Utilization of literary works in enhancing grammar understanding among junior high school learners of district of Tagaytay/ Jeramae A. Pegenia.

By: Material type: TextPublication details: Parañaque City: Olivarez College, 2023.Subject(s): DDC classification:
  • T 370 2023 463
Dissertation note: Master Thesis Summary: Grammar studies words, their composition, and how they are used. Using grammatical conventions loosely could make communication difficult. According to Cetinkaya & Tilfarliogu (2020), communication is proper with adequate grammatical language. A communication partner may need to understand what is being said if grammar errors render sentences nonsensical and the message unclear. On the other hand, utilizing appropriate grammar might make communicating more enjoyable. A grammar test was given to Grade 8 students at Francisco P. Tolentino Integrated High School in the academic year 2022-2023 to ascertain their degree of mastery of grammar. It received a 52.4% failure rate. The outcome shows that the students' grammatical comprehension must be improved. The study aims to determine whether there is a significant variation between the learners' understanding of grammar before and after the literary works have been used as a teaching method. The researcher used quasi-experimental techniques to collect additional data and achieve its objective. Eighty-one pupils are included; 40 are placed in the control group and 41 in the experimental group. The first set of students, who served as the control, was taught English with a standard textbook and a lesson plan devoid of literary materials. The second group is the experimental group, in this group, English was innovatively taught to the learners, with literary texts integrated into the lesson plan. The results showed a significant difference in the experimental group's level of grammar comprehension before and after the introduction of literary works as a teaching tool (M-21.41; SD-5.390) and the experimental group's level of grammar comprehension after the introduction of literary works as a teaching tool (M-29.59; SD-3.271); [t(40) =-8.146,p-.000]. The results showed that using a novel method to teach grammar has an advantage. It also showed that the respondents' scores improved while those who utilized the conventional method did not. The researcher suggests using the Lesson Exemplar, which consists of grammatical courses with integrated literary works, to address the student's needs in grammar classes.
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Theses/Dissertation Graduate School Library Olivarez College Learning Resource Center T 370 2023 463 (Browse shelf) Available

Master Thesis

Grammar studies words, their composition, and how they are used. Using grammatical conventions loosely could make communication difficult. According to Cetinkaya & Tilfarliogu (2020), communication is proper with adequate grammatical language. A communication partner may need to understand what is being said if grammar errors render sentences nonsensical and the message unclear. On the other hand, utilizing appropriate grammar might make communicating more enjoyable. A grammar test was given to Grade 8 students at Francisco P. Tolentino Integrated High School in the academic year 2022-2023 to ascertain their degree of mastery of grammar. It received a 52.4% failure rate. The outcome shows that the students' grammatical comprehension must be improved. The study aims to determine whether there is a significant variation between the learners' understanding of grammar before and after the literary works have been used as a teaching method. The researcher used quasi-experimental techniques to collect additional data and achieve its objective. Eighty-one pupils are included; 40 are placed in the control group and 41 in the experimental group. The first set of students, who served as the control, was taught English with a standard textbook and a lesson plan devoid of literary materials. The second group is the experimental group, in this group, English was innovatively taught to the learners, with literary texts integrated into the lesson plan. The results showed a significant difference in the experimental group's level of grammar comprehension before and after the introduction of literary works as a teaching tool (M-21.41; SD-5.390) and the experimental group's level of grammar comprehension after the introduction of literary works as a teaching tool (M-29.59; SD-3.271); [t(40) =-8.146,p-.000]. The results showed that using a novel method to teach grammar has an advantage. It also showed that the respondents' scores improved while those who utilized the conventional method did not. The researcher suggests using the Lesson Exemplar, which consists of grammatical courses with integrated literary works, to address the student's needs in grammar classes.

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