Educational Management

Chapter I
THE PROBLEM

Introduction Elementary education is undoubtedly, a society’s main avenue for the development of basic literacy, numeracy, thinking and work skills that may surely enable learners to become productive, civic-minded, and well-equipped individuals in the near future. Moreover, learning should be incessant and must empower the pupils in making wise decisions, solving problems, breaking new grounds for improvement and gain a holistic quality kind of education with lifelong warranty. However, will it be realized if one common obstruction is the deterioration of English taught in schools? Indeed, teaching and learning English is one way to keep pace with the changes in society and accompanying the challenges of the technological world. The primary level, as the foundation, pupils should develop their abilities, skills and attitudes for them to function in an environment that is changing rapidly in many different ways. Although, thirty-nine years had passed since the policy of developing bilingual nation was declared in Dept. Order No.8, s. 1973, and up till now the competency of learners both in Filipino and English is still the underlying subject of controversy in almost all fields of learning. Therefore, declining of English mastery that has taken root for decades must be given a remedy, otherwise, inadequate learning moves on at any rate: pupils and students will constantly getting below-average rank in English or in any related subject and examination. Thus, these continued outcries must spur teachers and other concerned individuals to take accountability on the restoration of quality education, primarily on English as a medium of instruction in the Philippine Educational System. On the other hand, the sole responsibility relies not only for teachers but above all the learners. Pupils are often asked whether they willingly seek out opportunities to enrich their knowledge in using the English language purposively. This thought left questionable because learners nowadays regard English as nothing but a required subject to learn, without considering the importance of it into their everyday life. As what Robert Greenleaf said "Many attempts to communicate are nullified by saying too much." Likewise, Stephen Covey stated, "Seek first to understand, then to be understood”. Certainly, pupils, much more with the younger ones are expected to be proficient enough and knowledgeable in the English language as well as on how they express themselves successfully. In an article written by Dr. Romeo J. Yarcia, D.S., he emphasized that the decline of English skills among Filipinos has drawn already the attention among the government policy makers and even stakeholders of industries that are directly affected by it like the Information Technology (IT) and Business Process Outsourcing (BPO) industries. In Congress, Rep. Eduardo R. Gullas filed House Bill 305 (Proposed Act to Strengthen and Enhance the Use of English as the Medium of Instruction in Philippine Schools) that revives English as the mandatory language for teaching in all school levels. This initiative further improves English instruction among public schools, DepEd’s press release reads: Recognizing the importance of English proficiency as an important building block in learning, the Department of Education has placed it as one of its priority programs for this school year 2012-2013, focusing on schools with low mastery level in the 2012 National Achievement Test (NAT). No doubt that only this internationally accepted language-English, can create a bridge between academe and the “real world”, a way for Filipino learners to keep pace with progress and global competitiveness. Unfortunately, this particular concept remains unforeseen, perhaps, due to a number of factors, mainly the insufficient grammatical awareness of the learners that educators and researchers are still grappling with over the last thirty years. There may still much to be learned, but basically, understanding how a grammatical feature works, is definitely a stepping stone for pupils to become more confident in using the English language both in spoken or written task. Looking forward, this second-language situation continuously marked with a wide range of observable errors in speaking and writing from learners at all levels. If the acquisition of English in grade school is very much sluggish then automatically it will not meet the prerequisite skill needed for grade 7 up to tertiary. As a result, heightening the grammatical awareness should be the first priority in order for the pupils to understand more the English Language, also, to enhance their cognitive competence in written and oral performances correctly. But, in almost all instances, grammar is taken for granted by today’s educators and even question the value of learning the set of prescriptive structural rules. Perhaps, they failed to understand that combining grammatical and functional activities will make learners achieve accuracy, as they build effective communication skills. Furthermore, Olcay Sert (2006) intensifies that grammar is an indispensable part of any particular language, considering that the systematic rules of the language play the most important role for mutual intelligibility and, in relation to this, for building social relationships via verbal communication. Throughout history, grammarians keep on emphasizing that teaching grammar is often problematic since it is far from being efficient, effective and informative. It boils down to inadequate instructional/reading materials, congested curriculum, “Taglish” is fast becoming in vogue, getting worse on the use of abbreviations in chat rooms and texting (“jejenish” or commonly known as “jejemons”), too much exposure to “telenovela”, and most importantly, the lack of cooperation from various programs and projects implemented by the Department of Education such as, Project BRIGHT, DEAR, READ-A-THON, ERAL, RESSP. Through these, pupils will be able to build their own study habits and improve their grammatical awareness which will give them a wide command of the English language. Rosales (2011) finds out on her study regarding the English grammar proficiency of grade five pupils in Banayoyo-Lidlidda-San Emilio District, Division of Ilocos Sur that teachers need to have a clear understanding on the totality of language arts curriculum in the elementary school. They should be conversant with the sequence, as well as, the scope of language activities and the extent to which these rely on the mastery of the tools of writing and speaking for effective communication. Therefore, teachers’ proficiency must also be assessed. No teachers are inefficient or not proficient to teach grammar but it must be stressed that teachers also need to refresh and enhance their grammatical awareness. Apparently, no one can deny the fact that most of the pedagogues are still generally following the traditional lesson plans, references such as books, with the limits and fallacies of grammar and so on. There must be a reconstruction in the teaching-learning process so that learners of 21st century can fully grasp the set of grammatical rules, correct usage of the English language and develop Higher Order Thinking Skills (HOTS). Nevertheless, grammar awareness now cannot be done overnight or just by teaching all the principles, rules, and concepts of grammar usage to the learners. It calls participation among all sectors in the society. Everyone must do his part in order to put an end on the difficulties involved in learning grammar as well as to find out possible solutions. Conducting a research is one plausible answer. As a matter of fact, studies show and observations reveal that there is a remarkable negative impact of insufficient grammatical awareness on the pupils’ English performance. The observed grammatical awareness of grade six pupils particularly in Public Schools, District II, Candon City Division was likewise found to be wanting. English teachers keep on stressing that their pupils still lack the complete range of grammatical skills in order for them to advance into higher English competencies. Thus, this disquieting situation prompted the researcher to conduct a study in determining the level of grammatical awareness on this area, if only to remedy this lamentable situation. To know how far they’ve gone in terms of their awareness in grammar, considering that this is a prerequisite competence needed for junior and senior- high school levels. The result of this study anticipates to be of help to the teachers in enlightening them to understand more their learners and awakening them from their utmost responsibilities. The results of the study will give the teachers an awareness of what really the variables affecting the performance of pupils in school. In this way, they would be guided properly in the development of the right attitude toward better acquisition of pupils’ communication skills and better grammatical awareness level of the English Language. This will challenge the classroom teachers, school administrators and all proud educators, to implement strategic plans to elevate English to an extensive standard of proficiency for grammar awareness enrichment, educational interchange, and global connection. The Administrators would make use of the gathered data as guide in decision-making related to the instructional program, academic and extra-curricular activities in school. Another, feedback from the study would serve as a benchmark data for parents to guide and monitor their children based on the variables that would greatly influence their performance in school. To let the parents realize that first learning will always and continuously happen at home. Likewise, this also aspires to motivate all pupils most specially the respondents, to consider English language momentous not only in their studies but also for facing the corporate world sooner or later. To awaken them that such variable/factor should not be the hindrance in grasping English effectively and fluently, if only to realize the objective of Education for themselves, for the families and their schools which they came from. This study would also help the researcher broaden and enhance her research capability, which would motivate her to undertake valuable researches in other fields.

Statement of the Problem This study aimed to find out the level of grammatical awareness of the grade six pupils in public schools, Second District of Candon City Division during the school year 2012-2013. Specifically, it sought to answer the following questions: 1. What is the profile of the pupil-related factors in terms of the following: a. sex, b. parents’ educational attainment, c. parents’ occupation, d. language spoken at home, e. type of mass media exposed to, and f. home environment? 1. What is the profile of the teacher-related factors in terms of the following: a. civil status, b. highest educational attainment, c. number of hours in English seminars/trainings attended, d. academic rank, and e. methods of teaching grammar? 3. What is the level of grammatical awareness of the pupils in terms of the following: a. subject-verb agreement, b. verb tenses, c. correct use of modifiers, d. correct use of prepositions, and e. identifying errors? 4. Is there a significant relationship between the level of grammatical awareness and the above mentioned pupil and teacher-related factors?

Scope and Delimitation of the study This study determined the level of grammatical awareness of the grade six pupils enrolled during the academic year 2012-2013 in public schools of second district, Candon City Division. The respondents of the study composed of selected grade six pupils from the 14 public schools of District II in Candon City Division namely: (1)Candon South Elementary School, (2)Allangigan Elementary School, (3)Amguid Elementary School, (4)Ayudante Elementary School, (5)Bugnay Elementary School, (6)Calaoa-an Elementary School, (7)Calongbuyan Elementary School, (8)Cubcubbuot Elementary School, (9)Oiag Daya Elementary School, (10)Parioc Elementary School, (11)Parioc East Elementary School, (12)Patpata Elementary School, (13)Paypayad Elementary School, and (14)Sto.Tomas Elementary School. It looked into the relationship between the level of grammatical awareness and the pupil and teacher related factors. The researcher adopted an achievement test on grammatical awareness from Rosales (2011) with the following components: subject-verb agreement, verb tenses, correct use of modifiers, correct use of prepositions, and identifying errors. The pupil-related factors were measured in terms of the following variables, such as: sex, parents’ educational attainment, parents’ occupation, language spoken at home, type of mass media exposed to, and home environment. The questionnaire on home environment measured the respondents’ opinion on the students’ relationship with the family and encouragement of parents to the students in enriching their grammatical awareness was adopted from the study of Abo (2007). This study used the descriptive-correlation method of research. The data gathered were utilized using the following statistical tools: frequency, percentage, weighted mean, and correlation analysis as statistical tools.

Theoretical Framework This portion consists of the various articles, related literatures, and research studies, which serve as a groundwork for the researcher. Some things are so much a part of our lives that we don’t even notice them. Considering this example, most of us take breathing for granted. But if you study singing, you learn the mechanics of breathing so that you can become a better singer. And like breathing, communication is really a requirement for survival. With that, going global with the English language provides educational opportunities and access to knowledge and skills. Yet, others are taking this for granted specially learners of today’s generation.
On Grammatical Awareness Grammatical awareness extends the learner’s perception of how to use the English language and in that way, to improve one’s competence more directly. Linguists defined grammar as set of structural rules which is directly focusing on the forms and organization of words (morphology), and their interrelation in sentences (syntax). For a Filipino student, acquisition of the English language with mastery and proficiency in grammar becomes essential not only to enhance his chance of landing a high end job but for survival in an environment where this international language-English seemed to be the key instrument of globalization today. Fluency in English particularly the several rules of grammar has become almost a staple in the country, as evidenced by the recent boom of Business Process Outsourcing – the contracting of a business task to a third party service provider – such as Call Centers. English proficiency in the Philippines has indeed become an intangible, intellectual resource, an end in itself. Noam Chomsky (1996) believed that in order for a student to acquire communicative competency, there must be a mutually reinforcing relationship between language knowledge and language use particularly the grammatical awareness of the learners. The relationship between these two elements is extremely important. For a learner to achieve actual language competency he must operate simultaneously because language knowledge is virtually useless if one does not actively practice language use. Jim Crimson’s excellent work on grammar with primary children (reported in the NATE "Primary English Magazine", 1997-99) clearly involved children in experimenting with the possibilities inherent in various kinds of grammatical structures and how these created effects in texts. Crinson says, ‘It makes more sense to think of how language works in terms of phrases rather in terms of single words, since the single word approach (learning the technical term for each word) does not explain what children intuitively know: that language can be broken down into chunks and that these can be shifted around.’ (‘Step by Step Grammar’ in "The Primary English Magazine", 4/1, 1998.) According to L.M. Myers (2000) Incorrect English form really interferes the understanding of any sentence. Therefore, the study of grammar will help the individuals to talk and write in such a way that they gain respect with those people they communicate with, and that it can increase self-confidence and peace of mind. Indirectly, this increases probability of being understood. He added that worrying about the grammar often distracts a person from a clear presentation of his ideas; and if his uncertainty shows, or his usage is of a kind not generally admired, people may not listen to him. This is obviously true! L.M. Myers is trying to convey that in order for a student or a learner to express his thought successfully and in an acceptable means, he should first consider the rules of grammar. Likewise, Hari Srinivas (2003) states that, the factors that affect learning include some common effects such as meaningfulness, serial position, practice, transfer, interference, organization, levels of processing , prior knowledge, inference, student misconception, text organization and level of grammatical awareness.(http://www.gdrc.org/info-design/instruct/learning-factors.html) In an editorial written by Realin (2003) in Coronel’s article of the Philippine Daily Inquirer, he speaks out that Filipinos are only making fun and cracking offensive jokes toward the English language, instead of taking pride on their ability to communicate in English. He even cited some occasions where he heard many of his countrymen butcher the English language. His study on the difficulties of the young learners in learning the grammatical elements of English turned out to be below-average. Moreover, Eder (2005) revealed that learning English grammar for learners is totally boring, stressful and difficult because it has not been taught well. The reality is, it has been taught as rules for one grammatical structure after another without regard for context and for its very purpose – communicative awareness. This specific skill covers the following: Functional awareness which refers to the language used for communication, the ability to select the appropriate language function; Socio-linguistic awareness that focuses on the ability to use language to convey meaning to other people; Discourse awareness that reflect on the ability to connect sentences to create a meaningful conversation, and lastly, the Linguistic awareness wherein the ability of the language learners to know grammar rules is being measured. Andrew Philip (2006) on his one article entitled “Why do we teach Grammar?” stated that, Teachers often ask, ‘When should this or that grammatical term be taught?’ Yet what is important is not so much the sequence in which specific terms are introduced as that pupils gain sufficient experience of using and experimenting with the actual language features described by the term, so that they can gain a real sense of its nature and how it functions in texts. He concluded that, there are two important factors in planning the development of grammatical awareness. First, we need to develop activities which constantly draw upon pupils’ unconscious awareness of how grammar works rather than adopting a teacher-centred approach which tends to suggest that they have to be taught something that they do not already know. The former approach will foster their confidence in themselves as language learners and make the activity interesting and meaningful. Adding another point of view, Dayap (2006) emphasized that a theory of grammar or of grammatical development in itself cannot provide a starting point for a proficiency-oriented curriculum, though such a curriculum must acknowledge the role of grammar for it is a fundamental component of the basic or lower level of English proficiency. Without grammar learning, pupils/students may not be able to move beyond excellence. Abo (2007) mentioned that the formal study of grammar is an important part of education from a young age through advanced learning. “If the goals of language instruction include teaching students to use grammar accurately, meaningfully and appropriately, then a compelling case can be made for raising grammatical awareness. Instead of viewing grammar as static system arbitrary rules, it should be seen as rational, dynamic system that comprises structures and characterized by the three dimensions of form, meaning and use. The study of Manzano (2009) stated that a spoken language is one of the most valuable tools for communication. It requires the skill of organizing words and ideas in meaningful sequences and allows one to express his thoughts and ideas. It also presented that the level of oral communication skills of her respondents were affected by their proficiency in pronunciation, diction and grammar. On that same year, a study conducted by Valdez reflected that his respondents were moderately competent in Basic English grammar. Their most common errors were on the subject-verb agreement, order of adjectives in a series and order of adverb in a series. On the study of Gray (2011), she finds out that learners often revealed their composition writing with difficulties in terms of grammar skills. They are still unable to use the correct form of the verb to indicate time frames or tenses. They are indeed poor in subject-verb agreement especially on number. They are also hard up in pairing helping verbs with the main verbs in present progressive, past progressive and the perfect tenses of verb. They could not even use the correct prepositions and function words in their writing outputs. It was clearly stated by Rosales (2011) on her dissertation that grammar is a very important aspect to be considered in English. The pupils need to have grammatical ability to understand the grammatical function of different kinds of language elements, among of which are words, particles, suffixes, as well as, the rules governing their use in order to develop grammatical awareness. She added that, grammar is a set of formal pattern in which word language are arranged to convey a larger and clearer meaning.
On Pupil-Related Factors Dulay and Burt proposed the theory of “the Affective Filter Hypothesis” wherein they explained how affective factors relate to second language acquisition. The filter controls how much input the learner comes into contact with, and how much input is converted into intake. It is “affective” because the factors, which determine its strength, have to do with the learner’s motivation, self-confidence, or anxiety state. Learners with high motivation and self-confidence and with low anxiety have low filters and so obtain and let in plenty of input. Learners with low motivation, little self-confidence, and high anxiety have high filters and so receive little input and allow even less in. Consequently, a learner should have a positive response in learning the English language, such being optimistic contributes a lot in the improvement of his communication skills. In addition, the discoveries of Gardner and Lambert are noteworthy: one’s attitudes and feelings in learning a foreign language play an important role and negative feelings lead to poor performance.
On Sex Educational psychologists have consistently found out that girls tend to have higher standards in the classroom, and evaluate their own performance more critically. Girls also outperform boys in school (as measured by students ' grades), in most of the subjects and age groups. It was further explained in the study of Javillonar (2006) that men function more in left brain dominance which promotes specialization in logical, factual, analytical and aggressive thought. On contrary, women tend to use the right side of their brain which focuses more on feelings, language and communication skills. Bambico (2008) stated that sex was significantly related with reading comprehension, grammar and writing. This finding is supported by the conclusion of Mangkaroti (1986) that there was a significant relationship between sex and the problems in English Language Acquisition. The male respondents generally had greater difficulty in English than the female. It was only in syllabication where there were more females than males who committed errors. Garcia (2009) revealed that sex is significantly influenced the students’ writing competency on grammatical, structural, content and organization. He pointed out that females appeared to be more proficient in writing compare to males. It was noted in the study of Rosales (2011) regarding the English Grammar Proficiency of the Grade Five Pupils in Banayoyo-Lidlidda-San Emilio District, Division of Ilocos Sur, that both males and females had generally a “Poor” English grammar proficiency level. For subject-verb agreement and correct use of sentences, the level was ”fair”, while correct use of verb tenses, correct use of modifiers and correct use of prepositions were rated “Poor”. According to Gray (2011), the second year students in Public Secondary Schools of Candon City Division have a good performance in English language proficiency in terms of grammar, vocabulary and reading comprehension.

On Parents’ Educational Attainment Rapanut (2006) stated on his study that both education and attitude of parents are significantly influence the reading progress of a child. Successful readers are those who come from parents who have better education. Slow or Non-readers come from parents who are not fully educated or those who only finished the elementary level. Although, the findings of Rapanut was contrary to what Bambico (2008) claimed, that parents’ educational attainment is not significantly related to the academic performance because of the fact that parents, though they have earned a degree, still they failed to find time tutoring and teaching their children in accomplishing their designated task as well as their assignments. According to Patubo (2009), students whose parents with higher educational attainment had better performances compared to those whose parents with lesser scholastic achievement. Perhaps, one reason is that parents with higher degree of learning can possibly inculcate their knowledge, skills and rich experiences to their children. Rosales (2011) concluded on her study that the English grammar proficiency of the pupils was considerably affected by their parents’ educational attainment. This finding is similarly related to what Blanco (2004) revealed on his study that to a certain degree, the socio-economic and educational attainment of parents affected the academic performance of the learners.

On Parents’ Occupation The study of Bona (2003) assured that students, whose parents were professionals, garnered significantly higher scores than those fathers engaged in jobs which did not require specialized skills. Likewise, non-professional parents did significantly better than those whose fathers were classified as laborers. Alabat (2007) has another point of view, as mentioned by Clarissa G. Gray on her study. Alambat found out that there is no significant relationship between the parent’s occupation and the reading readiness of the Grade I pupils. Whatever the parents’ work is, the children still tend to have a reading readiness skill. The findings of Alcantara’s study, as quoted by various researchers including Gray (2011) and Rosales (2011), publicized that the parent’s occupation predicts academic performance. The association between academic performance and occupation is that, occupation influences the aspects of living which are directly related to study and learning. Parent’s of higher level of occupation are better able to provide their children with cultural environment that is not only conducive to learning but also more stimulating and broadening. She also revealed that most of the respondents whose parents belong to the higher level of occupation were found to have a better achievement than the rest. A student whose father had a higher occupational income had more chances to continue their studies.
On Language Spoken at Home It was proven from the study of Bona (2003) that the respondents’ ability in grammar was related with language spoken at home and the frequency in the use of the English language was found to have a significant effect on the correct use of the content and function words. Another, Rosales (2011) cited on his study the results of Anamnart’s investigation which focused on the aspects of grammar and mechanics in the formal compositions of the students of Lyceum in Baguio. She noted that the correct use of prepositions was among those grammatical aspects the students found difficulty in. From interviews with students, she found out that those who spoke English at home had little difficulty or no difficulty at all in conversing thru English Language. Similarly, Rosales stated on his findings that majority of the respondents were using Iloko at home, followed by Itneg, then Tagalog and lastly only few who used the English language at home. Therefore, Language spoken at home affects the English Grammar Proficiency of the Grade Five Pupils in Banayoyo-Lidlidda-San Emilio District, Division of Ilocos Sur.
On Type of Mass Media Exposed to Vizacarra (2008), mentioned in her study what Espejo (2001) pointed out that a student cannot be a completely educated man unless he reads at home. What the pupils gained from their home will be enhanced and nourished by teachers in the classroom, and the same through with what they learned in school. Reading habits has a great effect on the efficiency of the pupils towards the English Language. In the study conducted by Sabrido (2009), she revealed that students are tuning in Tagalog radio programs and worse, watching Telenovelas frequently or any tagalog channel. She recommended that parents should encourage their children to watch English radio/television programs. Teachers and school administrators should design lesson plans that would give the students more chance to be exposed to audio visual materials that promote the use of the English language. It was concluded by Patubo (2009) in his study that, mass media further helped students in acquiring the English language on their daily conversation as well as achieving variety of learning styles. In addition, their exposure expanded their understanding or critical thinking skills. Manzano (2011) included on his study what Ballestra (2006) found out that majority of the respondents are exposed to television. This was so because newspapers and magazines are not so much patronized by the pupils. Moreover, this could be because pupils seldom get hold of newspapers and magazines and probably they find these materials boring and hard to understand aside from adding to the cost of budget on their allowance in buying one.
On Home Environment Parents should not display their fights or arguments to each other in front of their children for this have a disturbing effect on the child. He/ she might not concentrate anymore on his/her studies and of course his/her acquisition of the English Language. Gray (2011), intensified in his study that good home environment inspires pupils to work better in improving their performance in grammar and vocabulary. The encouragement of parents on students in studying English has a significant relationship with their vocabulary skills as well as their level of grammatical awareness. These could be due to the fact that parents provide their children with dictionary and English Learning Guides that could be tools in English Language Acquisition.
On Teacher-Related Factors A Filipino teacher or any educator in nature is expected to serve as a role model to his learners. Specifically, he should be a professional credible, dignified and effective facilitator of learning. At present, the Department of Education (DepEd) is undertaking its bolder steps in implementing reforms to improve quality services towards the achievement of quality education through the Basic Education Sector Reform Agenda or BESRA. The National Competency-Based Teacher Standard (NCBTS), a part of BESRA, is designed to set the ideals for quality teachers to translate into quality learning of students/pupils in Philippine public schools nationwide. Another, time allotted for the English has something to do with the degree of grammar proficiency of the pupils. Time for remedial classes and oral/written enrichment must be conducted by the teacher because more time for English classes provide more drills and exercises on the part of the learners. Richard M. Pastor (2004) recommended in one of his articles that Teachers should maintain a modulated voice while teaching particularly in explaining the grammar rules, well-prepared with his English lessons before coming to class, avoid too much scolding, and should not always be rushing with his lessons. The pupils’ welfare should always be taken into utmost consideration. D. Almeda (1987) claimed that student’s response in various ways. Others may be fast learners while some might be at the other side. He recommended that teachers should conduct remedial classes so that the slow learners may understand well the English subject matter and able for them to perform well the grammatical structures and other English Activities. Nunan, D. (1989), perceived that traditional teacher denotes the dominant role taken by teachers within the classroom. The teacher did most of the talking while the learners remain passive. Student obedience in all classrooms meant complying with the teacher’s expectations. Nunan, D., added that most students drifted away from the lesson without engaging in any activities. Therefore, teacher-dominance and strictness were necessary factors in every classroom for learning to take place. Olay Cert (2006) pointed out in his research that, teachers should be creative in giving projects to their learners. Directing students to prepare grammar projects in English language classrooms is an efficient and effective method which can lead to long-term success. A project/requirement that makes students analyze the grammar in these discourses will heighten the grammatical awareness of the learners and, in relation to this; it will lead to betterment in not only grammatical competence and performance, but also communicative and linguistic performance. In addition, he suggested Grammar Assignment entitled “The analysis of ungrammatical yet communicatively acceptable usages confronted in literary texts, media texts, song lyrics and movies”, may be assigned in upper-intermediate and advanced grammar classes in which the students already have a high degree of grammatical awareness in English. As they have been acquainted with syntactic and morpho-syntactic features of English for a long period of time, it is pre-supposed that the learners have the necessary grammatical awareness to judge whether a sentence or a phrase is grammatical or syntactically well-formed in a related context.
On Civil Status Recent studies on the state of Philippine education have shown that an employee’s status affects one’s working performance. It may be on a positive or negative way depending on the person’s personality and point of view in life. Romeo J. Yarcia of Bayombong II District, elucidated how important that teachers should participate actively in English Seminars regardless whether these are conducted by private entities or DepEd so that they will be more prepared to assume their noble role as professional teachers who are expected to produce useful, nationalistic, enlightened, self-reliant, creative, versatile, God-fearing, productive, upright and disciplined citizens of the country. But reality speaking, some teachers especially those married ones are making their families as alibi in not attending trainings/seminars, especially if the venue is much far away at home. At the end, those younger and single teachers, have no choice but to join the aforesaid seminar or training.
On Highest Educational Attainment Realin (2003) as cited by Clarissa G. Gray (2011) in his study that in pursuit of excellence and of perfecting the educational philosophy, a professional teacher must equipped with knowledge, skills and positive habits. In addition, she found out in her study that teacher-respondents have a favourable desire for professional growth. Teachers who improved their educational qualification could progress in the art of teaching. One of the major responsibilities of every professional was to keep himself up-to-date to constantly prepare himself to live in the world as it would be today and tomorrow. Indeed, continuous professional growth is probably the most important characteristic of a component teacher and to successfully teach the English Language to the pupils/students. Borje (2007), as cited by Rosales (2011) that the higher the education of the teacher, the more competent he would be. That is why there’s a need for stressing professional advancement for teachers, nowadays.
On Number of hours in English Seminars/Trainings Attended Bona (2003) highlighted in her study the importance of giving teachers an opportunity to attend several language seminars and trainings, so that they can update themselves with modern methods and techniques in teaching. The significance of trainings, seminars and workshops were strengthened by the findings of Reigo (2005) in his study. She mentioned that teachers should always be aware of the new trends on educational methods and approaches to be competent in the teaching-learning process. Attendance in in-service trainings and seminars is the most common approach in upgrading the teacher’s competency. Gray (2011) recommended in his study that English teachers must be encouraged to pursue Graduate studies since only few are taking their Master’s Degree and most of them contented with minimal MA/MS units. Aside from this, teachers should attend relevant trainings/seminars in relation to the English subject and apply what they have learned in their actual teaching. These seminars/trainings should be conducted during summer to minimize the absences incurred by the teacher in class.
On Academic rank The finding of Realin (2003) declared that the academic rank of the teacher is significantly related to the reading comprehension of students but not on their language use and vocabulary skills. The same conclusion was seen from the study of Abo (2007) that the reading comprehension of the students was affected by academic rank of the teacher and methods of teaching. Their language use and vocabulary skills were not affected.
On Methods of Teaching Effective learning is the result of efficient teaching and using varied techniques and strategies. Teaching and methods therefore, complement and supplement each other in accomplishing educational goals. Certainly, teaching the English language requires helpful visual aids and appropriate methods as well as approaches to facilitate learning to the fullest. It was stressed in the study of Mailed (2002) as cited by Gray (2011), that language teachers should present lessons that challenge the learners to use all their senses. In the selection of instructional materials and in the preparation of the lesson, the teacher should give consideration to the development of the learner’s ability to activate their senses. Unlike in the traditional classroom setting where student participation is too minimal, modern language teachers should be more of facilitators to assist in the process. This way, proficiency in the language is achieved in a larger scale. According to Rod Ellis (2003), grammar-discovery approach has a number of advantages. It is likely to be more motivating than the direct approach - in general, learners find it more interesting to discover something for them than to be told it. It turns grammar into a 'content ' that the learners can communicate about. In other words, learners can use the target language as the medium for discovering grammar. In this way, a grammar discovery task doubles up as a communicative task. After all, learners can just as well talk about grammar as the countless other things language teachers get them to discuss. Perhaps the biggest advantage, however, is that grammar-discovery tasks help learners to develop the analytical skills they need to dissect language for themselves. In this way, they can continue to discover how the grammar of the language works on their own when they are outside the classroom. The grammar-discovery approach helps to foster the curiosity and the analytical skills needed to work on language autonomously - one of the hallmarks of successful language learners. Rosales (2011) indicated in her study that teaching methods and strategies should be suited to the ability of the students in recognizing the principles of individual differences. The use of methods in teaching requires a certain level of competence to bring about intended outcomes. Hence, to attain a certain level of learning, the professional teacher employs a lot of methods and strategies commensurate to the ability of the students and he should have the skills to enable him to use them with ease and control.

Conceptual Framework
This study revolved around the paradigm presented below.

Independent Variables Dependent Variables

Figure 1. Research Paradigm The paradigm illustrates that the Grammatical Awareness of the Grade Six Pupils in Public Schools, Second District of Candon City Division during S.Y. 2012-2013 is affected by these two factors: the teacher-related factors and pupil-related factors. This study considered that independent variables and the dependent variables affect the pupils’ level of grammatical awareness. English communicative awareness of pupils in school is greatly influenced by several factors. Variables related to performance of pupils in a certain school may differ in other schools. It is along this concept that pupils should always update and keep abreast with the latest information as well as the modern advancements in science and technology, indeed; only with the help of English language that one could possibly do it. Nowadays, there is an immense need to find out the level of grammatical awareness of the grade six pupils to determine whether they are proficiently ready to face high school academic standards wherein English is a must and commonly used anywhere – in business transactions, in conversations, in mass media, in offices, in applying for a job, in legal matters, in seminars and conferences, in framing programs, and in most chores that they do. Indeed, failure to speak the borrowed language may lead to communication barrier – a common dilemma confronted by society due to some difficulties in expressing ones ideas, thoughts and opinions brilliantly and accurately.

Operational Definition of Terms In order to have a clearer understanding and better appreciation of the study, the following terms are operationally defined. Grammatical Awareness This pertains to the respondents’ degree of awareness in English grammar particularly in subject-verb agreement, verb tenses, correct use of modifiers, correct use of prepositions, and identifying errors. Subject-verb agreement. This pertains to the correct usage of the subject and the verb to be used in a sentence. Verb tenses. This refers to the correct usage of verb in sentence whether it is in the present, past, perfect and future tenses. Correct use of modifiers. This is the correct use of the degrees of comparison in adverbs and adjectives. Correct use of prepositions. This pertains to the correct usage of prepositions in the sentence. Identifying errors. This refers to the ability to recognize grammatical errors in the sentence. Pupil-Related Factors. This refers to the personal attributes of the pupil-respondents such as sex, parents’ educational attainment, parents’ occupation , language spoken at home, type of mass media exposed to, and home environment. Parents’ educational attainment. This is described as the highest level of education finished by the father and mother of the respondents. This is categorized in the following: no formal education, Elementary level, Elementary graduate, High School level, High School graduate, College/Vocational Course level, College graduate, College graduate with MA/MS units, MA/MS Degree Holder, MA/MS Degree with Doctoral units, Doctoral Degree Holder, and Deceased. Parents’ occupation. This pertains to the specific type of work or means of livelihood the mother and/or the father engages in which falls under the following categories: Professional, skilled, OFW, unemployed and deceased. Language spoken at home: This refers to the dominant language(s) used at home, such as English, Filipino, Iloko and others. Type of mass media exposed to: This is the frequency of exposure to the types of mass media whether printed or thru electronic. In this study, mass media are classified into Printed Media (Materials), Broadcast Media, Radio and Internet. Home environment. It pertains to the general condition of the family based on the pupils’ perceptions on the pupils’ relationship with their family and the encouragement of the parents to the pupils in studying English. Teacher-Related Factors. These are the personal/professional attributes of the English teachers. Civil status. This refers to the teacher-respondents’ classification as single, married, widow/er, or separated. Highest educational attainment. It refers to the highest degree of formal schooling earned by the English teacher at the time this study is conducted. This is characterized by Bachelor’s degree, Bachelor’s degree with MA units, Master’s degree, Master’s degree with Doctoral units and Doctoral degree. Number of hours in English Seminars/trainings attended. This refers to the total number of hours in English seminars/trainings attended by the teachers to update their teaching competencies. Academic rank. This refers to the teaching position occupied by the teacher respondent, whether they belong to Teacher I, Teacher II, Teacher III, Master Teacher I, Master Teacher II or Master Teacher III. Methods of teaching grammar. This refers to the organized and systematic procedure employed by the English teachers in teaching English. With only three kinds of methods: inductive, deductive or inductive-deductive type of method.
Assumptions
This study is premised on the following assumptions. 1. The instruments used in this study are valid and reliable. 2. The responses of the responses are accurate and consistent.
Hypotheses
Based on the established problems in this study, the researcher formulated the following research hypothesis. 1. There is a significant relationship between the level of grammatical awareness of the pupil-respondents with the following: a. pupil-related factors and, b. teacher-related factors.
Methodology
This section presents the research design, methods and procedures undertaken in conducting this study. It also includes the description of the method of the study, sources of data, research instruments used, data gathering procedure, population and statistical treatment of data Research Design. Since the study attempted to ascertain some problems encountered by pupils in developing their grammatical awareness, the descriptive-correlation method was used. The survey method was used in the gathering of data through questionnaires determining the respondents’ profile in terms of the pupil-related factors, teacher-related factors, and the level of their grammatical competence. Another questionnaire was also answered by the grade six English teachers on their professional factors and teaching methods. The results will purposely used in justifying certain condition and practices and to use the data as basis of working intelligent plan for improving the study. Population and Sample. In this study, two sets of respondents were utilized. First, the 527 grade six pupils of which 227 sample was utilized from the 14 schools of District II, Candon City Division namely: Candon South Elementary School, Allangigan Elementary School, Amguid Elementary School, Ayudante Elementary School, Bugnay Elementary School, Calaoa-an Elementary School, Calongbuyan Elementary School, Cubcubbuot Elementary School, Oiag Daya Elementary School, Parioc Elementary School, Parioc East Elementary School, Patpata Elementary School, Paypayad Elementary School, and Sto.Tomas Elementary School. They were chosen through Slovin’s formula. The second set of respondents is 19 English teachers of the public schools in District II, Candon City Division. Total enumeration is employed in the teacher-respondents.

Table 1

|School |Respondents |
| |Pupils |Teachers |
| |N |n |N |
|Candon South Elementary School |120 |52 |4 |
|Allangigan Elementary School |22 |9 |1 |
|Amguid Elementary School |16 |7 |1 |
|Ayudante Elementary School |28 |12 |1 |
|Bugnay Elementary School |32 |14 |1 |
|Calaoa-an Elementary School |23 |10 |1 |
|Calongbuyan Elementary School |52 |22 |2 |
|Cubcubbuot Elementary School |26 |11 |1 |
|Oiag Daya Elementary School |21 |9 |1 |
|Parioc Elementary School |30 |13 |1 |
|Parioc East Elementary School |23 |10 |1 |
|Patpata Elementary School |45 |19 |1 |
|Paypayad Elementary School |53 |23 |2 |
|Sto.Tomas Elementary School |36 |16 |1 |
|TOTAL |527 |227 |19 |

Distribution of Respondents

Data Gathering Instrument. This study made use of a questionnaire as the primary tool for gathering data. There were two sets of questionnaire used. The first questionnaire was answered by the pupil-respondents. It consisted of two parts. Part I was the respondent’s personal data, which included sex, parents’ educational attainment, parents’ occupation, language spoken at home, type of mass media exposed to and home environment. Part II was the 40-ITEM English grammar test that was taken from the study of Rosales (2011) which composed of items like subject-verb agreement, verb tenses, correct use of modifiers and correct use of prepositions. The other 10 items under Identifying errors were adopted from the Education Research Services (ERS) Orientation Programme September 2003. The following norms were used to interpret the scores of the pupils in the skills tested: On subject-verb agreement, verb tenses, correct use of modifiers, correct use of prepositions, and on identifying error. Statistical Range Descriptive Rating

8.01 – 10.00 Very Good 6.01 – 8.00 Good 4.01 – 6.00 Fair 2.01 – 4.00 Poor 0.00 - 2.00 Very Poor

For overall Grammatical Awareness, the following norm was used:

Statistical Range Descriptive Rating

40.01 – 50.00 Very Good 30.01 – 40.00 Good 20.01 – 30.00 Fair 10.01 – 20.00 Poor 0.00 – 10.00 Very Poor

The checklist on teaching methods of the teachers in Teaching English grammar utilized this scale: 5 – Always, 4 – Often, 3 – Sometimes, 2 – Seldom, 1 – Never. In determining the level of use of the teaching methods, the following norms for interpretation were used. Statistical Range Descriptive Rating 4.21 – 5.00 Very Good 3.41 – 4.20 High 2.61 – 3.40 Moderate 1.81 – 2.60 Low 1.00 - 1.80 Very Low

Data Gathering Procedure. The data for this investigation were gathered during the school year 2012-2013. The researcher requested the permission from the School Division Superintendent of Ilocos Sur before floating the questionnaires. After permission was granted, the researcher coordinated with the district supervisor and school administrators and they were the ones who distributed the questionnaires to the respondents. The grade six English teachers administered the test on Grammatical awareness to their pupils. Data gathered were tabulated and statistically analyzed. Statistical Treatment of Data. The data were collated, organized and subjected to statistical analysis to answer the problems of the study. The following statistical tools were used in analyzing the data gathered: 1. Frequency count and percentage to describe the profile of the respondents both the pupils and teachers. 2. Mean to determine the level of grammatical awareness of the pupils, pupils’ perception on home environment, and level of use of teaching methods; and 3. Simple correlation analysis to determine the relationship between grammatical awareness and the pupil and teacher-related factors.
Chapter II
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter dealt with the presentation, analysis and interpretation of data gathered relative to the problems in the study.
Problem 1. What is the profile of the pupil-respondents in terms of the following factors: a. sex
b. parents’ educational attainment
c. parents’ occupation
d. language spoken at home
e. type of mass media exposed to
f. home environment
Profile of the Pupil-Respondents in Terms of Pupil-related Factors Table 2 shows the distribution of the pupil-respondents in terms of sex, parents’ educational attainment, parents’ occupation, language spoken at home, and type of mass media exposed to. On Sex. Table 2 reveals that among the 227 grade six respondents, majority of them are females140 (61.67%) and 87 (38.33%) are males. This suggests that females dominate the males in school in terms of number.

Table 2
Distribution of the Pupil-Respondents in Terms of their Socio-Demographic Profile.

|Indicators |f |% |
|Sex | | |
|Male |87 |38.33 |
|Female |140 |61.67 |
|Total |227 |100.00 |
|Parents’ Educational Attainment | | |
|Father | | |
|Elementary Level |8 |3.52 |
|Elementary Graduate |27 |11.9 |
|High School Level |32 |14.10 |
|High School Graduate |68 |29.96 |
|College/Vocational Course Level |28 |12.33 |
|College Graduate |55 |24.23 |
|College Graduate with MA/MS units |5 |2.20 |
|MA/MS Degree Holder |1 |0.44 |
|Deceased |3 |1.32 |
|Total |227 |100.00 |
|Mother | | |
|Elementary Level |9 |3.96 |
|Elementary Graduate |21 |9.25 |
|High School Level |29 |12.78 |
|High School Graduate |74 |32.60 |
|College/Vocational Course Level |15 |6.61 |
|College Graduate |57 |25.11 |
|College Graduate with MA/MS units |16 |7.05 |
|MA/MS Degree Holder |2 |0.88 |
|MA/MS Degree with Doctoral units |2 |0.88 |
|Deceased |2 |0.88 |
|Total |227 |100.00 |
|Parents’ Occupation | | |
|Father | | |
|Professional |42 |18.50 |
|Skilled |142 |62.55 |
|Unemployed |40 |17.62 |
|Deceased |3 |1.32 |
|Total |227 |100.00 |
|Mother | | |
|Professional |53 |23.35 |
|Skilled |82 |36.12 |

Table 2 continued…
|Unemployed |90 |39.65 |
|Deceased |2 |0.88 |
|Total |227 |100.00 |
|Language Spoken at Home | | |
|English |31 |13.66 |
|Filipino |44 |19.38 |
|Iloko |152 |66.96 |
|Total |227 |100.00 |

|Type of Mass Media exposed to | | |
|Printed Media (You can check more than one item) | | |
|Educational Books |196 |86.34 |
|Newspapers |143 |63.00 |
|Magazines |166 |73.13 |
|Journals |29 |12.78 |
|Comics |153 |67.40 |
|Pocketbooks |70 |30.84 |
|Encyclopedia |98 |43.17 |
|Broadcast Media | | |
|Television | | |
|News & Public Affair Programs |151 |66.52 |
|Entertainment Shows |138 |60.79 |
|Educational Shows |102 |44.93 |
|Soap Opera |111 |48.90 |
|Cartoons |198 |87.22 |
|Variety Shows |57 |25.11 |
|Radio | | |
|A.M. |32 |14.10 |
|P.M. |168 |74.01 |
|Both |8 |3.52 |
|Not at all |19 |8.37 |
| Internet | | |
|Games |130 |57.27 |
|Email |43 |18.94 |
|Chatting |96 |42.29 |
|Searching |139 |61.23 |
|Facebook |170 |74.89 |
|Friendster |75 |33.04 |
|Twitter |6 |2.64 |
|Youtube |164 |72.25 |

On Parents’ Educational Attainment. The table 2 further manifests that 68 (29.96%) of the fathers of the pupil-respondents were high school graduates; 8 (3.52%) elementary level; 27 (11.9%) elementary graduate; 32 (14.10%) high school level; 28 (12.33%) college/vocational course level; 55 (24.23%) college graduate; 5 (2.20%) college graduate with MA/MS units; 1 (0.44%) MA/MS degree holder, 3 (1.32%) deceased and there is no one whose fathers pursue MA/MS degree or graduated with doctoral degree, respectively. On the other hand, there are 74 (32.60%) of the pupil-respondents whose mothers are high school graduates while there are only 9 (3.96%) elementary level; 21 (9.25%) elementary graduate; 29 (12.78%) high school level; 15(6.61%) college/vocational course level; 57 (25.11%) college graduates; 16 (7.05%) college graduate with MA/MS units; 2 (0.88%) MA/MS degree holder; 2 (0.88%) MA/MS degree with doctoral units and 2 (0.88%) were deceased. The findings imply that majority of the pupils’ parents were high school graduates. Although, there is a varied level of educational attainment of the parents of the pupil-respondents as evidenced by a few fathers who attended graduate schools than mothers who even continue and finished degree holder and earned some doctoral units. On Parents’ Occupation. As far as parents’ occupation was concerned, the table 2 reflects that 95 (41.85%) of the fathers of the respondents were skilled workers; 47 (20.7%) were OFW’s; 42 ( 18.50%) were professionals; 40 (17.62%) were unemployed and 3 (1.32%) were deceased. It can be seen from the table that 90 (39.65%) of the mothers of the pupil-respondents were unemployed; 61 (26.87%) were OFW’s; 53 (23.35%) were professionals; 21 (9.25%) were skilled workers and only 2 (0.88%) were deceased. This is an indication that the parents of the pupil-respondents who have finished high school level will only receive minimal income for their family - daily expenses. This could be a reason why they sent their children to the public elementary schools. Fathers tend to go out and work while most mothers stay at home and in charge of caring the children and do household chores. On Language Spoken at Home. As can be seen on the table 2, the language always used by the pupil-respondents at home was Iloko which registered at 152 (66.96%). This was followed by Filipino at 44 (19.38%) and English 31 (13.66%). It is important to note that there are some respondents who used Filipino and English as their language for communication at home. But, in reality, English language is only spoken and used at school during English classes or English activities. On Type of Mass Media Exposed to. It is shown in Table 2 that majority of the pupil-respondents read educational books with 196 (86.34%) while very few read journals 29 (12.78%). This is due to that fact that textbooks/educational books are available in school and at home. Every classroom requires a mini-library or reading corner wherein the pupils are provided with different books that they can read during their vacant time. However, journals are not always presented at home and even at some schools. The table also reveals that majority of the pupil-respondents are watching cartoons 198 (87.22%) while others 151 (66.52%) watch News and public affair programs; 138 (60.79%) Entertainment shows; 111 (48.90%) Soap Opera; 102 (44.93%) Educational Shows; and 57 (25.11 %) variety shows. The findings under Broadcast Media (Television) imply that pupils are fond of watching cartoons program since these are shown after class hours in the afternoon. Parental guidance is needed particularly in choosing the right programs for the child. It is also shown in the table that majority of the pupil-respondents listen to F.M. radio programs (168 (74.01%) while 32 (14.10%) listen to A.M. radio programs. It is noted too that 8 (3.52%) both listen to the said programs and 19 (8.37 %) who not at all listen to any radio programs. The finding implies that most pupils are fond to listen to music stations like “Radio Natin”, M.O.R., and Campus Radio since these stations present more music either love or pop sounds that pupils can easily relate to. The table also clearly shows that majority of the pupil-respondents surfing the internet to open their socialize account like Facebook 170 (74.89%); watch and listen to music videos/movies from “Youtube” 164 (72.25%) and to play games 130 (57.27%). There are 139 (61.23%) who are researching. These findings indicate that the pupil-respondents go to internet shops not only for the purpose of researching for their assignments and projects but mainly to play games and socialize with other people in or outside of the country. On Home Environment. Table 3 presents level of perceptions of the pupil-respondents on their home environment. The level of perceptions of the respondents on their home environment is 2.76 which is described as “Good (G)”. Under pupils’ relationship with their family, the item my family suffers from financial matters got the highest mean rating 4.25 which is described as “Almost Always (AA)” while the item my parents allow me to do everything I like got the lowest mean rating 1.75 which is described as “Frequently (F)”.
Table 3
Level of Perceptions of the Pupil-Respondents on their Home Environment

|Indicators | |DR |
|A. Pupil’s Relationship with Their Family | | |
|1. Everyone in my family accepts my opinion. |2.69 |F |
|2. My parents allow me to do everything I like. |1.75 |R |
|3. Members of my family quarrel on some issues. |4.11 |G |
|4. I enjoy working with my family. |3.24 |F |
|5. My brothers and sisters encourage and help in my difficult learning task. |3.13 |F |
|6. My parents attend to and guide me in my studies. |4.00 |G |
|7. I have free time for my homework and projects. |2.42 |F |
|8. My family suffers from financial matters. |4.25 |AA |
|9. My opinions differ from other members of my family. |2.34 |F |
|10. I miss my classes because I help my parents earn a living. |3.56 |G |
|Overall |3.15 |G |
|B. Encouragement of Parents in Enriching the Grammar Awareness of their Children | | |
|11. My parents encourage me to read English reading materials particularly in grammar competence-raising |1.77 |R |
|12. My parents provide me with learning aids like CD’s, radio, etc. for my English class. |2.53 |S |
|13. My parents provide me and help me with reading materials that focuses on grammar |1.94 |S |
|14. My parents’ guide me and help when I have problems in constructing sentences that are grammatically |2.20 |S |
|correct. | | |
|15. My parents encourage me to listen to the radio, watch English TV shows and ask me to observe |2.69 |F |
|grammatical errors for me to suggest corrections | | |
|16. My parents encourage me to write letters chat or talk to foreigners in order that I can practice my |2.60 |S |
|English. | | |
|17. My parents ask me to use the newly learned English words in speaking and writing sentences that are |2.78 |F |
|grammatically correct. | | |
|18. All my family members willingly listen to me when I relate English stories. |2.15 |S |
|19. My parents read English magazines or newspapers. |2.55 |S |
|20. My parents promote an understanding of foreign culture. |2.41 |S |
|Overall |2.36 |F |

Norm: Statistical Range Descriptive Rating

Item Overall 4.21 – 5.00 Almost Always (AA) Excellent (E) 3.41 – 4.20 Generally (G) Very Good (VG) 2.61 – 3.40 Frequently (F) Good (G) 1.81 – 2.60 Sometimes (S) Fair (F) 1.00 - 1.80 Rarely (R) Poor (P)

As a whole, the pupils’ relationship with their family is as “Good” level with the mean of 3.15. This means that pupils’ family almost always suffer from financial matters and parents do not allowed their children to do everything they like, frequently. The results imply that pupils cannot do everything they like because they help their parents in doing household chores and work for their daily expenses like going to the field. On encouragement of parents in enriching the grammar awareness of their children, the item my parents ask me to use the newly learned English words in speaking and writing sentences that are grammatically correct got the highest mean rating of 2.78 which is described as “Frequently”. However, parents “Rarely” encourage their children to read English reading materials particularly in grammar awareness-raising as revealed by the mean rating 1.77 followed by the item my parents provide me and help me with reading materials that focuses on grammar with the same low rating of 1.94 which is described as “Sometimes”. As a whole, the encouragement of parents in enriching the grammar awareness of their children is at “Fair” level with the mean 2.36. This could be because most parents cannot afford English books or any reading materials that will aid their children for better learning. Even if the parents will frequently encourage their children to read, speak and write through the English language if they don’t have the needed materials to enrich themselves, still, learning the second language successfully will end only to “Fair” level.

Problem 2. What is the profile of the teacher-respondents in terms of the following factors: a. civil status b. highest educational attainment c. number of hours in English seminars/trainings attended d. academic rank e. methods of teaching grammar
Profile of the Teacher-Respondents in Terms of Personal/Professional Factors Table 4 shows the profile of the teacher-respondents in terms of personal/professional factors.

Table 4
Distribution of the Teacher-Respondents in terms of Teacher-Related Factors
|Indicators |
|f |
|% |
| |
|Civil Status |
| |
| |
| |
|Married |
|18 |
|94.74 |
| |
|Widow/er |
|1 |
|5.26 |
| |
|Total |
|19 |
|100.00 |
| |
|Highest Educational Attainment |
| |
| |
| |
|Bachelor’s Degree with MA units |
|18 |
|94.74 |
| |
|Master’s Degree |
|1 |
|5.26 |
| |
|Total |
|19 |
|100.00 |
| |
|Number of hours in English Seminars/ |
|trainings attended |
| |
| |
| |
|51-60 |
|2 |
|10.53 |
| |
|41-50 |
|4 |
|21.05 |
| |
|31-40 |
|6 |
|31.58 |
| |
|21-30 |
|7 |
|36.84 |
| |
|Total |
|19 |
|100.00 |
| |
|Academic Rank |
| |
| |
| |
|Teacher II |
|2 |
|10.53 |
| |
|Teacher III |
|15 |
|78.95 |
| |
|Master Teacher I |
|2 |
|10.53 |
| |
|Total |
|19 |
|100.00% |
| |

On Civil Status. It is manifested in the table 4 that majority of the teacher-respondents are married 18 (94.74%) while there is one (5.26%) who is widow/er. On Educational Attainment. The table reveals that majority of the teacher-respondents are bachelor’s degree holders with MA units, 18 (94.74%) while there is only one (5.26%) who is a Master’s degree holder. This means that almost all of the teachers did not pursue finish writing their thesis because they do not have enough time, the nature of work they have and families to attend to. On Number of hours in English Seminars/trainings attended. It can be gleaned from the table that there are 7 (36.84%) of the teacher-respondents have attended English seminars/trainings for 21-30 hours; 6 (31.58%) for 31-40 hours; 4 (21.05%) for 41-50 hours; and 2 (10.53%) for 51-60 hours. This shows that most teachers need more English seminars/trainings for them to enhance their skills in teaching the subject particularly in the grammar aspect. On Academic Rank. As further reflected in table 4 under academic rank of the English teacher-respondents, majority of them 15 (78.95%) are Teacher III; 2 (10.53%) are Teacher II; and another 2 (10.53%) are Master Teacher I. There are few English VI teachers who elevated their position or rank. Most of them remain as Teacher III. Table 5 presents the Level of Assessment on the Use of Teaching Methods by the Teacher-Respondents.

Table 5 Level of Assessment on the Use of Teaching Methods by the Teacher-Respondents

|Indicators | |DR |
|1. Inductive Method – I use drills, exercises before arriving at the generalization. |4.05 |U |
|2. Deductive Method – I explain the grammar rules before giving the drills and exercises to |4.26 |A |
|my pupils. | | |
|3. Inductive-Deductive Method- I use either Inductive or Deductive and Combine the methods |3.89 |U |
|if it is necessary. | | |
|Overall |4.07 |High |

Statistical Range Descriptive Rating Item Overall 4.21 – 5.00 Always (A) Very High 3.41 – 4.20 Usually (U) High 2.61 – 3.40 Often (O) Fair 1.81 – 2.60 Seldom(S) Low 1.00 - 1.80 Never (N) Very Low

On Methods of Teaching. It is worth mentioning that in table 5 that there is a “High” overall rating on the use of teaching methods as revealed by the mean rating of 4.07. Taking the items separately, the Deductive method was “Always” used and got the highest 4.26. This shows that teachers explain the grammar rules first before they give the drills and exercises to their pupils. Teachers are more inclined in this method considering the fact that this is still the most widely used method in the schools. On the other hand, the item Inductive-Deductive Method was “Usually” used as shown by the lowest mean 3.89. Probably because the teachers use either Inductive or Deductive and combine the methods only if it is necessary.

Problem 3. What is the level of grammatical awareness of the pupils along the following? a. subject-verb agreement b. verb tenses c. correct use of modifiers d. correct use of prepositions e. identifying errors
Level of Grammatical Awareness of the Pupil-Respondents The mean scores obtained by the Grade VI pupils in the 14 public elementary schools of Candon City Division showed their level of Grammatical Awareness as reflected in Table 6 to Table 9.
A. Subject-Verb Agreement Table 6 shows the level of grammatical awareness of the grade six pupils of Second District of Candon City Division along subject-verb agreement. The table clearly shows a “Fair” performance in subject-verb agreement as shown by the computed overall mean of 5.38. Allangigan Elementary School, Amguid Elementary School, Calaoa-an Elementary School, Oiag Daya Elementary School, got the lowest means: 4.00, 3.71, 3.70, and 3.78 respectively. These put them on the “Poor” level. The other five schools which were in the “Fair” level were Bugnay Elementary School (5.21), Sto.Tomas Elementary School (5.38), Parioc East Elementary School (4.90), Paypayad Elementary School (6.00), Parioc Elementary School (6.00). Schools that got the “Good” level were Patpata Elementary School (6.05), Calongbuyan Elementary School (6.50), Cubcubbuot Elementary School (7.45) and Candon South Elementary School (6.60). Table 6

Level of Grammatical Awareness of the Grade six Pupil-respondents along Subject-Verb Agreement
|Name of Schools |Mean Score |Descriptive Rating |
| |(  ) |(DR) |
|Candon South Elementary School |6.69 |G |
|Allangigan Elementary School |3.78 |P |
|Amguid Elementary School |3.71 |P |
|Ayudante Elementary School |5.92 |F |
|Bugnay Elementary School |5.21 |F |
|Calaoa-an Elementary School |3.70 |P |
|Calongbuyan Elementary School |6.50 |G |
|Cubcubbuot Elementary School |7.45 |G |
|Oiag Daya Elementary School |4.00 |P |
|Parioc Elementary School |6.00 |F |
|Parioc East Elementary School |4.90 |F |
|Patpata Elementary School |6.05 |G |
|Paypayad Elementary School |6.00 |F |
|Sto.Tomas Elementary School |5.38 |F |
|Overall |5.38 |Moderate |

Norm: Statistical Range Descriptive Rating (DR) Overall DR 8.01 – 10.00 Very Good Very High 6.01 – 8.00 Good High 4.01 – 6.00 Fair Moderate 2.01 – 4.00 Poor Low 0.00 - 2.00 Very Poor Very Low

This shows that the grade six pupils of District II, Candon City Division got an average score in their Grammatical awareness along subject-verb agreement.
B. Verb Tenses Table 7 shows the level of grammatical awareness of the grade six pupils of Second District of Candon City Division along verb tenses.

Table 7

Level of Grammatical Awareness of the Grade Six Pupil-Respondents along Verb Tenses
|Name of Schools |Mean Score |Descriptive Rating |
| |(  ) |(DR) |
|Candon South Elementary School |6.48 |G |
|Allangigan Elementary School |3.11 |P |
|Amguid Elementary School |3.14 |P |
|Ayudante Elementary School |4.92 |F |
|Bugnay Elementary School |4.71 |F |
|Calaoa-an Elementary School |4.50 |F |
|Calongbuyan Elementary School |4.82 |F |
|Cubcubbuot Elementary School |6.27 |G |
|Oiag Daya Elementary School |2.56 |P |
|Parioc Elementary School |5.46 |F |
|Parioc East Elementary School |3.90 |P |
|Patpata Elementary School |4.95 |F |
|Paypayad Elementary School |4.70 |F |
|Sto.Tomas Elementary School |4.25 |P |
|Overall |4.56 |Moderate |

Norm: Statistical Range Descriptive Rating (DR) Overall DR 8.01 – 10.00 Very Good Very High 6.01 – 8.00 Good High 4.01 – 6.00 Fair Moderate 2.01 – 4.00 Poor Low 0.00 - 2.00 Very Poor Very Low

It could be gleaned in the table that the pupil- respondents got “Fair” performance along verb tenses, as seen in the computed overall mean of 4.56. The table shows that among the 14 public elementary schools of District II, Candon City Division, Sto.Tomas Elementary School, Parioc East Elementary School, Oiag Daya Elementary School , Amguid Elementary School, and Allangigan Elementary School were on the “Poor” level with the mean scores: 4.25, 3.90, 2.56, 3.14 and 3.11 respectively. The table also reveals the schools which got the “Fair” level, Paypayad Elementary School (4.70) , Patpata Elementary School (4.90), Parioc Elementary School (5.46), Calongbuyan Elementary School (4.82) , Calaoa-an Elementary School (4.50), Ayudante Elementary School (4.92) and Bugnay Elementary School (4.71). Only Candon South Elementary School and Cubcubbuot Elementary School were on the “Good” level. This shows that the grade six pupils of District II, Candon City Division got an average score in their grammatical awareness along verb tenses.

C. Modifiers Table 8 shows the level of grammatical awareness of the grade six pupils of Second District of Candon City Division along correct use of modifiers. Based on the norms, it is shown that the performance of the respondents along correct use of modifiers was at the “Poor” level with the computed overall mean of 3.88. The table shows that Amguid Elementary School pupils got a “Very Poor” performance with a mean score of 1.57. There were six schools with “Poor” performance and seven schools were at the “Fair” level. This shows that the grade six pupils of District II, Candon City Division got a low score in their grammatical awareness along correct use of modifiers.

Table 8 Level of Grammatical Awareness of the Grade Six Pupil-Respondents along correct use of modifiers

|Name of Schools |Mean Score |Descriptive Rating |
| |(  ) |(DR) |
|Candon South Elementary School |4.65 |F |
|Allangigan Elementary School |2.78 |P |
|Amguid Elementary School |1.57 |VP |
|Ayudante Elementary School |4.25 |F |
|Bugnay Elementary School |4.07 |F |
|Calaoa-an Elementary School |3.90 |P |
|Calongbuyan Elementary School |3.95 |P |
|Cubcubbuot Elementary School |5.64 |F |
|Oiag Daya Elementary School |2.67 |P |
|Parioc Elementary School |4.38 |F |
|Parioc East Elementary School |3.50 |P |
|Patpata Elementary School |4.74 |F |
|Paypayad Elementary School |3.96 |P |
|Sto.Tomas Elementary School |4.31 |F |
|Overall |3.88 |Low |

Norm: Statistical Range Descriptive Rating (DR) Overall DR 8.01 – 10.00 Very Good Very High 6.01 – 8.00 Good High 4.01 – 6.00 Fair Moderate 2.01 – 4.00 Poor Low 0.00 - 2.00 Very Poor Very Low

D. Prepositions Table 9 shows the level of grammatical awareness of the grade six pupils of Second District of Candon City Division along correct use of prepositions.

Table 9

Level of Grammatical Awareness of the Grade six Pupil-respondents along correct use of prepositions
|Name of Schools |Mean Score |Descriptive Rating |
| |( x ) |(DR) |
|Candon South Elementary School |6.00 |F |
|Allangigan Elementary School |3.00 |P |
|Amguid Elementary School |2.86 |P |
|Ayudante Elementary School |4.00 |P |
|Bugnay Elementary School |3.14 |P |
|Calaoa-an Elementary School |3.90 |P |
|Calongbuyan Elementary School |4.95 |F |
|Cubcubbuot Elementary School |5.45 |F |
|Oiag Daya Elementary School |2.22 |P |
|Parioc Elementary School |4.85 |F |
|Parioc East Elementary School |3.00 |P |
|Patpata Elementary School |4.37 |F |
|Paypayad Elementary School |4.39 |F |
|Sto.Tomas Elementary School |4.94 |F |
|Overall |4.08 |Moderate |

Norm: Statistical Range Descriptive Rating(DR) Overall DR 8.01 – 10.00 Very Good Very High 6.01 – 8.00 Good High 4.01 – 6.00 Fair Moderate 2.01 – 4.00 Poor Low 0.00 - 2.00 Very Poor Very Low

The table clearly shows that the grammatical awareness of the respondents along correct use of prepositions was at “Fair” level with a mean score of 4.08. Half of the schools were at the “Poor” level and the other half were at the “Fair” level.
E. Identifying errors Table 9 shows the level of grammatical awareness of the grade six pupils of Second District of Candon City Division along the identifying errors.

Table 10

Level of Grammatical Awareness of the Grade six
Pupil-respondents along identifying errors
|Name of Schools |Mean Score |Descriptive Rating |
| |( x ) |(DR) |
|Candon South Elementary School |4.73 |F |
|Allangigan Elementary School |1.89 |VP |
|Amguid Elementary School |1.43 |VP |
|Ayudante Elementary School |3.17 |F |
|Bugnay Elementary School |2.86 |P |
|Calaoa-an Elementary School |3.10 |P |
|Calongbuyan Elementary School |3.77 |P |
|Cubcubbuot Elementary School |4.55 |F |
|Oiag Daya Elementary School |1.89 |VP |
|Parioc Elementary School |3.15 |P |
|Parioc East Elementary School |2.90 |P |
|Patpata Elementary School |3.68 |P |
|Paypayad Elementary School |3.30 |P |
|Sto.Tomas Elementary School |3.13 |P |
|Overall |3.11 |Low |

Norm: Statistical Range Descriptive Rating(DR) Overall DR

8.01 – 10.00 Very Good Very High 6.01 – 8.00 Good High 4.01 – 6.00 Fair Moderate 2.01 – 4.00 Poor Low 0.00 - 2.00 Very Poor Very Low

The table shows that there are three schools which got the “Very Poor” level of grammatical awareness, namely: Oiag Daya Elementary School (1.89), Amguid Elementary School (1.43), Allangigan Elementary School (1.89). Three schools were at “Fair” level, while there were eight schools were at the “Poor” level.

OVERALL GRAMMATICAL AWARENESS Table 11 shows the overall level of grammatical awareness of the grade six pupils of District II, Candon City Division.

Table 11
Overall Mean Scores in the English Grammar Proficiency Test of the Pupil-respondents of District II, Candon City Division.
|Name of Schools |Mean Score |Descriptive Rating |
| |( x ) |(DR) |
|Candon South Elementary School |28.56 |Fair |
|Allangigan Elementary School |14.56 |Poor |
|Amguid Elementary School |12.71 |Poor |
|Ayudante Elementary School |22.25 |Fair |
|Bugnay Elementary School |20.00 |Poor |
|Calaoa-an Elementary School |19.30 |Poor |
|Calongbuyan Elementary School |24.00 |Fair |
|Cubcubbuot Elementary School |30.09 |Good |
|Oiag Daya Elementary School |13.33 |Poor |
|Parioc Elementary School |23.85 |Fair |
|Parioc East Elementary School |18.20 |Poor |
|Patpata Elementary School |23.79 |Fair |
|Paypayad Elementary School |22.39 |Fair |
|Sto.Tomas Elementary School |22.00 |Fair |
|Overall |21.07 |Fair |

Norm: OVERALL
| Statistical Range Descriptive Rating |
|40.01 – 50.00 Very Good |
|30.01 – 40.00 Good |
|20.01 – 30.00 Fair |
|10.01 – 20.00 Poor |
|0.00 – 10.00 Very Poor |
| |
| |
| |
| |
| |

The table clearly shows that, as a whole, the grade six pupils of District II, Candon City Division showed a “Fair” performance in English grammar as shown by the computed overall mean of 21.07.

Problem 4. Is there a significant relationship between the levels of Grammatical Awareness of the pupil-respondents and each of the following variables: a. pupil-related factors and b. teacher-related factors

Relationship between the Grammatical Awareness of the Grade Six Pupils and Pupil-related Factors Table 12 shows the correlation coefficients between pupil’s Grammatical Awareness and pupil-related factors.

Table 12
Correlation Coefficients between Pupil’s Grammatical Awareness and Pupil-Related factors

|Pupil-Related Factors |Grammatical Awareness |
| |Subject-Verb|Correct use|Correct use|Correct use|Identifying |
| |Agreement |of verb |of |of |errors |
| | |tenses |Modifiers |Preposition| |
| | | | |s | |
|Sex |-.151* |.063 |.078 |.023 |.119 |
|Parent’s Educational Attainment | | | | | |
|Father |-.158* |.041 |.083 |.120 |.094 |
|Mother |-.332** |-.014 |.106 |.057 |.085 |
|Parent’s Occupation | | | | | |
|Father |-.006 |.068 |.004 |.089 |.096 |
|Mother |-.263** |.050 |.027 |-.052 |-.008 |
|Language Spoken at Home | | | | | |
|English |.041 |-.006 |.049 |.009 |.035 |
|Filipino |-.097 |-.022 |.009 |-.029 |.004 |
|Iloko |.051 |.022 |-.043 |.018 |-.028 |
|Type of Mass Media exposed to | | | | | |
|Printed Media | | | | | |
|Educational Books |.050 |.000 |-.094 |.040 |-.014 |
|Newspapers |.007 |.015 |.021 |.025 |-.022 |
|Magazines |.066 |.001 |-.017 |-.106 |.012 |
|Journals |-.038 |.084 |.038 |-.082 |.058 |
|Comics |.082 |.036 |-.020 |-.018 |.013 |
|Pocketbooks |-.029 |.086 |.073 |-.051 |.069 |
|Encyclopedia |.060 |.043 |.067 |.014 |.030 |
|Broadcast Media | | | | | |
|Television | | | | | |
|News & Public Affair Programs |-.099 |.017 |.049 |.065 |-.100 |
|Entertainment Shows |-.069 |-.013 |-.032 |-.011 |-.008 |
|Educational Shows |-.068 |-.051 |.009 |-.008 |.123 |
|Soap Opera |.109 |.110 |-.009 |-.039 |-.075 |
|Cartoons |.112 |-.056 |-.025 |-.033 |.012 |
|Variety Shows |.071 |0.14 |.093 |.018 |-.005 |
|Radio | | | | | |
|A.M. |-.130 |.045 |.074 |.028 |.064 |
|F.M. |.130* |-.024 |-.027 |.011 |.011 |
|Both |-.028 |-.046 |.023 |-.029 |.018 |
|Not at all |-.024 |.012 |-.065 |-.034 |-.109 |
| Internet | | | | | |
|Games |-.266** |.036 |.079 |.043 |.123 |
|Email |-.105 |.051 |.009 |-.047 |.013 |
|Chatting |.010 |-.056 |.129 |-.091 |.078 |
|Searching |-.330** |.039 |.057 |.003 |.085 |
|Facebook |-.141* |.080 |.119 |.093 |.129 |
|Friendster |.013 |.014 |-.129 |.023 |-.160* |
|Twitter |-.122 |-.040 |.029 |-.029 |-.014 |
|Youtube |-.153* |-.074 |-.007 |.025 |.028 |
|Home Environment | | | | | |
|Pupils’ relationship w/ their family |.001 |-.068 |-.264** |-.018 |-.191** |
|Encouragement of Parents in enriching |-.068 |.001 |.535** |.456** |.420** |
|the grammar competency of their | | | | | |
|children | | | | | |

|**. Correlation is significant at the 0.01 level (2-tailed). |
|*. Correlation is significant at the 0.05 level (2-tailed). |

The table shows that sex is significantly related to the pupils’ grammatical awareness (r=-.151). The result means that more female pupils tend to perform better in English grammar than males. This can be seen on tests of academic achievements; girls tend to be superior in language while the boys usually excel in science and mathematics. The finding is supported by the findings of Rosales (2011) and Bambico (2008) that sex was significantly related with grammar and females showed a higher level of grammatical awareness than the male respondents. The table reveals also that parents’ educational attainment and pupils’ grammatical awareness were significantly related. Father: (-.158), Mother (r=-.332), this finding is again supported by Rosales (2011) findings. Most of the time, educated parents can teach well their children particularly in enriching their grammatical awareness. On the other hand, under the Parents’ Occupation, only the mothers’ occupation was significantly related to the grammatical awareness of the pupils (r= -.263). This may increase due to the reason that, mothers spend more time in caring and nurturing their children, compared to fathers who stay away and work. The variable, type of mass media exposed to, particularly, Printed Media (Books, magazines, journals…) and Broadcast Media (News, educational shows…) were not significantly correlated to the pupils’ grammatical awareness. Unlike, Radio :F.M.(r=.130), and Internet (games (r=.266), searching (r=-.330), Facebook (r=-.141) , Friendster (r=-.160) Youtube (r=-.153) were significantly related. It is not surprising because learners of today’s generation are now computer literate and spend more playing and surfing the internet. It only implies that pupils seldom read newspapers and books, that is why their grammatical awareness gradually getting down to “Poor” level.
Relationship between the Grammatical Awareness of the Grade Six Pupils and Teacher-related Factors Table 13 shows the correlation coefficients between pupil’s Grammatical Awareness and teacher-related factors.
Table 13
Correlation Coefficients Between Pupil’s Grammatical Awareness and Teacher -Related factors

|Teacher-Related Factors |Grammatical Awareness |
| |Subject-Verb |Correct use of|Correct use of|Correct use of|Identifying |
| |Agreement |verb tenses |Modifiers |Prepositions |errors |
|Civil status |.990** |-.053 |-.235** |.000 |-.177** |
|Highest educational attainment, |.980** |-.058 |-.245** |-.008 |-.163* |
|Number of hours in English seminars/trainings |-.007 |-.020 |-.035 |-.019 |-.182** |
|attended, | | | | | |
|Academic rank, |-.202** |-.010 |.017 |.013 |-.126 |
|Methods of teaching grammar | | | | | |
|Inductive |.047 |.100 |.133* |.176** |.155* |
|Deductive |.043 |-.066 |-.054 |-.051 |-.019 |
|Inductive-deductive |.003 |-.261** |-.303** |-.207** |-.363** |
| | | | | | |
|**. Correlation is significant at the 0.01 level (2-tailed). |
|*. Correlation is significant at the 0.05 level (2-tailed). |

It is clearly shown in the table that all the teacher-related factors are significantly related to the pupils’ grammatical awareness. Taken singly, sex is significantly related to subject-verb agreement (r=.151). Parents’ highest educational attainment is also significantly related to subject-verb agreement, father (r=.158); mother (r=.332). Likewise, Parents’ occupation is significantly related to subject-verb agreement, mother (r=.263). Under broadcast media, Radio (F.M.) is significantly related to subject-verb agreement(r=.130). Another, Internet: games is significantly related to subject-verb agreement (r=.266), searching (r=.330); Friendster is significantly related to identifying errors (r=.160) and Youtube(r=.153). Additionally, Home environment, particularly the pupils’ relationship with their family is significantly related to correct use of modifiers (r=.264) and Identifying errors (r=.191). While in Encouragement of Parents in enriching the grammar awareness of their children is significantly related to correct use of modifiers (r=.535) and Identifying errors (r=.420).

Chapter III

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS This chapter presents the summary of the findings, conclusions formulated and recommendations made, resulting from the analysis and interpretation of the gathered data.

SUMMARY This study determined the level Grammatical Awareness of the grade six pupils of District II, Candon City Division along the following skills: subject-verb agreement, verb tenses, correct use of modifiers, correct use of prepositions and identifying errors. The factors influencing grammatical awareness, such, as, teacher and pupil-related factors were also investigated. This study used the descriptive-correlative method in gathering the needed data. The test results were used to describe the level of grammatical awareness of the respondents. The survey method was used in the gathering of data regarding pupil-related factors and teacher-related factors, using a questionnaire. A questionnaire was also answered by the grade six English teachers on their professional factors and on their teaching methods. This study was conducted in the 14 public elementary schools of District II, Candon City Division utilizing the 19 grade six English teachers and 227 grade six pupils, enrolled for school year 2012-2013.

Findings The following are the salient findings of the study:
1. Profile of the Pupil-respondents On Sex. Among the 227 grade six respondents, majority of them are females 140 (61.67%) and 87 (38.33%) are males. On Parents’ Educational Attainment. Sixty eight (29.96%) of the fathers of the pupil-respondents were high school graduates; 8 (3.52%) elementary level; 27 (11.9%) elementary graduate; 32 (14.10%) high school level; 28 (12.33%) college/vocational course level; 55 (24.23%) college graduate; 5 (2.20%) college graduate with MA/MS units; 1 (0.44%) MA/MS degree holder, 3 (1.32%) deceased and there is no one whose fathers pursue MA/MS degree or graduated with doctoral degree, respectively. There are 74 (32.60%) of the pupil-respondents whose mothers are high school graduates while there are only 9 (3.96%) elementary level; 21 (9.25%) elementary graduate; 29 (12.78%) high school level; 15(6.61%) college/vocational course level; 57 (25.11%) college graduates; 16 (7.05%) college graduate with MA/MS units; 2 (0.88%) MA/MS degree holder; 2 (0.88%) MA/MS degree with doctoral units and 2 (0.88%) were deceased. On Parents’ Occupation. There are 95 (41.85%) of the fathers of the respondents were skilled workers; 47 (20.7%) were OFW’s; 42 ( 18.50%) were professionals; 40 (17.62%) were unemployed and 3 (1.32%) were deceased. Ninety (39.65%) of the mothers of the pupil-respondents were unemployed; 61 (26.87%) were OFW’s; 53 (23.35%) were professionals; 21 (9.25%) were skilled workers and only 2 (0.88%) were deceased. On Language Spoken at Home. 152 (66.96%) were using Iloko, Filipino at 44 (19.38%) and English 31 (13.66%). On Type of Mass Media Exposed to. Majority of the pupil-respondents read educational books with 196 (86.34%) and very few read journals 29 (12.78%). Majority of the pupil-respondents are watching cartoons 198 (87.22%) while others 151 (66.52%) watch News and public affair programs; 138 (60.79%) Entertainment shows; 111 (48.90%) Soap Opera; 102 (44.93%) Educational Shows; and 57 (25.11 %) variety shows. Majority of the pupil-respondents listen to F.M. radio programs (168 (74.01%) while 32 (14.10%) listen to A.M. radio programs. 8 (3.52%) both listen to the said programs and 19 (8.37 %) who not at all listen to any radio programs. Majority of the pupil-respondents surfing the internet to open their socialize account like Facebook 170 (74.89%); watch and listen to music videos/movies from Youtube 164 (72.25%) and to play games 130 (57.27%). There are 139 (61.23%) who are researching. On Home Environment. The level of perceptions of the respondents on their home environment is 2.76 which is described as “Good (G)”. Under pupils’ relationship with their family, the item my family suffers from financial matters got the highest mean rating 4.25 which is described as “Almost Always (AA)” while the item my parents allow me to do everything I like got the lowest mean rating 1.75 which is described as “Frequently (F)”. As a whole, the pupils’ relationship with their family is as “Good” level with the mean of 3.15.
2. Profile of the Teacher-Respondents On Civil Status. Majority of the teacher-respondents are married 18 (94.74%) while there is one (5.26%) who is widow/er. On Highest Educational Attainment. Majority of the teacher-respondents are bachelor’s degree holders with MA units, 18 (94.74%) while there is only one (5.26%) who is a Master’s degree holder. On Number of hours in English Seminars/trainings attended. There are 7 (36.84%) of the teacher-respondents have attended English seminars/trainings for 21-30 hours; 6 (31.58%) for 31-40 hours; 4 (21.05%) for 41-50 hours; and 2 (10.53%) for 51-60 hours. On Academic Rank. Majority of them 15 (78.95%) are Teacher III; 2 (10.53%) are Teacher II; and another 2 (10.53%) are Master Teacher I. There are few English VI teachers who elevated their position or rank. Most of them remain as Teacher III. On Methods of Teaching. There is a “High” overall rating on the use of teaching methods as revealed by the mean rating of 4.07. Deductive method was “Always” used and got the highest 4.26. The item Inductive-Deductive Method was “Usually” used as shown by the lowest mean 3.89.

3. Relationship between the Grammatical Awareness of the Grade Six Pupils and Pupil-related Factors Sex is significantly related to the pupils’ grammatical awareness (r=-.151). Parents’ educational attainment and pupils’ grammatical awareness were significantly related. Father: (-.158), Mother (r=-.332), On Parents’ Occupation, only the mothers’ occupation was significantly related to the grammatical competence of the pupils (r= -.263). The variable, type of mass media exposed to, particularly, Printed Media (Books, magazines, journals…) and Broadcast Media (News, educational shows…) were not significantly correlated to the pupils’ grammatical competence. Unlike, Radio :F.M.(r=.130), and Internet (games (r=.266), searching (r=-.330), Facebook (r=-.141) , Friendster (r=-.160) Youtube (r=-.153) were significantly related.

4. Relationship between the Grammatical Awareness of the Grade Six Pupils and Teacher-related Factors The teacher-related factors are significantly related to the pupils’ grammatical awareness. Taken singly, sex is significantly related to subject-verb agreement (r=.151). Parents’ highest educational attainment is also significantly related to subject-verb agreement, father (r=.158); mother (r=.332). Likewise, Parents’ occupation is significantly related to subject-verb agreement, mother (r=.263). Under broadcast media, Radio (F.M.) is significantly related to subject-verb agreement(r=.130). Another, Internet: games is significantly related to subject-verb agreement (r=.266), searching (r=.330); Friendster is significantly related to identifying errors (r=.160) and Youtube(r=.153). Additionally, Home environment, particularly the pupils’ relationship with their family is significantly related to correct use of modifiers (r=.264) and Identifying errors (r=.191). While in Encouragement of Parents in enriching the grammar awareness of their children is significantly related to correct use of modifiers (r=.535) and Identifying errors (r=.420).

Conclusions
Based on the findings, these conclusions are made:

1. Majority of the pupil-respondents are female whose parents are high school graduates. Their fathers are employed as skilled workers while their mothers are unemployed. The language they always used at home was Iloko. They watch cartoons; listen to F.M. radio programs; surf the internet to play games but they seldom read educational books, newspapers and other printed English articles. They have good relationship with their family and a “Fair” rating on the encouragement of Parents in enriching the grammar awareness of their children. Almost all of teacher-respondents are married and finished Bachelor’s degree with MA units. Majority of them were already attended between 21-40 hours of English seminars/trainings. Majority of the English VI teachers are Teacher III and they have high rating in the use of Teaching methods, particularly the deductive type of method. 2. The grade six pupils have a fair performance in the overall grammatical awareness along the components: subject-verb agreement (fair), verb tenses (fair), correct use of modifiers (fair), correct use of prepositions (fair) and identifying errors (poor).

3. The grammatical awareness of the pupil-respondents was significantly related to their sex, parent’s educational attainment, parents’ occupation, exposure to mass media, home environment and all the teacher-related factors.

Recommendations From the findings and conclusions drawn in this study, the teacher recommends the following: 1. Pupils must be guided by their parents in enriching their grammatical competence, be provided with English reading materials at school and most especially at home. They should be encouraged to watch English television programs and educational shows. Parental guidance is necessary when the children are surfing from the internet. The parents should explain how to use properly the computer-less computer games and other unwanted sites. Likewise, pupils should learn how to search internet websites that provide opportunities in improving their grammatical awareness. 2. Parents should not display their arguments and fights in front of their children. They should be role models and find time teaching and understanding more their children needs and education. 3. The English teachers are encouraged to pursue Graduate studies, particularly, Master’s degree in teaching English. Since only one of them has Master’s degree and most of them have MA/MS units. Aside from this, they should attend relevant trainings/seminars in relation to the English language or better about teaching grammar. School-based trainings should be conducted and regarding outside trainings, during summer is the best time, in order to minimize the absences incurred by the teacher in class. 4. Teachers should provide additional workbooks with exercise and drills on grammar. The Candon City Division should conduct Training-Workshops in ICT (Information Communication Technology) , in writing action research-to remedy several problems occurred in or outside the classroom premises and in the preparation of strategic intervention materials (SIM) particularly in English focusing on grammar awareness rising, to help the teachers also to construct appropriate learning aids for more effective teaching-learning process. 5. Future researchers are encouraged to replicate this study particularly in enriching the grammatical awareness of both teachers and pupils.

Table of Specification

ENGLISH GRAMMAR PROFICIENCY TEST (50 items)

Pupil-Respondents

|Grammatical Awareness |EASY |AVERAGE |DIFFICULT |TOTAL |
|subject-verb agreement |1,2,3 |4,5,6,7,8 |9,10 |10 |
|verb tenses |11,12 |13,14,15,16,17 |18,19,20 |10 |
|correct use of modifiers |21,22,23,24 |25,26,27,28 |29,30 |10 |
|correct use of prepositions |31, |32,33,34 |35,36,37,38,39,40 |10 |
|identifying errors | |41,42,43,44,45,46,47,48 |49,50 |10 |
|TOTAL |10 |25 |15 |50 |

QUESTIONNAIRE
(To be filled-up by pupil-respondents)

Dear Respondent:

This research study aspires to determine the level of Grammatical Awareness of the grade six pupils in public schools, Second District of Candon City Division during the school year 2012-2013.

The data gathered will be treated confidentially.

I. Personal Information Sheet

Name (Optional) __________________________________

Direction: Please put a checkmark (() on the space provided on the items below that correspond to your personal data.

1. Sex: ____ Male ____ Female

2. Parent’s Educational Attainment: [

[ Father Mother
|__________ |No Formal Schooling |__________ |
|__________ |Elementary Level |__________ |
|__________ |Elementary Graduate |__________ |
|__________ |High School Level |__________ |
|__________ |High School Graduate |__________ |
|__________ |College/ Vocational Course Level |__________ |
|__________ |College Graduate |__________ |
|__________ |College Graduate with MA/MS units |__________ |
|__________ |MA/MS Degree Holder |__________ |
|__________ |MA/MS Degree with Doctoral Units |__________ |
|__________ |Doctoral Degree Holder |__________ |
| |Others, Please specify: ____________ | |
| | | |

3. Parent’s Occupation: Father Mother
|___________________________ |___________________________ |

4. Language Spoken at Home

____________ English ____________ Filipino ____________ Iloko ____________ Others (please specify)

5. Type of Mass Media exposed to (You can check more than one item.)

a. Printed Media Educational Books ________ Newspapers ________ Magazines ________ Journals ________ Comics ________ Pocketbooks ________ Encyclopedia ________

Others, please specify: ____________________

b. Broadcast Media

Television News & Public Affair Programs ________ Entertainment Shows ________ Educational Shows ________ Soap Opera ________ Cartoons ________ Variety Shows ________

Others, please specify: ____________________

Radio A.M. ________ F.M. ________

c. Internet Games ________ Email ________ Chatting ________ Searching ________ Facebook ________ Friendster ________ Twitter ________ Youtube ________

Others, please specify: ____________________

II. Home Environment

A. Directions: The following is a list of statements concerning your relationship with your family and encouragement of your parents in studying English.

After each statement, you will find columns, 1,2,3,4 and 5. Place a check mark (() on the column you feel best describes the truth of the statements in your own case now. Remember that this is a survey of your present practice.

1 – Rarely (R) 2 – Sometimes (S) 3 – Frequently (F) 4 – Generally (G) 5 – Almost Always (AA) There is no right or wrong answer to these statements. And there is no time limit for this questionnaire. So please do not leave out any of the statements.

|A. Pupil’s relationship with their family |1 |2 |3 |4 |5 |
|1. Everyone in my family accepts my opinion. | | | | | |
|2. My parents allow me to do everything I like. | | | | | |
|3. Members of my family quarrel on some issues. | | | | | |
|4. I enjoy working with my family. | | | | | |
|5. My brothers and sisters encourage and help in my difficult learning task. | | | | | |
|6. My parents attend to and guide me in my studies. | | | | | |
|7. I have free time for my homework and projects. | | | | | |
|8. My family suffers from financial matters. | | | | | |
|9. My opinions differ from other members of my family. | | | | | |
|10. I miss my classes because I help my parents earn a living. | | | | | |

|B. Encouragement of Parents in enriching the grammar awareness of their children |1 |2 |3 |4 |5 |
|11.My parents encourage me to read English reading materials particularly in | | | | | |
|grammar awareness | | | | | |
|12.My parents provide me with learning aids like CD’s, radio, etc. for my English | | | | | |
|class. | | | | | |
|13.My parents provide me and help me with reading materials that focuses on grammar | | | | | |
|14.My parents guide me and help when I have problems in constructing sentences that | | | | | |
|are grammatically correct. | | | | | |
|15.My parents encourage me to listen to the radio, watch English TV shows and ask me to| | | | | |
|observe grammatical errors for me to suggest corrections | | | | | |
|16.My parents encourage me to write letters, chat or talk to foreigners in order that | | | | | |
|I can practice my English. | | | | | |
|17. I use the newly learned English words in speaking and writing sentences that are | | | | | |
|grammatically correct. | | | | | |
|18. All my family members willingly listen to me when I relate English stories. | | | | | |
|19. My parents read English magazines or newspapers. | | | | | |
|20. My parents promote an understanding of foreign culture. | | | | | |

III. ENGLISH GRAMMAR PROFICIENCY TEST

A. Direction: Encircle the letter of the correct answer.

SUBJECT-VERB AGREEMENT

1. Mathematics ____ a challenging subject. a. are b. is c. were d. have

2. Measles ____ his high fevers. a. are causing b. were causing c. causes d. cause

3. Mumps ____ a contagious disease like measles. a. were b. was c. is d. are

4. Everybody ____ his/her free time reading books in the library. a. spend b. spends c. are spending d.were spending

5. All of the children ____ the game. a. is enjoying b. was enjoying c. enjoy d. enjoys

6. Somebody ____ at the doctor. a. knock b. knocks c. are knocking d. were knocking

7. Nobody ____ the mistake. a. accept b. accepts c. are accepting d. were accepting

8. Someone ____ these beautiful roses. a. send b. sends c. are sending d. were sending

9. Clarisse ____remarkable poems even at her young age.

a. rites b. rights c. writes d. write

10. The village elder told many interesting ____. a. tale b. tail c. tails d. tales

VERB TENSES

11. I ____ God for beauty of face. a. asked b. asks c. asking d. was asked

12. It ____ that everyone will report next week. a. is agreed b. are agreed c. has agreed d. have agreed

13. The committee ____ the contract yesterday. a. sign b. signs c. signed d. will sign

14. We ____ to give our report today. a. asks b. asked c. are asked d. will ask

15. They ____ that there wouldn’t be classes tomorrow. a. announce b. announces c. announced d. will announce
16. Helen ____ blind since birth. a. is b. has been c. was d. had been

17. By next week, Charles ____ reading this English pocketbook. a. finish b. finished c. shall finish d. have finished

18. I ____ interested in history for many years now. a. have been b. had been c. am d. was

19. The teachers ____ their plants every morning. a. watered b. water c. have watered d. are watering

20. Aristotle and Phil James ____ badminton after classes in the afternoon. a. uses to play b. use to play c. used to play d. used to played

MODIFIERS

21. The red gown is too ____ for Victoria. a. long b. longer c. longest d. much long

22. The new shoes is too ____ for Louie. a. smaller b. small c. smallest d. slow

23.Sandra is the ____in class. a. good b. better c. best d. worse

24. Karen is the ____of the twins. a. smallest b. slow c. small d. smaller

25. Bethany is the ____of the triplets. a. more tall b. taller c. tall d. tallest

26. Nicole earned the ___grade in the class. a. higher b. more high c. highest d. high

27. My mother felt ___ about selling my Barbie dolls. a. bad b. badly c. worse d. worst

28. Speak ____ in the library. a. softly b. soft c. more soft d. less soft

29. Marie did ____ on the first test. a. well b. better c. best d. good

30. Vivian is the most ____ clown in the troupe. a. happier b. more happy c. happiest d. happy

PREPOSITIONS

31. Nicole goes swimming ____Sundays. a. at b. during c. in d. on

32. Miss Ramos has taught in the elementary school ____2011. a. for b. from c. since d. on

33. The little kitten hid ____the bushes. a. among b. below c. on d. in

34.We talked through the telephone ____hours. a. for b. of c. to d. from

35. ____ the three girls, the eldest is the most intelligent. a. Between b. Among c. In d. By

36. Due to bad weather, the airline company decided ____ postpone the flight. a. two b. to c. too d. then

37. Mother washes the clothes ____ sister hangs them out. a. but b. if c. and d. or

38. He reads the story twice ____ he can’t understand it. a. but b. if c. and d. or

39. The speech ____ was delivered was quite long. a. where b. when c. that d. whom

40. The story ____ was read was about the life of a Filipino painter a. that b. which c. when d. where

Identifying Errors

B. Directions: Choose the underlined word or group of words labeled A, B, C, or D which are NOT acceptable in formal written English. Choose E if there is no error. Write the letter only of your choice on the blank before each number.

____ 41.She usually leave for school at six o’clock. No error A B C D E

____ 42. Everyone stand at attention during a flag ceremony. No error A B C D E

____ 43. The teacher as well as the pupils sings the national anthem. No error A B C D E

____ 44. My eldest brother works in a factory. No error A B C D E

____ 45. The population of china cause housing shortage. No error A B C D E

____ 46. One hundred fifty pesos are the ceiling price of one textbook. No error A B C D E

____ 47. The Filipinos are noted for his hospitality and sincerity. No error A B C D E

____ 48. The number of foreigners from Asian countries are increasing . No error A B C D E

____ 49. One of the machines in the press weren’t functioning properly. No error A B C D E

____ 50. A number of books is regularly donated to public schools. No error A B C D E

QUESTIONNAIRE
(To be filled-up by teacher-respondents)

I. Personal/Professional Factors

Name (Optional) __________________________________

Directions: Please feel free to indicate your responses on the appropriate space provided for each option. Your answer to all the questions will be held confidential. Please put a checkmark (() or fill in the blank/s what is/are asked for in the following items.

1. Civil Status: ____ Single ____ Married ____ Widow/er ____ Seperated

2. Highest Educational Attainment: ____ Bachelor’s Degree ____ Bachelor’s Degree with MA units ____ Master’s Degree ____ Master’s Degree with Doctoral units ____ Doctoral Degree

3. Number of hours in English Seminars/trainings attended ____ 51-60 ____ 41-50 ____ 31-40 ____ 21-30 ____ 11-20 ____ 1-10

4. Academic Rank ____ Teacher I ____ Teacher II ____ Teacher III ____ Master Teacher I ____ Master Teacher II ____ Master Teacher II

5. Methods of Teaching Grammar

Directions: Please rank the following methods in grammar teaching according to the frequency in which you use them by checking the appropriate column.

5 – Always 4 – Often 3 – Sometimes 2 – Seldom 1 – Never

|Methods of Teaching Grammar |5 |4 |3 |2 |1 |
|1. Inductive Method – I use drills, exercises before arriving at the| | | | | |
|generalization. | | | | | |
|2. Deductive Method – I explain the grammar rules before giving the | | | | | |
|drills and exercises to my pupils. | | | | | |
|3. Inductive-Deductive Method- I use either Inductive or Deductive | | | | | |
|and Combine the methods if it is necessary. | | | | | |

CURRICULUM VITAE

Personal Data

Name : DIANA ROSE LAYAO VALDEZ

Home Address : Parioc 2nd Candon City, Ilocos Sur

Date of Birth : December 03, 1989

Age : 22 years old

Gender : Female

Civil Status : Single

Citizenship : Filipino

Father’s name : Danilo F. Valdez

Mother’s name : Myrna L. Valdez

Brother’s name : Dandin L. Valdez

Educational Attainment

Elementary Parioc 2nd Elementary School, Candon City, Ilocos Sur

(Graduated on March, 2002)

High School St. Joseph Institute, Candon City, Ilocos Sur

(Graduated on March 16, 2006)

College St. Paul College of Ilocos Sur, Bantay, Ilocos Sur Bachelor of Elementary Education specialized in English (Graduated on March 17, 2010)

Government Eligibility

• Licensure Examination for Teachers (LET) passer, September-Batch 2010

Teaching Experience: S.Y. 2012-2013 - DepEd

• Kindergarten (Prep.) - Contractual Teacher • School Paper Adviser – THE GREENFIELDS of Parioc East Elementary School

Teaching Experience: S.Y. 2011-2012 - DepEd

• Kindergarten (Prep.) - Contractual Teacher • School Paper Adviser – THE GREENFIELDS of Parioc East Elementary School

Teaching Experience: S.Y. 2010-2011 – Saint Paul College of Ilocos Sur

• Grade III Adviser with Grade IV & VI subjects (English/Computer/Religion) • School Paper Adviser – THE PAULINIAN of St.Paul College of Ilocos Sur, Grade School Department

Awards garnered

➢ TOP 5 BEST IN FUNTIONAL READING CORNER (3rd place) , English Festival 2013, Candon South Central School, January 04, 2013

➢ KEYNOTE SPEAKER, School Based Training Workshop for Campus Journalism,” Amguid Elementary School, Candon City, I.S. Candon District II LAC Session”, June 16, 23 and 30, 2012

➢ DEMONSTRATION TEACHER,”Candon District II LAC Session”, Candon South Central School, October 27, 2011, (CERTIFICATE OF RECOGNITION)

➢ FACILITATOR, “2011 Division Training on Campus Journalism”, Candon South Central School, Candon City, Ilocos Sur, November 9-10, 2011. (School Paper Adviser)

➢ AWARD OF COMMENDATION, “2011 Division Training on Campus Journalism”, Candon South Central School, Candon City, Ilocos Sur, November 9-10, 2011.

➢ PAMMADAYAW, “2011 Tobacco Festival”, Civic Center, Candon City, March 25, 2011. (PLAQUE OF RECOGNITION)

College Extra Curricular Activities (Batch 2010 at St. Paul College of Ilocos Sur)

• Achievements garnered: Journalism Award (Gold Medal) S.Y. ’09-‘10 Loyalty Award (Silver Medal) S.Y. ’09-‘10 (3) Departmental Awards S.Y. ’09-‘10 Journalism Award S.Y. ’08-‘09 School Spirit Award S.Y. ’08-‘09 Leadership Award S.Y. ’08-‘09 Academic Excellence: Dean’s Lister S.Y. ’08-‘09

4 years 100% GLCSS (Gov. Luis Chavit Singson Scholarship) holder. S.Y. ’06-‘10

BIBLIOGRAPHY

BIBLIOGRAPHY

A. BOOKS

Brown, H.D. (2000). Principles of Language Learning and Teaching. White Plains, NY: Addison Wesley Longman.

Rivera, Filomena V. and Sambrano, Guillerma (1992). Toward Effective Teaching.

Kessler, Rachael (2000). The Soul of Education: Helping students find Connection, Compassion, and Character atSchool.

Ellis, N.C. (1994). Implicit and Explicit Learning of Languages. London: Academic Press.

Riely, J.D. 1992. Using the Proficient Reader Protocol to Evaluate Middle School Reading Behaviors. The Clearing House, 66 (1), 41-44.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-determination in Human Behavior. New York: Plenum Publishing Co.

Huebener, Theodore. 1965. How to teach Foreign Language Effectively, rev. ed, New York University.

B. UNPUBLISHED MATERIALS

Abo, A (2007). English Language Proficiency of the third year students of selected national high schools of Magsingal District, Division of Ilocos Sur. Unpublished master’s thesis, University of Northern Philippines, Vigan City.

Bambico, L. A. (2008). English Language Proficiency of first year college students of Ilocos Sur Polytechnic State College. Unpublished master’s thesis, University of Northern Philippines, Vigan City.

Bona, P. (2003). English Proficiency of the college freshmen of Divine Word College of Bangued. Unpublished master’s thesis, University of Northern Philippines, Vigan City.

Borje, Jr. M. B. (2007). English Language Proficiency of the third year students in the College of Arts and Sciences. Unpublished master’s thesis, University of Northern Philippines, Vigan City. Gray, C. G. (2011). English Language Proficiency of the second year students in Public Secondary Schools of Candon City Division. Unpublished master’s thesis, University of Northern Philippines, Vigan City.

Javillonar, I. A. (2006). Learning Styles and English proficiency of the first year college students of Divine Word College of Vigan. Unpublished master’s thesis, University of Northern Philippines, Vigan City.

Manzano, M. T. S. (2009). English Language Proficiency and academic performance of the first year college students of UNP-Candon Campus. Unpublished master’s thesis, University of Northern Philippines, Vigan City.

Patubo, H. R. (2009). Writing Proficiency of second year students of the College of Teacher Education. Unpublished master’s thesis, University of Northern Philippines, Vigan City.

Rapanut, A. R. (2006). Reading Comprehension ability of the first year college students in Ilocos Sur. Unpublished doctoral dissertation, University of Northern Philippines, Vigan City.

Rosales, J. V. (2011). English Grammar Proficiency of the Grade Five Pupils in Banayoyo-Lidlidda-San Emilio District, Division of Ilocos Sur. Unpublished master’s thesis, University of Northern Philippines, Vigan City.

Sabrido, J. (2009). The English Language Proficiency of the third year students in the secondary schools of Narvacan, Division of Ilocos Sur. Unpublished master’s thesis, University of Northern Philippines, Vigan City.

Viscarra, J. (2008). Reading habits and comprehension ability of the second year students of Ilocos Sur National High School. Unpublished master’s thesis, University of Northern Philippines, Vigan City.

C. JOURNALS

Ledesma, Nanette Emboltorio, “ The Call and English Tutorial Centers Scenario”. The Modern Teacher Vol. LVI, No. 6, November 2007.

Ambat, Conrado A. and Ferrer, Longino D. “Going Global With the English Language”. The Modern Teacher Vol. LVI, No. 3,August 2007.

Garcia, Romeo. “Deteriorating Quality of English”, The Philippine Journal of Education (85): 2, July 2006.

Sert, O. (2005). A comparative analysis of pair- work and individual assignments in two ELT grammar classes. Journal of Language and Linguistic Studies. Vol.1: 2. pg:236-253

D. WEBSITES

http://www.answers.com/topic/liguisticcompetence

http://en.wikipedia.org/wiki/communicative_competence

ekjc.org/.../election/about communication skills.doc

http://www.slagecour.net/slsnet/9thicsls/individual/abs019. pdf

http://www.gmanews.tv/story/76437/DepEd-to-focus-on- English-proficiency-of-students

-----------------------

Pupil-Related Factors

a. sex
b. parents educational attainment
c. parents’ occupation
d. language spoken at home
e. type of mass media exposed to
f. home environment

Grammatical Awareness of the Grade Six Pupils

subject-verb agreement verb tenses correct use of modifiers correct use of prepositions identifying errors

Teacher-Related Factors

a. civil status
b. highest educational attainment
c. number of hours in English seminars/trainings attended
d. academic rank
e. methods of teaching grammar

Bibliography: Rivera, Filomena V. and Sambrano, Guillerma (1992). Toward Effective Teaching. Kessler, Rachael (2000). The Soul of Education: Helping students find Connection, Compassion, and Ellis, N.C. (1994). Implicit and Explicit Learning of Languages. London: Academic Press. Riely, J.D. 1992. Using the Proficient Reader Protocol to Evaluate Middle School Reading Behaviors. The Clearing House, 66 (1), 41-44. Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-determination in Human Behavior. New York: Plenum Publishing Co. Huebener, Theodore. 1965. How to teach Foreign Language Effectively, rev. ed, New York University. B. UNPUBLISHED MATERIALS Abo, A (2007) Bambico, L. A. (2008). English Language Proficiency of first year college students of Ilocos Sur Polytechnic State College. Unpublished master’s thesis, University of Northern Philippines, Vigan City. Bona, P. (2003). English Proficiency of the college freshmen of Divine Word College of Bangued. Unpublished master’s thesis, University of Northern Philippines, Vigan City. Borje, Jr. M. B. (2007). English Language Proficiency of the third year students in the College of Arts and Sciences. Unpublished master’s thesis, University of Northern Philippines, Vigan City. Gray, C. G. (2011). English Language Proficiency of the second year students in Public Secondary Schools of Candon City Division. Unpublished master’s thesis, University of Northern Philippines, Vigan City. Javillonar, I. A. (2006). Learning Styles and English proficiency of the first year college students of Divine Word College of Vigan. Unpublished master’s thesis, University of Northern Philippines, Vigan City. Manzano, M. T. S. (2009). English Language Proficiency and academic performance of the first year college students of UNP-Candon Campus. Unpublished master’s thesis, University of Northern Philippines, Vigan City. Patubo, H. R. (2009). Writing Proficiency of second year students of the College of Teacher Education. Unpublished master’s thesis, University of Northern Philippines, Vigan City. Rapanut, A. R. (2006). Reading Comprehension ability of the first year college students in Ilocos Sur. Unpublished doctoral dissertation, University of Northern Philippines, Vigan City. Rosales, J. V. (2011). English Grammar Proficiency of the Grade Five Pupils in Banayoyo-Lidlidda-San Emilio District, Division of Ilocos Sur. Unpublished master’s thesis, University of Northern Philippines, Vigan City. Sabrido, J. (2009). The English Language Proficiency of the third year students in the secondary schools of Narvacan, Division of Ilocos Sur. Unpublished master’s thesis, University of Northern Philippines, Vigan City. Viscarra, J. (2008). Reading habits and comprehension ability of the second year students of Ilocos Sur National High School. Unpublished master’s thesis, University of Northern Philippines, Vigan City. Sert, O. (2005). A comparative analysis of pair- work and individual assignments in two ELT