consequence of this approach to grammar study is that students begin tomake errors in their own writing that would not have otherwise occurred to them. Nevercertain about the prescriptive rules they have been expected to learn, and never certainabout how many new, arbitrary rules lie (or is it lay in wait for them, students loseconfidence in their own command of the language, a command fully established beforethey ever set foot in a classroom. Although grammar is a cherished part of the schoolroom ritual, it is seldomthought about or discussed and is not even expected to be of practical value in the realworld. Moreover, because reading, writing, and ‘rithmetic are considered to be such basicskills (and grammar is usually thought to be a part of writing), everyone is an expert onthe subject. This attitude probably developed with the little red schoolhouse of years past: tobe a teacher of the sixth grade, the frontier schoolma’am or schoolmaster need only havecompleted the sixth grade. Many parents, indeed, would teach the children of a newcommunity until a teacher could be hired. Even then, parents would continually evaluateteachers and their skills. Today, even though there are professional supervisors of public school teachers,parents still feel qualified to make judgments about the textbooks to be used in thelanguage arts classes or to disapprove of the introduction of “new math.” If Johnny can’t
  • read or write, then quite clearly the school system should go back to “the basics,” even ifno one can specify what “the basics” are. There is little appreciation of the fact that such“basic” skills as arithmetic or writing might involve complexities beyond the reach ofeveryday common sense. Thus, grammar as a subject of advanced study and research seems inconceivable;the facts--that is, the “rules” of the language-- are well known and have been with ussince at least the 18th century. Any fool can learn these rules; failure to do so simplyindicates faulty education if not inferior intelligence. In sharp contrast to this common notion of language and grammar is the“structural grammar” which developed in the early twentieth century in this country.Believing that each language should be studied as an entity in and of itself withoutreference to any other language, the structural grammarians have tried to describe Englishas objectively as possible, making no judgments about what is “correct” or “incorrect.”Rather, the structuralisms note the forms of language that appear and try to characterizethe environments in which they appear. It may indeed be a fact that a particular form,such as the subjunctive, occurs only among a particular social class, but that occurrencedoes not make the form “better” or “more nearly correct” than a different form used by adifferent social class. A few years ago a television talk-show host devoted two programs to the “plight”of the English language. Guest “experts” on the English language included, besides theerudite host, a television newsman, a choreographer, an economist, and a drama critic(whose native language is not even English!). All agreed that English has come uponhard times, that people just are not using the language “properly.” Most modern language scholars feel that the “plight” of the language is not asdire as the panelists indicated. English, indeed, is vibrant and growing--the closest thingto a “world” or “universal” language now in existence. If its speakers can betterunderstand the basic principles of English and remove from the language the burdenplaced by eighteenth century prescriptive grammarians, English will continue to growand to serve the communicative needs of its society
  • BIBLIOGRAPHYApplebee, Arthur N. 1974. Tradition and Reform in the Teaching of English: A History.Urbana, Illinois: National Council of Teachers of English.Cohen, Murray. 1977. Sensible Words: Linguistic Practice in England, 1640—1785. Baltimore; The Johns Hopkins University Press.Davies, Hugh Sykes. 1953. Grammar Without Tears. New York: John Day.Gere, Anne Ruggles and Eugene Smith. 1979. Attitudes, Language and Change. Urbana, Illinois: National Council of Teachers of English.Hymes, Dell. 1974. Studies in the History of Linguistics. Bloomington: Indiana University Press.Liebert, Burt. 1971. Linguistics and the New English Teacher. New York: MacMillan.Lyman, R. L. 1929. Summary of Investigations Relating to Grammar, Language, and Composition. Chicago: The University of Chicago Press.Parret, Herman, ed. 1976. History of Linguistic Thought and Contemporary Linguistics. New York: Walter de Gruyter.Robins, R. H. 1951. Ancient & Mediaeval Grammatical Theory in Europe. London: Kennikat Press.-----1967. A Short History of Linguistics. Bloomington: Indiana University Press.Sebeok, Thomas A., ed. 1975. Current Trends in Linguistics, Volume 13: Historiography of Linguistics. The Hague: Mouton.Waterman, John T. 1963. Perspectives in Linguistics. Chicago: The University of Chicago Press.
  • Chapter II : Related Literature and Studies The History of EnglishThe history of English is conventionally, if perhaps too neatly, divided into three periodsusually called Old English, (or Anglo-Saxon), Middle English, and Modern English. TheEarliest period begins with the migration of certain Germanic tribes from the continentBritain in the fifth century A.D., though no records of their language survive from beforethe seventieth century, and it continues until the end of the eleventh century or a bit later. The Systems of LanguageThe grammatical system of a language governs the way in which words are put together toform the largest unit of discourse mentioned earlier. Grammar, of course, varies a great dealfrom language to language just a lexicon does; in English, word order is a dominant factor indetermining meaning while the use of inflectional endings to mark the grammatical functionof individual words within a sentence plays a clearly subordinate role though important insome ways {as in indicating the number of noun the case of personal pronoun and the tenseof verb}. Other languages show markedly different patterns, such as Latin with its elaborateset of paradigms for nouns, verbs, adjective and pronouns in highly flexible word order. Thesemantic system of language has to do with meanings and thus the relation between theconventionalized symbols that constitute through language. The phonological system of alanguage is what allows a speaker of that language has to do with meaning into a flow utteredsounds that can be heard and interpreted {accurately, if all goes well} by another speaker oflanguage This systems is always very tightly organized. The inventory of meaningful units ofsounds within a language {called phonemes by linguists} is never very large compared withthe number of words and word of element in the lexicon; most speakers of English get bywith about 40. Phonemes are identified by the fact in some pair of words they create acontrast that’s signals a difference meaning: we consider the vowel sounds of trip and trap tobe different phonemes because the difference in the vowel sounds is the sole determinant oftheir being two distinct words. Their consonant sounds are identical.
  • Table of Contents*Title Page*Approval Sheet*Acknowledgment*Dedication*Preface*Table of ContentsChapter I: The Problem and its Setting*Introduction*Statement of the Problem*Scope and Limitations*Significance of the StudyChapter II: Related Literature and Studies*Related Studies*Related Literature*Definition of Terms*AssumptionChapter III: Research Methodology*Research Design*Population and Sampling*Research Instrument*Data Collection*Statistical Treatment of DataChapter IV: Presentation, Analysis and Interpretation of Data*Distribution of Respondents in terms of Age*Distribution of Respondents in terms of Civil Status*Distribution of Respondents in terms of Educational Attainment*Perception of the Respondents in terms of reasoning to a certainty of categories*Perception of the Respondents in terms of Performance in English Grammar*Perception of the Respondents in terms of the things that affected of an individual toneglect the subjectChapter V: Summary, Conclusion and Recommendation*Summary*Significant Finding*Conclusions and Recommendations*Appendices*Bibliography
  • Chapter IV: Presentation, Analysis, and Interpretation Profile of the Respondents Distribution of Respondents in terms of Age (Table1) Age Frequency Percentage 10-12 y /o 6 15% 13-15 y/o 13 33% 16-18 y/o 8 20% 19 and above 13 33% TOTAL 40 100%Table 1 Represents the accurate tabulation to the respondents in terms of their Ages.The highest percentage was both the ages of 13-15 y/o and 19 and above they got the33%, then the ages between 16-18 y/o got the second highest percentage 20% whichyield to the frequency of 8 respondents, While the lowest percentage got by between10-12 y/o yield to 15% and 6 respondents to its frequency. From a Total of 40respondents.This selected random sampling shows that most respondents interpreted were theAges of 13-15 y/o and 19 and above. Distribution of Respondents in terms of Civil Status (Table2) Civil Status Frequency Percentage Single 28 70% Married 10 25% Widow/er 1 3% Separated 1 3% TOTAL 40 100%The Table 2 represents to the respondents of their civil status, the highest frequencywas 28 to the Single, Married got the frequency 10 with the second highestpercentage of 25%, then both the Widow/er and Separated got the same frequencyand its Percentage. Overall with 40 respondents. This shows that most respondentsare in Single Status.
  • Distribution of Respondents in terms of Educational Attainment (Table3)Educational Background Frequency Percentage Elementary 4 10% Secondary 17 43% Tertiary 14 35% Out of school youth 5 13% TOTAL 40 100%The Table 3 represents the Educational Attainment of the chosen respondents. TheSecondary level got the highest frequency of 17 and with 43% with its percentage,then the tertiary level got the second highest frequency of 14 and 35%, the out ofschool youth got total of 5 frequency with the percentage of 13%, and the Elementarylevel go the least percentage with only 10%.This shows that most of the random chosen subject are in the Secondary level,because the cases of the Surveyor is more likely to the Secondary unlike to the otherlevels. Perception of the Respondents Perception of the Respondents in terms of Performance in English Grammar (Table4)Performance in English Frequency Percentage Grammar Ideal 4 10% Logical 10 25% Average 11 28% Fair 16 40% Spatial 7 18% Unqualified 1 3% Diminutive 0 0%Table 4 represents the performance of the residents of Brgy. Del Remedio in EnglishGrammar, the highest frequency and its percentage was “Fair” got 16 in frequencyand 40% to Percentage mostly the respondents have due to their reasons why theychosen that of subject, 28% for the Average, 25%for the Logical, 18% for the Spatial,10% for the Ideal, 3% for the Unqualified and O% Percent for the Diminutive as well
  • as Unsurpassed. Many Respondents not well-known to their real performance and few of the respondents chosen the Unsurpassed, yet residents of Del Remedio have a Fair performance in English Grammar. Perception of the Respondents in terms of reasoning to a certainty of categories (Table5) Reasoned in English Frequency Percentage Grammar Misspelled Words 13 33% Punctuation Marks 2 5% Clauses 15 38% Vocabularies 19 48% Part of Speech 11 28% Other(s) 1 3% Table 5 represents the uncertainty of the respondents due to the subject of English Grammar. The Highest frequency and its percentage was in Vocabularies, got frequency of 19 and 48% for the Percentage, and for the Clauses which got the second highest Percentage was 38% , 33% for the reasoned of having misspelled words, 28% for the Part of Speech including much broad topic in English Literature, then 5% for the Punctuation marks and also 3% for the Other(s).This states that more unlike people have some unconditional certainty to its weakness to the English Grammar. Perception of the Respondents in terms of the things that affected of an individual to neglect the subject (Table6) Reasoned in English Frequency Percentage Grammar Tardiness/Laziness 19 48% Addicted from something 9 23% Phobias among Teachers 1 3% Favoritism among subjects 5 13% Not being such studios 7 18% Having some Illness 7 18% Focusing only on Peers 8 20% Other(s) 0 0% Table 6 represents the things that affects of being a slow learner of an individual. The highest was Tardiness/Laziness which got 48%, 23% for Addicted from something, 20% suggest that Peers is the one should involved, both Percentage got the two subject- Not Being such studios/Having some illness or disorder, 13% conclude Favoritism among subjects persecute to neglect the English Grammar, 3% for having
  • phobias among teachers and 0% for the Other(s).This shows that the respondents more likely conclude that Tardiness/Laziness are the one whom engage a persons to neglect the Subject of English Grammar. Chapter V: Summary, Conclusion, and Recommendation SummaryThis Research wants to imply the performance of the residents of brgy. Del Remedio,through survey and to conclude some hypothesis of the assumptions for having thoughtsabout in English Grammar. These was consisted of six (6) items about the status to theperception to the respondents as well as their Profiles. (1) Age, (2) Status, (3) EducationalAttainment, (4) Performance in English Grammar, (5) Reasoning to a subject, and (6)Causes related to their responds. It is primarily a descriptive study using the normalsurvey method, to tabulate the corresponding survey study and to manipulate it byrandom sampling and its percentage. Significant FindingsThrough random of means to each respondents. I have found out the total frequency andits percentage by arranging of coherent details. -Majority of its specific findings1.Distribution of the respondents in terms of Age was specifically made that the majorresponds was ages between 13-15 y/o.2. Distribution of the respondents in terms of Civil Status gave to its findings that moreon respondents filled were in a Single Status.3.Distribution of the respondents in terms of their Educational Background, resulted thatmost of the respondents are in high school level.4.Perception of the respondents in terms of their performance in English Grammar,resulted that the term Fair were the most acceptable to their performance whom live inDel Remedio.5. Perception of the respondents in terms of their Reasoned in English Grammar, yet mostof the respondents have reasoned to their certainty that Vocabularies are the one who heldtheir situation more uncomfortably.6. Perception of the respondents in terms of having neglectful of an individual to thesubject like in English. This cases resulted more complicated to their responds ofpreempting suggestions, that being Tardy and Laziness are the ones involved of a personto perceive his temptation to his/her studies.
  • ConclusionsThis study of the performance of the residents of the brgy. Del Remedio was conductedin a random sampling. Most of the respondents was to shy to cooperate and to know theirresponds of the survey questionnaire. My conclusion is that, the residents of brgy. DelRemedio having a Fair performance in a subject of English Grammar. I therefore includethat this requirements in English as well as Science research was like to be a successfulplan, also to the respondents whom respect and cooperate to finish this study. This thesiswill shrine to its endeavor mechanism as well as to the taken responds of the respondents. RecommendationTo the chosen respondents as well as the residents of brgy. Del Remedio. Most people ofour country lessen their attention pertaining in English subject that is why most peoplehave some problem in writing skills and communication towards our second language. Irecommend to know or to have some effort regarding to the subject of English Grammar,like reading some of your references like books in literature or workbooks that willenhance your credibility in English. We Filipinos our one of the country’s associated tocommunicate and treating the other foreign works and establishments by communicatingour second languages, so we should not neglect this language, yet we also try to bepersevere to conduct in a helpful ways in learning because that is why we furtheracknowledge this from now up to the further times.
  • Acknowledgment-To my Family and mentors for their untiring support and forgiveness.-To my Alma mater, Saint Claire Science School.-To my dearest classmates and peers.-To the Netopia computer shop for their great distribution to overcome thisrequirements-To the Faculty teachers of Saint Claire, especially T. Chee and T. Tess and ;-To our Almighty God, For His guidance and Love that shown to fulfill thisstudy.
  • Dedication“Nostalgia is like a grammar lesson. You find the present tense and the past perfect”…. - Orben’s comedy FillersI Dedicate this thesis To God For His Fruitful help to finish this thesis, as well as my Family, and also to myself!!!!…..