BIBLIOGRAPHY
JEANNE A. YAN, May 2007. Grammatical Competence of Fourth
Year English Majors of Benguet State University. Benguet State
University, La Trinidad, Benguet.
Adviser: Josefina A. Dacanay, MA
ABSTRACT

This study assessed the level of grammatical competence of the
fourth year English Major Students of Benguet State University. It studied
the level of grammatical competence along the five areas of grammar and
compared the competence of the respondent according to age, gender,
and school graduated from.

The data were gathered by administering l00 item teacher made test
to fourth year English major students of the Benguet State University. The
T-test and The Normal Standard Scoring were used to test the hypothesis
of the study.

The result showed that the overall level of grammatical competence
of the fourth year English major students was 14.08 or competent. With
regard to the different areas of grammar, the fourth year English Major
students were highly competent on the area of subject verb-agreement

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(16.64) but they were moderately competent on the area of verb tenses
(14.96). Moreover, they are competent on modals (12.94) and on active
and passive voice (13.56). However, with the use of preposition, they were
fairly competent with a computed mean of (12.34).
According to age, the grammatical competence of fourth year
English major students were competent. Both age groups were highly
competent on the use of subject verb agreement, moderately competent
on the area of verb tenses, competent on the use of modals and active and
passive voices. However, in the use of prepositions, the second group
(ages 21-23) got a mean of 12.57 or competent while the first group (ages
19-20) got a mean of 12.08 or fairly competent from the computed t.value
of 0.05 based from the 2 tailed value of .41. It means that there is no
significant difference when it comes to age along their performance level.
As to gender, the fourth year English major students obtained a
mean of 13.94 or competent. The males were highly competent on the
usage of subject verb agreement, competent on the usage of verb tenses
and active and passive voice, fairly competent on the uses of prepositions
and modals. On the other hand, females were highly competent on the use
of subject-verb agreement, moderately competent on verb-tenses,
competent both on the use of modals and active voice but fair on the use
of prepositions. From the result, it implied that both males and females
need improvement in the use of prepositions.
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According to school graduated, the overall performance of public
and private school was competent with the computed mean of 14.01.
Moreover, the public schools performed better in the area of subject -verb
agreement and preposition than in the private school based on the
computed mean. In addition, both schools were competent on the areas of
modals and active and passive voice. However, both schools were
moderately competent on the use of verb tenses but with different mean.
Public got a mean of 14.73 while private got 16.00.
Based from the results, the conclusions, deduced were: (1) fourth
year English major students showed a level of competency that needs to
be developed especially in the area of preposition; (2) age, gender, and
school graduated from did not affect their grammatical competence.
From the results of the study, the following are being
recommended:
1.) Teachers from tertiary level need to enhance and develop grammar
handbooks for students that will enhance their learning especially in the
use of prepositions and this should be given importance. 2.) The
authorities in schools should provide adequate instructional materials and
enough training for teachers. 3.) Students should be taught the proper
grammatical usage and its applications. 4.) Moreover, English majors need
to speak and practice English in their daily encounters.5.)On the other
hand, since grammatical competence is not affected by age, gender,
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school graduated from. Students should be graded objectively basing on
their grammatical competence.
6.) Moreover, further studies should be done and influence other variables
from grammar areas like the use of infinitives and gerunds, clauses,
phrases, and other variables like teacher factor, environmental factor,
economic status affecting their study habits. Finally, the researcher hopes
the study is conducted in other schools in the region.
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TABLE OF CONTENTS
Page

Bibliography .................................................................................................. i
Abstract ......................................................................................................... i
Table of Contents ......................................................................................... v
INTRODUCTION ............................................................................................... 1

Background of the Study .............................................................................. 1

Statement of the Problem ............................................................................ 7

Objectives of the Study ................................................................................ 7

Importance of the Study ............................................................................... 8

Scope and Delimitation ................................................................................ 9

REVIEW OF RELATED LITERATURE ............................................................ 10

Grammar .................................................................................................... 10

Related Studies .......................................................................................... 20

Communicative Competence ..................................................................... 23

Conceptual Framework .............................................................................. 26

Definition of terms ...................................................................................... 29

Hypotheses ................................................................................................ 30

METHODOLOGY ............................................................................................ 31

Locale of the Study .................................................................................... 31

Respondents of the Study .......................................................................... 32

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Instrumentation .......................................................................................... 32

Data Gathering ........................................................................................... 32

Statistical Analysis ..................................................................................... 33

RESULTS AND DISCUSSION ........................................................................ 35

Level of grammatical Competence ............................................................ 35

Age ............................................................................................................. 37

Gender ....................................................................................................... 39

School graduated from ............................................................................... 40

Performance on the Different Areas ........................................................... 42

SUMMARY, CONCLUSION, AND RECOMMENDATION ............................... 45

Summary .................................................................................................... 45

Conclusions ............................................................................................... 46

Recommendations ..................................................................................... 47

LITERATURE CITED ...................................................................................... 48

APPENDICES ................................................................................................. 53

Request Letter ........................................................................................... 53

Cover Letter ............................................................................................... 55

Questionnaire ............................................................................................. 60

BIOGRAPHICAL SKETCH .............................................................................. 75
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INTRODUCTION

Background of the study

Language is an instrument people shape their ideas and communicate
to others. For communication to be meaningful, a speaker or writer must
choose suitable words and put them in sequence so the hearer or reader can
follow and understand. Moreover, many things can intervene with the process.
A speaker, for example, may use words a listener does not understand. The
outcome in communication is easily repaired if a listener takes the time to use
dictionary or book but if the speaker fails to put words in comprehensible
manner, the listener is most likely to be confused.


In language, the basic order of words that expresses meaning is the
sentence. In English, every sentence has two essential parts. Being aware of
these parts and of how they are related can help in speaking and writing. This
is also a way of avoiding mistakes and the order of your words get in the way
of your ideas. When infants begin to speak, they utter a single word to
convey their needs. Later, children begin to compose sentence containing
both subject and action. By the age of four or five, most children have become
familiar with the basic patterns. With time, their sentences take on greater
complexity and finesse. These grammatical concepts are first learned through
oral speech through the immersion process that allows children to develop
language (Moffett and Wagon 1992). In studying a language, it often helps to
view it from a child, when he first learns the basic parts of a sentence. Using
that knowledge will examine more difficult sentence patterns. Learning the
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meaning of words and phrases is necessary, but not enough. One must also
understand how words function together to form correct thoughts which
constitute grammar. Its application must be deliberately learned in the
beginning and applied properly in speaking, and writing.
In addition, English is the second language for Filipinos. It is used as a
medium of instruction in most subjects. As future educators, we provide
learner a taste of grammar, its usage, function, and application of the skills in
speaking and writing (Bogayao, 1996).
Acquisition is characterized by the lack of conscious awareness of
linguistic rules which the native speaker has acquired. Native speakers when
asked are unable to state the rules or explain the use of certain rules, yet they
have the sense of correctness of grammatical utterances (Krashen, 1988).
In addition, Huda (1988) believed that acquisition of universal language
is governed by universal language strategy available to learners.
Second Language Learner acquired the grammatical rules or structure
of the language in a predictable way. Certain structures might be acquired
earlier while others are acquired later. It can be said that some structures
might be less difficult than the others (Higashi, 1988).
The availability of mental structure is also claimed by cognitive-code
learning theory which states that learning a language is learning the rules of
the language (Boey, 1975).
Grammar is also a task or activity oriented that students must perform
to evaluate level of consciousness as they understand meanings conveyed
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and as they express their message to others and to upgrade their
communicative competence. This is because they are made to use language
appropriately as required by particular discourse function they have to do.
They don’t only learn and acquire language forms but use it to communicate
effectively and clearly their ideas. (Pablo,1956).
Grammatical competence as defined by Noam Chomsky is the ability to
recognize and produced the distinctive grammatical structure of a language
and used them effectively in communication.
Furthermore, according to Canale, It is the understanding and mastery
of the language code, for example spelling, word and sentence formation,
pronunciation, vocabulary, and meaning. This competence focuses on
correctness and accuracy.
This also reflects knowledge of the linguistic code itself and includes
knowledge of vocabulary and rules of word formation, pronunciation, spelling,
and sentence formation (Swain, 1984). Freeman (1987) maintains that
human beings come into the world with innate language-learning activities in a
form of language acquisition device that proceeds to hypothesis about the
form of grammar of the language. They learn and compare their innate
knowledge of possible grammar based on the principles of universal grammar.
This way, the internalized knowledge of the grammar of a language is built up
in one’s competence which makes language use or performances possible.
Language use is a rule ground behavior that enables the speaker to create
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new utterances which conform to the rules they have internalized. (Chomsky,
1976).
Communicative competence coined by sociolinguist Hymes (1971)
include knowledge of sociolinguistic rules of appropriateness of an utterance,
In addition to knowledge of grammar rules, the term communicative
competence has come to be used in language teaching contexts to refer to
the ability to negotiate meaning, to successfully combine knowledge of
linguistic and sociolinguistic rules in communicative interactions. Savignon
(1972) stated that the term applies to both oral and written communication, in
academic as well as in non-academic settings. Grammatical competence is
the aspect of communicative competence that encompasses knowledge of
lexical items and the rules of phonology (Canale and Swain, 1980). It is the
code of the language or the competence associated with mastering the
linguistic competence of Hymes. It focuses on sentence level grammar.
Longman dictionary (1985) includes communicative competence knowledge of
grammar and vocabulary of the language.

According to Alcantara and Cabanilla (1986). It is not for a good
speaker of English to have mastered grammatical features of the English
language. The student should likewise know the effective use of words, their
appropriateness and their acceptability in their grammatical construction.
Mastery of English Grammar, knowledge and understanding of its usage are
basic in our everyday communications with other people. A good knowledge
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of English grammar enables the Filipino to communicate better his ideas to
others.
Communicative
competence maybe defined as the ability to function in
a truly communicative setting that is, in dynamic exchange in which linguistic
competence must adapt itself to the total information input, both linguistic and
paralinguistic, of one or more interlocutors. Successful communication would
depend largely on individuals’ willingness to take risks and expresses
themselves in the foreign language, and on their resourcefulness in using the
vocabulary and structures under their control to be understood. According to
Savignon (1997) the use of gestures, intonation, and facial expression also
contributes to communication, but linguistic accuracy, though of some
importance, should be considered as only one of the major constituents of
communicative exchange. Communication takes place in an infinite variety of
situations, and success in a particular role depends on one’s understanding of
the context and on prior experience of the same kind. Success requires
making appropriate choices of register and style in terms of the situation and
other participants.
Most of the definitions of communicative competence discussed include
slightly different components or view the relationship or importance of
components to be somewhat different. As mentioned, the role of grammatical
competence seems to be the most controversial. Munby (1978) contends that
the term communicative competence should include the notion of grammatical
competence. Failure to include it in definition might lead one to conclude that
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grammatical competence and communicative competence need to be
developed separately usually with attention given first to grammar and that
grammar competence is not essential component of communicative
competence. (Canale and Swain 1980) in terms of Munby’s second point,
Canale and Swain agree that both grammatical competence and
sociolinguistic competence are important elements in any theoretical
framework of communicative competence. Just as Hymes (1972) was able to
say that there are rules of grammar that would be useless without rules of
language use, so we feel there are rules of language use that would be
useless without rules of grammar.
Grammatical Competence is indeed an important part of communicative
competence that could still prefer to address some aspects of grammatical
competence separately from or prior to the teaching of sociolinguistic rules of
language use, especially in the early stages of language learning. However,
second language learning will proceed more effectively when grammatical
usage is not abstracted from meaningful context and that facilitating the
integration of various competencies should be the primary goal of language
teaching in any communicative approach, an outcome that is not likely to
result from overemphasis on one form of competence over the others
throughout a second language program.
On the other hand, grammar should be given emphasis in the teaching
process. Students who major in English need to be competent in all the macro
skills in English not just to be competent locally but globally.
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Statement of the Problem
Specifically,
this
study intended to answer the following questions:
1. What is the level of grammatical competence of fourth year English
major students?
2. Are there significant differences in the competence level considering:
a. age
b. gender
c. school graduated from
3. Are there significant differences in respondents performance along the
different areas of grammar:
a. prepositions
b. subject-verb agreement
c. verb Tenses
d. modals
e. active and passive voices
Objectives of the Study

The objectives of the study are the following:
1. Identify the level of grammatical competence of fourth year English
major students.
2. Determine the significant differences in their grammatical competence
considering their:
a. age
b. gender
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c. school graduated form
3. Determine the level of performance of the fourth year English major
students in the different areas of grammar:
a. prepositions
b. subject-verb agreement
c. verb Tenses
d. modals
e. active and passive voice
Importance of the Study

This study attempted to determine the grammatical competence of
fourth year English majors. Findings of this may reveal the weakness in
grammar and how to enhance grammar learning for students.

Findings may yield significant insights for supervisors and
administrators. It is hoped that administrative support will be given to English
teachers to develop and construct effective English grammar materials to
make it interesting. Curriculum makers should support and encourage English
and content teachers to include more grammar materials that can help
students develop their grammar skills. Results may show how much the
students have learned grammar rules from their elementary, high school and
tertiary level. In view of this, English teachers especially in high school and
elementary will find the result necessary to enhance their teaching. Moreover,
results may motivate English majors to improve their skills not only in
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grammar but on all the macro skills needed to become competent English
Teachers internationally.

Moreover, it is hoped that results of this study may contribute to the
resources for evaluating grammatical competence of students in the second
language.
Finally, to future researchers, the results of this study may be replicated
and be studied further and find more ways to enhance grammatical
competence of students.
Scope and Delimitation of the Study

Respondents of the study consisted of 50 fourth year English major
students enrolled during the second semester, 2006-2007 from Benguet State
University.
The test was administered during the second semester. It is a multiple
choice type consisting of 100 items, and was taken for an hour. The test
included 20 items for subject-verb agreement, 20 items for verb tenses, 20
items for prepositions, 20 items for modals, and 20 items for active-passive
voices.

Finally, it also tested the significant differences of variables in the
competence of the respondents along age, gender, and school graduated
from. Moreover, teacher performance or teaching style was not being tested
or teacher evaluation on the grammar of students was not included.
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REVIEW OF RELATED LITERATURE


The following are some foreign and local researches that have been
undertaken to trace competency of students in English

Grammar
Grammar is the study of rules governing the use of language. The set of
rules governing all languages and part of the general study of language called
linguistics. It is also important because it standardizes the language into easy
to understand patterns and it improves people credibility, helps organize
arguments and thoughts and can be applied in both speaking and writing.
In its broadest sense, grammar is the way a language works. It is the
method which small units of meaning, usually known as words, are organized
into larger units, such as sentences. Although, each word in a language is a
symbol of an idea, it does communicate fully unless it is grammatically related
to other words. For example, the words have haphazard sequence such as
“brown jump over fox big the lazy dog” have very little meaning unless they
are organized according to the principles of English grammar into the
sentence. “The big brown fox jump over the lazy dog.”

Each language has its own way of communicating, which is its own
grammar. Therefore, it can be expected that the grammar of any given
language will differ somewhat from other grammars of all other languages.

Grammar is closely related to usage but those two are not the same
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thing. The grammar is often used precisely in statement about proper and
improper usage. An important distinction between grammar and usage is that
the grammar of language remains basically the same for long periods of time,
where as usage varies from age to age and place to place in speech and in
writing, and according to formal and informal situations.

No language works only by grammatical principle. In any language,
there are usually several grammatical devices by which words or syllables of a
sentence in English can be drastically altered by changing the word order.

Another principle that governs English grammar is inflection. Inflection
can be described as the change in form of a word that shows how the word is
grammatically related to other words.
In the Canale and Swain framework (l980) grammatical competence
refers to the degree to which the language user has mastered the linguistic
code, including knowledge of vocabulary, rules of pronunciation and spelling,
word formation, and sentence structure. Canale and swain (l980b) maintain
that such competence is an essential concern for any communicative
approach that is oriented toward the eventual attainment of higher levels of
proficiency, in which accuracy and precision of understanding and expression
are important goals.
Sociolinguistic competence addresses the extent to which the second
language can be used or understood appropriately in various contexts to
convey specific communicative functions, such as describing, narrating,
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persuading, eliciting information, and the like. Such factors as topic, role of the
participants, and setting will determine the appropriateness of the attitude
conveyed by speakers and their choice of style or register. Brown (l980) uses
the term “register” to refer to the many styles available to proficient speakers
of a language. Speakers can vary their choice of vocabulary, syntax,
pronunciation, intonation, and even nonverbal features to tailor their message
for a particular person or social context. Registers range from very informal to
very formal styles and apply to both spoken and written discourse. Brown
points out that the skilled use of appropriate registers requires sensitivity to
cross-cultural differences, making this type of competence especially difficult
to attain.
Discourse competence, the third component of the Canale and Swain
framework, involves the ability to combine ideas to achieve cohesion in form
and coherence in though. A person who has a highly developed degree of
discourse competence will know how to use cohesive devices, such as
pronouns and grammatical connectors (i.e. conjunctions, adverbs, and
transitional phrases), to achieve unity of though and continuity in a text. The
competent language user will also be skilled in expressing and judging the
relationships among the different ideas in a text (coherence).
Strategic competence, the final component of the framework, involves
the use of verbal and nonverbal communication strategies to compensate for
gaps in the language user’s knowledge of the code or for breakdown in
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communication because of performance factors. Canale (l983) adds that
strategic competence can also be used to enhance the rhetorical
effectiveness of one’s communication. This component is qualitatively different
from the other three in that it emphasizes the use of effective strategies in
negotiating meaning. Students at lower levels of proficiency can benefit from
learning effective communication strategies such as paraphrasing through
circumlocution or approximations, using gestures, and asking others to repeat
or to speak more slowly.

Transformational grammar is a means of dealing with constituent
structures like active and passive forms. This is done through a set of rules
that are based on the phrase structure, the horizontal structures and the
vertical or tree structures. Those rules transform phrase structures into other
forms and provide a more economical explanation of how language functions.
(Chomsky 1957)

Descriptive grammars attempt to precisely describe the linguistic
processes a particular user employs. It does not tell the user how to speak or
understand. In Descriptive Grammars, there is no right or wrong ways to
speak or write except as the language itself allows. (Zeigler, 1996).

Rhetorical grammar is the most common structures in English
language. (Kolln 1996)

Prescriptive grammar is taught in schools and describes rules that are
used in speaking and writing. (Hartwell 1996)
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On the other hand, Glen (1995) interprets the role of grammar as one
of the style more than rules of correctness.
Lexical Functional Grammar Theory was initiated by Joan Bresnan and
Ronald Kaplan in the 1970’s. It mainly focuses on syntax, including its relation
with morphology and semantics. It also views language as being made up of
multiple dimensions of relations. Each dimensions ids represented as a
distinct structure with its own rules, concepts, and forms which contradicts the
Chomskian theories, which have always involved separate levels of
constituents structure representation being mapped onto each other via
transformations.

In addition, LFG is that grammatical-function changing operations like
passivization are said lexical. This means that active-passive relation between
two types of verb rather than two trees. Active and passive verbs are both
listed in the lexicon, and involve alternative mapping of the grammatical
functions.

Moreover, B.F Skinner proposed two Theories: First, The Behaviorist
theory states that children learn their first language through the same process
of stimulus, response, and reinforcement. Children language comes as a
result of imitating and associating.

Second, The Innatist Theory, that infants were born with a biological
language acquisition device (LAD) and possess an innate grammar template
that allows them to select out the grammatical rules of the language they hear
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or spoken around them. Children construct grammar through a process.

Integrationist Theory by Piaget, Bloom, and Slobin. They said that
language is directly related to cognitive development of language. Great
importance on social interactions in the development of the language and
innate ability to acquire language. The proponents of the said theory believed
that language cannot develop fully without the child’s innate ability and the
sociolinguistic interaction that occur as the child grows and develops. On the
other hand, Stephen Krashen says that Language acquisition does not require
extensive use of conscious grammatical rules, and does not require tedious
drill. It does not occur overnight, however. Real language acquisition develops
slowly, and speaking skills emerge significantly later than listening skills, even
when conditions are perfect. The best methods are therefore those that supply
'comprehensible input' in low anxiety situations, containing messages that
students really want to hear. These methods do not force early production in
the second language, but allow students to produce when they are 'ready',
recognizing that improvement comes from supplying communicative and
comprehensible input, and not from forcing and correcting production.
According to the Second Language Acquisition Theory there are five
hypotheses:


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THE ACQUISITION-LEARNING DISCTINCTION
Adults have two different ways to develop competence in a language:
language acquisition and language learning. Language acquisition is a
subconscious process not unlike the way a child learns language. Language
acquirers are not consciously aware of the grammatical rules of the language,
but rather develop a "feel" for correctness. "In non-technical language,
acquisition is 'picking-up' a language."Language learning, on the other hand,
refers to the "conscious knowledge of a second language, knowing the rules,
being aware of them, and being able to talk about them." Thus language
learning can be compared to learning about a language. The acquisition-
learning distinction hypothesis claims that adults do not lose the ability to
acquire languages the way that children do. Just as research shows that error
correction has little effect on children learning a first language, so too error
correction has little affect on language acquisition.
THE NATURAL ORDER HYPOTHESIS
The natural order hypothesis states that "the acquisition of grammatical
structures proceeds in a predictable order." For a given language, some
grammatical structures tend to be acquired early, others late, regardless of the
first language of a speaker. However, as will be discussed later on in the book,
this does not mean that grammar should be taught in this natural order of
acquisition.
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THE MONITOR HYPOTHESIS
The language that one has subconsciously acquired "initiates our
utterances in a second language and is responsible for our fluency," whereas
the language that we have consciously learned acts as an editor in situations
where the learner has enough time to edit, is focused on form, and knows the
rule, such as on a grammar test in a language classroom or when carefully
writing a composition. This conscious editor is called the Monitor. Different
individuals use their monitors in different ways, with different degrees of
success. Monitor Over-users try to always use their Monitor, and end up "so
concerned with correctness that they cannot speak with any real fluency."
Monitor Under-users either have not consciously learned or choose to not use
their conscious knowledge of the language. Although error correction by
others has little influence on them, they can often correct themselves based
on a "feel" for correctness. Teachers should aim to produce Optimal Monitor
users, who "use the Monitor when it is appropriate and when it does not
interfere with communication." They do not use their conscious knowledge of
grammar in normal conversation, but will use it in writing and planned speech.
"Optimal Monitor users can therefore use their learned competence as a
supplement to their acquired competence."


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THE INPUT HYPOTHESIS
The input hypothesis answers the question of how a language acquirer
develops competency over time. It states that a language acquirer who is at
"level" must receive comprehensible input that is at "level i+1." "We acquire, in
other words, only when we understand language that contains structure that is
'a little beyond' where we are now." This understanding is possible due to
using the context of the language we are hearing or reading and our
knowledge of the world. However, instead of aiming to receive input that is
exactly at our i+1 level, or instead of having a teacher aim to teach us
grammatical structure that is at our i+1 level, we should instead just focus on
communication that is understandable. If we do this, and if we get enough of
that kind of input, then we will in effect be receiving and thus acquiring out i+1.
"Production ability emerges. It is not taught directly."Evidences for the input
hypothesis can be found in the effectiveness of caretaker speech from an
adult to a child, of teacher-talk from a teacher to a language student, and of
foreigner-talk from a sympathetic conversation partner to a language
learner/acquirer.
One result of this hypothesis is that language students should be given a initial
"silent period" where they are building up acquired competence in a language
before they begin to produce it. Whenever language acquirers try to produce
language beyond what they have acquired, they tend to use the rules they
have already acquired from their first language, thus allowing them to
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communicate but not really progress in the second language.
THE AFFECTIVE FILTER HYPOTHESIS
Motivation, self-confidence, and anxiety all affect language acquisition,
in effect raising or lowering the "stickiness" or "penetration" of any
comprehensible input that is received. These five hypotheses of second
language acquisition can be summarized: "1. Acquisition is more important
than learning. 2. In order to acquire, two conditions are necessary. The first is
comprehensible (or even better, comprehended) input containing i+1,
structures a bit beyond the acquirer’s current level, and second, a low or weak
affective filter to allow the input 'in'."In view of these findings, question is
raised: does classroom language teaching help? Classroom teaching helps
when it provides the necessary comprehensible input to those students who
are not at a level yet which allows them to receive comprehensible input from
"the real world" or who do not have access to "real world" language speakers.
It can also help when it provides students communication tools to make better
use of the outside world, and it can provide beneficial conscious learning for
optimal Monitor users. Various research studies have been done comparing
the amount of language competence and the amount of exposure to the
language either in classroom-years or length of residence, the age of the
language acquirer, and the acculturation of the language acquirer. The results
of these studies are consistent with the above acquisition hypotheses: the
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more comprehensible input one receives in low-stress situations, the more
language competence that one will have.
Canale and Swain as Cited by Bito (2006) assert that there should be a
distinction between knowledge of use and demonstration of this knowledge.
Knowledge of use is often referred to as communicative competence and the
demonstration of this knowledge as performance. Communicative
competence includes; 1) Grammatical Competence: The use of appropriate
vocabulary, pronunciation and grammar, 2) Socio-linguistic competence: The
use of style, register and intonation in appropriate contexts and settings; 3)
Discourse competence: The ability to combine language elements to show
cohesion in the form and coherence of thought and, 4) Strategic Competence:
The use of verbal and non-verbal communication strategies, such as gestures
and circumlocution, to compensate for unknown language.
Related Studies

Pascasio (1997) found in her study that on the elementary level, the
aspects of grammatical constituents which included nouns, verbs, adjectives,
adverbs, conjunctions, prepositions, pronouns, sentences, and clauses that
sentence type according to meaning and use was the common emphasis of
both old and new textbooks. Statements and questions were the most popular
topic. Other common features were direct and indirect object and the
agreement of subject and verb.
In the elementary level, most of the textbooks are still grammar based
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although the lessons begin with a dialog that tries to simulate real life
situations relevant to the grade level. Oral and written exercises are included
but hardly interactive. Much of the content still focuses on knowledge of the
language rather than its use. Materials, which appear authentic, are exploited
in order to develop general comprehension or to extend awareness of
particular grammatical structures while meaningful context are frequently not
established and the information gap and task-dependency principles remain
only principles.
For the secondary level, most of the textbook try to present a balance
between structural and communicative/functional approaches. Exercises
materials, functional activities are included in the textbooks together with the
four macro- skills of listening and free from unnecessary details. The physical
make-up of the textbooks is appropriate and acceptable to students but there
is need for further evaluation of the English materials.
Bautista(1997) revealed in her findings that the students’ teachers have
a higher proficiency in vocabulary than in grammar.
Hufana (1982) presented significant finding in her study on the
evaluation of composition errors in rhetorical arts used in agricultural science
by freshmen college students. She revealed that the highest percentage of
lexical errors was on verbs, syntactic errors were attributed to both the mother
tongue and second language interference.
Harmer (1995) stated that language is not a form of behavior but it is an
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intricate rule-based system and a large part of language acquisition in the
learning of this system. There is a need for roughly tuned input where
students have to deal with language that is at a higher level they are capable
of producing. It is a kind of input that helps students acquire new language. It
is the knowledge of the grammar rules that the child becomes creative as a
language user.
Castillo(1978) bared that students who are competent in the language
can produce grammatically correct utterances better than students who lacked
competence in the use of language communication.
Maranan’s (1994) study revealed that the level of proficiency in written
English Communication of student teachers in state colleges and universities
of region 2, are as follows: capitalization, good ; sentence structure, good;
general vocabulary, fair; punctuation, fair; grammar, fair; The over all level of
proficiency in written English among the students teacher of SUC’s is fair.
They were most proficient in capitalization and least proficient in grammar.
Bergonia (1977) revealed in her studies on the English grammar of the
senior high school students of Abra that: 1. On the use of pronouns the
students committed the most common errors in the use of infinite pronouns
and predicate nominations and in making pronouns agree with their
antecedent, 2. The most common errors committed by the students in the use
of objectives and adverbs are n the frequent use of double comparison and of
adjectives in the place of adverbs, as well as in the use of predicate adjective,
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the comparative and superlative degree, 3. In the use of prepositions and
conjunctions, the students used wrong prepositions and confused prepositions
and conjunctions and vise versa, 4. The students showed weakness in tenses,
emphatic forms, verbs, and irregular verbs, and in the agreement in number
between subject and verb.
In an evaluation of English grammar difficulties Maran (1978) found out
that most of the senior high school students respondents of Nueva Vizcaya
had the most difficulties on punctuation wherein respondents were weak
especially in written communication. This was followed by capitalization. The
third problem was on the construction of sentence, and was closely followed
by capitalization. And the use of correct verb forms. The other remaining
difficulties were on vocabulary, the use of prepositions, conjunctions and
pronouns. The least difficult were on the use of adjective and adverb. She
added that the level of significance causes by the students was generally
serious. This was on the teachers’ incompetence in teaching the subject.
A New Zealand study conducted by Elley, Barham, Lamb and Willie
(1975) found that English grammar instruction, whether it was traditional or
transformational grammar, had “virtually no influence on the language growth
of typical secondary students”.
A study conducted by Harris (1962) found after two years of traditional
grammar instruction, five high school classes of students performed worse on
an assessment piece that looked at sentence complexity and surface errors
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than a similar group who did not study grammar.
Communicative Competence
Communicative competence may be defined as the ability to function in
a truly communicative setting-that is, in a dynamic exchange in which linguistic
competence must adapt itself to the total informational input, both linguistic
and paralinguistic, of one or more interlocutors” She went on to point out that
successful communication would depend largely on individuals’ willingness to
take risks and express themselves to the foreign language, and on their
resourcefulness in using the vocabulary and structures under their control to
make themselves understood. According to Savignon (1997) the use of
gestures, intonation, and facial expression also contributes to communication,
but linguistic accuracy, though of some importance, should be considered as
only one of the major constituents of a communicative exchange.

In later discussions of communicative competence, Savignon (l997)
emphasizes again its dynamic nature, pointing out that it is an “interpersonal”
Trait that involves two or more persons negotiating meaning together, whether
through oral or written communication. She further emphasizes the contextual
dimension of language use and that one’s success in communicating may
vary from situation to situation. Communication takes place in an infinite
variety of situations, and success in a particular role depends on one’s
understanding of the context and on prior experience of a similar kind.
Success requires making appropriate choices of register and style in terms of
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the situation and the other participants (Savignon l997).
On the other hand, Canale and Swain (1980) as cited by Dacanay
(2000) states that communicative competence is made up of four major
strands: grammatical competence, sociolinguistic competence, discourse
competence and strategic competence.
Grammatical competence is the mastery of the language code which
focuses on the knowledge and skill required to understand and express
accurately the literal meaning of utterances.
Discourse competence, is the ability of combining meanings with
unified and acceptable spoken or the written texts in different genres like a
scientific report, newspaper article, news broadcast, and casual conversation.
In a written discourse, Widdowson(1978:52) avers that understanding how
such non-verbal devices work is an essential part of learning. That is, there
are illustrations and diagrams which learners have to interpret as part of their
learning.

Strategic competence relates to the verbal and non-verbal strategies
which the learners may need to use either to compensate for breakdowns in
communication or to enhance the effectiveness of communication. This
competence uses verbal and non-verbal information. Used together, verbal
and non-verbal information support each other. For example, an obscure
section of a text may be clarified by studying a diagram or the significance of a
diagram may become clear from the text.
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Theoretical Framework

Learning style is one aspect of a student’s innate uniqueness so we
must learn to recognize, acknowledge and respect every student’s learning
style. As. a future educators we have to learn what affects the student’s
competence or performance.
Moreover, as future educators we have to be well-equipped with the
different method to explain a better learning attitude and atmosphere.
According to (Huda, 1988) language learning is governed by universal
language strategy which is available for learners. It is also claimed by the
cognitive-code leaning theory which states that learning a language is learning
the rules of a language (Boey, 1975).

Further, (Dunn, 1984) stated that learning style is the biological and
developmental set of characteristics that make the identical instructional
environments, methods and resources effective for some learners and
ineffective for others.
.
According to Canale and Swain (1980) competence is necessary
concern for communicative approach that is oriented toward the attainment of
higher level of proficiency, in which accuracy and precision of understanding
and expression are important goals.

As, illustrated in the paradigm of the study (Figure 1), the first phase
was theories in language learning. Next is the test on prepositions, modals,
verb tenses, subject-verb agreement, and active and passive voices.
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Moreover, the profile of the respondents includes the following variables age,
gender, and school graduated from.

Second, were the process on the test results and the learner variables
on grammatical competence.

Third, was the level of performance and effect of learner’s variables. It
contains the improved grammatical competence of the fourth year English
major students on the five areas of grammar whether they are highly
competent (HC), moderately competent (MC), competent (C), fairly
incompetent (FC), and incompetent (IC).


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Figure 1. Paradigm of the study
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Operational Definition of Terms

The following are defined for the purpose of the study
Competence is the ability to do something well or effectively.
Communicative Competence is the ability to communicate effectively in
a language.
Grammar is the ways that words can be put together in order to make
sentences.
Grammatical Competence is the general knowledge of rules in
grammar.
Incompetent has a computed mean below 9 from the computed normal
standard normal scoring.
Fairly Competent-has a computed mean of 10 to 11 from the normal
standard scoring.
Competent has a computed mean of 12 to 13 from the normal standard
scoring.
Moderately Competent-has a computed mean of 14 to 16 from the
normal standard scoring.
Highly Competent has a computed mean of 17 to 20 from the standard
normal scoring.
Gender is a word to classify the respondents either they are male or
female.
Fourth Year is the last term of College years.
Modal is used in main verb to express ideas such as possibility,
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intention, or necessity.
Preposition is use to indicate place and time followed by a noun.
Proficiency is the ability or skill for something or mastery.
Sociolinguistic Competence is the appropriateness of communication
including the rules of interaction.
Subject is the main topic of the sentence.
Verb is used with a subject to say what someone or something does. It
is also indicates action or occurrence or being.

Hypotheses of the Study


The following are the hypotheses of the study:
1. There are different levels of competence among the fourth year English
major students of Benguet State University.
2. There are significant differences in the competence of English major
student
considering the different variables.
a. age
b. gender
c. school graduated from
3. There are significant differences among their performance in grammar.
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METHODOLOGY
This chapter presents the method and procedures that was used in the
study. It includes locale and time of the study, respondents of the study, data
gathering tools and statistical analysis of data. Moreover, the study used
descriptive method as it intends to find out the grammar proficiency of English
majors.
Locale and Time of the Study
The study was conducted in Benguet State University during the
School Year 2006-2007. The school is located six kilometers north of Baguio
City-the gateway of mountain province.
Historically, the university was originally known as La Trinidad
Benguet, Experiment Station in 1916. On June l5 of the same year, the school
was named La Trinidad Farm School. Four years later, the School’s named
was changed into Trinidad Agricultural School (TAS).
In 1946, the school was named La Trinidad High School with high school
curriculum added to its agricultural education program. In l953, a two-year
post high school certificate in agricultural education was offered. In the same
year, the school was renamed and was called La Trinidad National
Agricultural School (LTNAS). Four months after, it was named Mountain
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National Agricultural College (MSAC) gaining a college status in l957, From
l962 to 1969,the school was called Mountain Agricultural College (MAC). Few
years after, it became the Mountain State Agricultural College (MSAC).

Finally, on January 12, l986, former President Ferdinand E. Marcos
elevated the college to state university by virtue of PD 2010. Today, Benguet
State University is recognized as one of the Centers of Excellence (COES) in
the country in Agricultural Education. It is also considered as one of the
institution in the Cordillera.
Respondents of the Study
The respondents of the study consisted of 50 English major students
enrolled in Benguet State University during the second semester of 2006-
2007. There were six males and 44 female respondents. The English majors
were selected because they are the concentration of the study and were
tested to determine their grammatical competence.
Instrumentation

A teacher made test and a survey questionnaire were used as the
primary tools in gathering the data needed particularly in assessing the
grammatical competence of the respondents. The first part of the
questionnaire was the personal profile of the respondents like age, gender,
and school graduated from; the second part was the test on the five areas of
grammar. The test has a total of 100 items and all multiple choice questions.
The questions used were taken from some grammar books and others were
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made by the researcher herself.


Gathering of Data

A 100 item grammar test was constructed by the researcher to
determine the competence of English major students. The constructed test
was a multiple choice type in which every correct answer was given a score of
“1”. The test composed of 20 prepositions, 20 subject verb agreement, 20
verb tenses, 20 modals, and 20 active and passive voices.

The researcher pre-tested a 120 questionnaire to 15 English majors of
BSU but was not part of the respondents. The responses were analyzed to
determine the reliability of the test. Item analysis was used to discriminate the
items that were difficult.

Lado’s criterion was used as a basis to determine the level of difficulty
and index of discrimination. The first test on passive and voice was a
paragraph completion wherein, the respondents were not able to answer,
hence, found to be difficult. The 20 items of passive and active voice were
changed to a multiple choice item.

A questionnaire was used to gather the needed information about the
respondents’ age, gender, and school graduated from. Before the
respondents answered the questionnaire, the researcher explained the
purpose of the questionnaire and assisted them during the test proper. The
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respondents were given one hour to finish the test. The researcher personally
collected the questionnaire.
Statistical Treatment

Frequency and tally were used to determine the number and exact
population of the respondents.

T-test was used to determine the significant differences of students
competence. T-test Tc = X1-X2
Tc=T-value computed
X1=computed mean
Xo=hypothesized mean
S= standard deviation
N=number of cases

An
interpretation
scale was used to determine the grammatical
competence of the respondents. The standard normal scoring was used in
each areas of grammar and used to interpret the differences in the level
considering the age, gender, and school graduated and interpreted as follows:
`0-9= incompetent
10-12=fairly competent
13-14= competent
15-16= moderately competent
17-20= highly competent
The computation of the said Standard Normal Scoring is based on its

formula which is:

Mean - 2sigma
Mean – 1sigma
Mean
Mean + 1sigma
Mean + 2sigma



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RESULTS AND DISCUSSIONS


This section presents the data gathered, tabulated, analyzed and
interpreted to answer the specific problems of the study. It includes tables
showing the level of grammatical competence of the fourth year college
students in the parts of grammar selected such as prepositions, subject verb
agreement, passive and active voice, verb tenses and modals. The following
variables: age, gender, and school graduated from in relation with their
grammatical competence.
Grammatical Competence of Students


Table 1 presents the grammatical competence of fourth year English
major students on the uses of prepositions, subject-verb agreement, verb
tenses, modals, and active and passive voice. Subject-verb agreement had
the highest obtained mean of 16.64 or highly competent, followed by verb-
tenses with 14.96 or moderately competent. Moreover, modals and active and
passive voices obtained a mean of 12.94 and 12.34 respectively or competent.

However, preposition obtained a mean of 12.34 or fairly competent.

The overall performance of fourth year English major students on the
different areas of grammar was competent (14.09) as shown from the
computed mean that the student differ significantly in their grammatical
competence. In view of the above, the hypothesis that there are different
levels of competence among the fourth year English major is accepted.

This further implied that students need to be taught more and
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familiarized with the proper usage of prepositions.
The findings corroborate with the study of Alsiyang (1997). It revealed
on her studies that students have an average level of performance in the
grammatical aspects of written English communication. It was also supported
by the study of Millan (1981) on the grammar competency of first year high
school students. She revealed that the level of proficiency was average.
In addition, Calsiyao (2000) stated, on her study on English grammar of
fourth year students that they got an average weighted mean in their overall
performance.
In contrast with the study of Bito (2006), where she found that the
grammatical competency of freshman high school students was fairly
competent. The same is true with the study of Del Rosario (1981) in her study
of communicative competence of freshman students that majority obtained a
fair and poor competency.
The results of these studies imply that students need to be equipped
and be taught the correct use of the different areas in grammar. Moreover, it is
also an eye opener for the teachers and administrators to check and evaluate
the materials being used in teaching grammar, to enhance the materials.
Teachers need to undergo trainings for professional growth.




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Table1. Level of grammatical competence of fourth year English major
students in the five areas of grammar

Areas of Grammar
Mean Description
Prepositions 12.34 Fairly
Competent
Subject-Verb Agreement
16.64 Highly
Competent
Verb Tenses
14.96
Moderately Competent
Modals 12.94
Competent
Active and Passive Voices
13.56
Competent
Total 70.44

Mean 14.08
Competent

Level of Grammatical Competence According to Age

Table 2 shows the grammatical competence according to age. The age
was divided into two groups. Group 1 ranges from 19-21 years old while group
2 ranges from 21-23. Group 1 got the highest mean of 16.73 in the area of
subject-verb agreement which is highly competent, followed by verb tenses
with a mean of 15.11 or moderately competent. Moreover, preposition, modals,
and active and passive voice obtained a mean of 12.57, 12.96, and 13.53
respectively or competent.

Furthermore, group 2 obtained the highest mean in subject-verb
agreement with a mean of 16.54 or highly competent followed by verb tenses
with 14.79 or moderately competent. Both modals and active voice obtained a
mean of 12.91 and 13.58 or competent. However, the second group obtained
a mean of 12.08 or fairly competent on preposition while the first group
obtained a 12.57 mean or competent.

The age group does not have a significant difference on the
grammatical performance of the fourth year English major students based on
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the t. value of 0.05 from the two-tailed test result of .509. The hypothesis that
there are significant differences of fourth year English major student
considering the age is rejected.

The finding corroborates with the study of Alsiyang (1997) that
students’ age do not affect their English communication proficiency. It was also
supported by the study of Marquez (1996) that the level of proficiency of
English teachers of University of Baguio is not influence by age.

Moreover, Magtalas(1998) stated on her study of English proficiency of
freshman students of Iba Zambales that age has no significant differences in
their proficiency level. Furthermore, the study conducted by Fermin (2001)
states that age did not affect the linguistic performance of the English high
school teachers of Tarlac.

However, from the findings of Lopez (1987) stated that age caused a
significant differences. His findings indicated that the early adolescent group
got highest mean than the adolescent group and performed better in the
written communication.
Table2. Shows the grammatical competence according to age
Areas
of
Grammar Mean D
Mean D
Preposition
12.57 C
12.08 FC
Subject-verb
Agreement
16.73 HC 16.54 HC
Verb Tenses
15.11
MC
14.79
MC
Modals
12.96 C
12.91 C
Active and passive voice
13.53
C
13.58
C
Total
71.03
69.91
Mean
14.20 C
13.98 C
Legend:
Group 1= Ages 19-20
Group 2= Ages 21-23
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Level of Grammatical Competence According to Gender

Table 3 shows the level of grammatical competence of fourth year
English major according to gender.

The males got the highest mean on the use of subject verb agreement
with a mean of 17.00 or highly competent followed by verb tenses with a mean
of 14.16 and passive and active voices with 13.50, both competent. In
addition, with the use of modals and prepositions the result was fairly
competent with means of 12.16 and 11.83 respectively.

The females got the highest mean in the use of subject verb agreement
with 16.59 or highly competent and obtained 15.06 in the use of verb tenses
or moderately competent. Furthermore, females got 13.04 and 13.56 or
competent in the areas of modals and active voices. In the preposition
category, both genders were fairly competent but with different means.
Females had 12.40 while males with 11.83.

The t-test, however showed no significant differences between the
male and female students’ performance based on the computed t-value of
0.05 from the two-tailed result of .425. The hypothesis that there are
significant differences of fourth year English major student considering the
gender is rejected.

The findings complement with the study of Bautista (1995) that gender
did not affect the proficiency of the student teachers. Moreover, it is also
supported by the study of Estepa (1999) when she determined the oral facility
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of BCF senior mass communication students in English. She revealed that
there are no significant differences in the oral facility level of male and female
respondent. Altamarino (2000) revealed in her study on the phonological
errors of college students that gender doesn’t affect their linguistic errors in
public speaking.

However, it is in contrast with the study of Calsiyao (2000), Bito (2000),
and Bagano (1995) that females perform better than male respondents. In the
findings of Cotiw-an (1995), she stated that females committed few errors than
males in all aspects of English grammar. Millan(1998) further stipulated that
females performed slightly well than their male counterparts in the test of
competence in English grammar and composition.

Table3. Grammatical competence according to gender.
Areas of Grammar
Males
D
Females
D
Preposition
11.83 FC
12.40 FC
Subject-verb
Agreement
17.00 HC 16.59 HC
Verb
Tenses
14.16 C
15.06 MC
Modals
12.16 FC
13.04 C
Active and passive voice
13.50
C
13.56
C
Total
68.66
70.75
Mean
13.73 C
14.15 C

Grammatical Competence According to School Graduated From

Table 4 shows the grammatical competence according to the school
graduated from, either from public or private school. The overall performance
of both public and private school was competent. The Public school is highly
competent in the subject-verb agreement than those in the private schools.
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However, private schools and public school were both competent with the use
of verb tenses but with a different mean. Public school with 16.00 and private
school with 14.73. Both schools were competent on the use of modals and
active voice. However, with the use of preposition the public school obtained a
mean of 12.56 or competent but the private school obtained a mean of 11.33
or fairly competent. From the result of the two tailed test of.481 and computed
t.test of 0.05 level of significance implies that no significant difference in their
performance. Therefore the hypothesis that there are significant differences of
fourth year English major student considering the school graduated from is
rejected.

Bautista (1995) revealed in her study of the proficiency level of student
teachers that gender and high school graduated from does not affect the
performance of the student teachers.

In contrast with the study of Bagano (1986) she posited that private
schools performed better in most of the reading skills than in the public
schools and attained a higher performance. It is also supported by Sison
(1997). She found out that students from private schools were more
competent in the comprehension of news story. She also presented that there
was a direct significant relationship in the reading performance and the
reading competence between private and public school students.



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Table4. Level of grammatical competence according to school

Areas of Grammar
Public
D
Private
D
Preposition 12.56
C
11.33
FC
Subject-verb
Agreement
16.90 HC 15.44 MC
Verb
Tenses
14.73 MC 16.00 MC
Modals 12.90
C
13.11
C
Active and passive voice
13.60
C
13.33
C
Total
70.78
69.22
Mean
14.15 C
13.86 C

Grammatical Competence along the different areas of Grammar

Table 5 shows the grammatical competence in the different areas of
grammar. Students perform well on the subject-verb agreement with a mean
of 16.64 or highly competent but did not do well in the use of prepositions with
a mean of 12.34 or fairly competent. Moreover, on the other areas of
grammar, students were moderately competent on the verb tenses and both
competent on the use of modals and active and passive voice. From the
computed F-value of 58.93 and a probability of 0.00 they obtained a mean of
14.01. It shows that the student differ significantly on the different areas of
grammar. Students were better in the areas of subject-verb agreement but
poor on the use of preposition due to the following reason: 1) Prepositions are
not given importance, 2) there are no clear rules in the uses of preposition, 3)
there are no theories to support the rules. As shown on the table, subject-verb
agreement is ranked one followed by verb tenses, third, active and passive
voice, fourth, modals and last prepositions. The hypothesis that there are
significant differences among their performance is accepted.
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The present findings corroborate with the study of Magtalas (1998) on
the English proficiency of freshman students that among the four areas, the
students are weak in grammar than in listening, reading, and writing skills.
Moreover, it also supported the research of As-il (1997) that prepositions and
conjunctions were the students had difficulty.
However, the findings of Simoen (1997) states that vocabulary is
difficult than grammar. She found out that using vocabulary in context is more
difficult than constructing sentences. Moreover, in her findings that preposition
and sentence construction is considered as moderately difficult. Furthermore,
from the findings of Cacap (1996) revealed that the common errors of grade
six pupil were subject agreement as the first, followed by pronoun and lastly
was the uses of preposition and conjunctions.
Calsiyao (2000) reveals that the uses of nouns found out to be difficult
by the fourth year students of Tabuk Kalinga followed by verbs, subject-verb
agreement, adjective and adverb and prepositions.







Grammatical Competence of Fourth Year English Majors
of Benguet State University / Jeanne A. Yan. 2007

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44

Table5. Level of grammatical competence according to the different areas
of grammar.
Areas of Grammar Mean D
Rank
Preposition 12.34
FC
5
Subject-Verb Agreement
16.64
HC
1
Verb Tenses
14.96
MC
2
Modals 12.94
C
4
Active and Passive Voice
13.56
C
3
Mean 14.01
C


F-Value=58.93
Probability=0.00
**-highly significant

Legend:

Interval Description Symbol
0-9 Incompetent IC
10-12 Fairly Competent FC
13-14 Competent C
15-16 Moderately Competent MC
17-20 Highly Competent HC

Grammatical Competence of Fourth Year English Majors
of Benguet State University / Jeanne A. Yan. 2007

---

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS


Summary


This study assessed the grammatical competence of fourth year
English Major Students on the application of the five different areas in
grammar of Benguet State University. The answers to the following questions
were sought:
1. The overall performance was competent. Respondents had the highest
mean on the use of subject-verb agreement with 16.64 or highly
competent, verb tenses with 14.96 or moderately competent, followed
by modals and active and passive voices obtained 12.94 and 12.34
respectively or competent while with the use of preposition with 12.34
or fairly competent.
2. According to age, it was divided into two groups. Group 1 ranges from
19-20 years old while group 2 ranges from 21-23. Both groups were
highly competent in subject-verb agreement, moderately competent in
verb tenses, competent in modals and passive and active voice but
group 1 was competent in preposition while group 2 was fairly
competent. The computed t-value showed no significant differences
between the ages.
3. According to gender, both gender were highly competent in preposition
but with different mean. Males got 17.00 while its counterpart got
16.59.Females got higher than males on the computed mean in the four
Grammatical Competence of Fourth Year English Majors
of Benguet State University / Jeanne A. Yan. 2007

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46

different areas of grammar but from the computed F-value of 58.93 and
Probability of 0.00, it showed that there is no significant difference.
4. According to school graduated from, the overall performances of both
public and private schools were competent. Moreover, from the
computed mean, public obtained higher mean than the private school
but based on the computed F-value and normal standard scoring, there
was no significant differences on the school graduated from.
5. Different areas grammatical level, showed that students obtained the
highest mean in subject-verb agreement with 16.64 ranks 1, followed
by verb tenses, active and passive, modals and preposition. It showed
that students need to improve on the use of preposition.
Conclusions


Based on the result of the study the following conclusions were deduced:

1. The fourth year English major students manifested a competent
grammatical competence. However, they need to enhance their
knowledge in the use of prepositions.
2. The age, did not affect their grammatical competence and performance
3. The gender of the students did not affect their grammatical
competence.
4. The school graduated from did not affect their grammatical competence
5. The overall performance of the English major students was competent.

Grammatical Competence of Fourth Year English Majors
of Benguet State University / Jeanne A. Yan. 2007

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47

Recommendations

Based from the salient findings of the study, the following are
recommended:
1. Teachers of Tertiary level need to enhance and develop more grammar
handbooks this is to develop and enhance among the students the use
of prepositions. Prepositions should be given importance because this
is the weakness of the students.
2. The authorities or administrators of schools should provide adequate
instructional materials and enough training for English Teachers.
3. Students should be taught the proper usage of grammar and its
application.
4. A student who plans to major in English should try to speak and
practice English in his/her daily encounters.
5. Students should learn more on grammar for mastery.
6. Similar studies should be conducted and other variables like infinitive
and gerunds, clauses, phrases and other areas of grammar. Other
variables such as teacher factor, economic status, environmental factor
affecting their study habits.
7. Similar studies should be conducted in other schools in the region.

Grammatical Competence of Fourth Year English Majors
of Benguet State University / Jeanne A. Yan. 2007

---

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Grammatical Competence of Fourth Year English Majors
of Benguet State University / Jeanne A. Yan. 2007

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Appendices A

LETTER TO THE DEAN TO ADMINISTER QUESTIONNAIRE



16-B Sgt. Floresca St. Aurora Hill
Baguio City 2600
April 3,2007


TESSIE M. MERESTELA
Dean, Graduate School
Benguet State University


Madam:


This is to request your good office to administer questionnaire among
the English Major Students of Benguet State University enrolled for the School
year 2006-2007.
This research is entitled: THE GRAMMAR COMPETENCE OF
FOURTH YEAR ENGLISH MAJOR STUDENTS OF BENGUET STATE
UNIVERSITY. This is in partial fulfillment of the Master of Arts in English as a
Second language.
The purpose of this study is to determine the extent of students’
knowledge in grammar. It is hope that the findings of this will serve as a
significant input toward the improvement of English majors as well as the
teachers.

Thank you for your kind consideration in this matter.

Truly yours,


JEANNE A. YAN
Researcher

JOSEFINA A. DACANAY


Adviser
Approved:
TESSIE
M.
MERESTELA
Grammatical Competence of Fourth Year English Majors
of Benguet State University / Jeanne A. Yan. 2007

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54


Appendices B

LETTER TO ADMINISTER QUESTIONNAIRE


16-B Sgt. Floresca St. Aurora Hill
Baguio City 2600
April 3,2007


PERCYVERANDA B. LUBRICA
Dean, College of Teacher Education
Benguet State University


Madam:

This is to request your good office to administer questionnaires among
the Fourth year English Major students of College of Teacher Education who
are enrolled for the Second semester of School year 2006-2007.
This research is entitled: THE GRAMMAR COMPETENCE OF
FOURTH YEAR ENGLISH MAJOR STUDENTS OF BENGUET STATE
UNIVERSITY. This is in partial fulfillment of the Master of Arts in English as a
Second language.
The purpose of this study is to determine the extent of students’
knowledge in grammar. It is hope that the findings of this will serve as a
significant input toward the improvement of English majors as well as the
teachers.

Thank you for your kind consideration in this matter.



Truly yours,

JEANNE A. YAN
Researcher


JOSEFINA A. DACANAY




Adviser





















Approved:
PERCYVERANDA

B.
LUBRICA
Grammatical Competence of Fourth Year English Majors
of Benguet State University / Jeanne A. Yan. 2007

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55

Appendices C

COVER LETTER



16-B Sgt. Floresca St. Aurora Hill
Baguio City 2600
April 10, 2007



Dear Respondents,



The researcher is conducting a study on Grammatical Competence of Fourth
Year English Majors of Benguet State University.

In view of this, the researcher is soliciting your cooperation and your
time by answering the questions completely and honestly.

Rest assured that whatever answers written will be taken confidentially.

Thank you very much and God Bless!




Respectfully yours,
Jeanne A. Yan

Grammatical Competence of Fourth Year English Majors
of Benguet State University / Jeanne A. Yan. 2007

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56

Appendices D

AGE
Levene’s Test for t-test for equality of Means
Equal variances Equality of Variances
assumed
F Sig
t df Sig.(2-
Mean
Std. Error 95% Confidence
tailed)
difference difference Lower Upper
PART 1
.088 .768 .822 48 .415 .4936 .6007 -7143 1.7014

PART
2
.477 .493 .316 48 .754 .1891 .5992 -1.0157
1.3939
PART
3
1.699 .199 .583 48 .563 .3237 .5551 -.7925 1.4399
PART
4
.536 .468 .091 48 .928 4.487E-
.4950 -.9505 1.0402
02
PART
5
2.569 .116 -.070 48 .945 -4.4872
.6412 -1.3341
1.2444
E-02
Total
.041 .841 .665 48 .509 1.1218 1.6880 -2.2721 4.5157

Appendices E
Grammatical Competence of Fourth Year English Majors
of Benguet State University / Jeanne A. Yan. 2007

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57


GENDER
Levene’s Test for t-test for equality of Means
Equality of Variances
F Sig
T df Sig.(2-
Mean
Std. Error 95% Confidence
tailed)
difference difference Lower Upper
PART 1
4.768 .034 .622 48 .537 -.5758
.9263 -2.4383
1.2867

PART 2
1.295
.261
.445
48
.659
.4091 .9203 -1.4412
2.2594
PART 3
480
.492
-1.065
48
.292
-.9015
.8466
-2.6036
.8006
PART 4
1.334
.254
-1.171
48
.247
-.8788
.7505
-2.3877
.6302
PART 5
120
.730
-.069
48
.945
-6.8182E- .9858 -2.0503
1.9139
02
Total
.071 .790 -.804 48 .455 -2.0833 2.5896 -7.2901 3.1234

Appendices F

Grammatical Competence of Fourth Year English Majors
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58

SCHOOL
Levene’s Test for t-test for equality of Means
GRADUATED
Equality of Variances
FROM
F Sig
T df Sig.(2-
Mean
Std. Error 95% Confidence
tailed)
difference difference Lower Upper
PART 1
2.333 .133 -1.602
48 .116 -1.2276
.7665 -2.7687
.3134
Equal variances
assumed
PART
2
1.144 .290 -1.941
48 .058 -1.4580
.7511 -2.9681
5.214E-
02
PART 3
3.851
.056
1.809
48
.077
1.2683. .7009 -.1411 2.6776
PART
4
.052 .820 .324 48 .747 .2087 .6431 -1.0843
1.5017
PART
.207 .651 -.332 48 .741 -.2764 .8329 -1.9511
1.3983
Total
.047 .829 -.710 48 .481 -1.5583 2.1936 -5.9688 2.8523

Appendices G

OVERALL
N
Minimum
Maximum
Mean
Std.
Grammatical Competence of Fourth Year English Majors
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59

COMPETENCE Statistic Statistic Statistic Statistic Std.
Error
Statistic
PART1
50
6.00
16.00
12.3400
.2991
2.1152
PART2
50
10.00
20.00
16.6400
.2966
2.0972
PART3
50
11.00
18.00
14.9600
.2755
1.9479
PART4
50
10.00
18.00
12.9400
.2448
1.7310
PART5
50
5.00
18.00
13.5600
.3171
2.2421
Total
50
57.00
81.00
70.5000
.8385
5.9290
Average
50
11.40
16.20
14.0880
.1691
1.1960
Valid N (listwise)
50





Descriptive statistics

Variable Obs
Mean
Std.
Dev. Min
Max
D1
50
-4.30
2.261027
-8
0
D2
50
1.68
2.477985
-4
7
D3
50
2.02
2.494811
-3
6
D4
50
-0.62
2.530548
-7
8
1- group Hotelling’s T-squared = 251.1158
F test statistic : ((50-4)/(50-1)(4))x251.1158 = 58.935341

H0 : Vector of means is equal to a vector of zeros
F(4.46) = 58.9353
Prob > F(4.46) = 0.0000

Grammatical Competence of Fourth Year English Majors
of Benguet State University / Jeanne A. Yan. 2007

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I. Socio-economic Profile
Name: (optional) ________________________
Age: ____
Gender: ____
School Graduated From High School: ___ Private _____ Public

II. Test Proper: This test is consisted the five basic common errors committed
in grammar. You are given 1 hour to finish this test. Please answer everything.
Don’t leave any blanks if possible.

INSTRUCTIONS: Circle the letter of your choice

1. Ms. Chiday was disappointed _____ the results of the advertising
campaign.
a. for
b. of
c. on
d. with

2. The cheapest way to move overseas is _____, but that is also the
slowest way.
a. by ship
b. on ship
c. at ship
d. to ship

3. ______ the next few months, we hope to arrange a joint venture with a
company in the Czech Republic.
a. Within
b. With
c. Since
d. At

4. Justin was hired because he is familiar _____ the latest development in
biotechnology.
a. to
b. with
c. in
d. about

5. The store is open _____ nine to six.
a. from
b. at
c. by
d. between
Grammatical Competence of Fourth Year English Majors
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61


6. Bonnie has been married _____ Steve for two years.
a. with
b. at
c. by
d. to

7. When did they arrive _____ the hotel?
a. to
b. at
c. from
d. in

8. We traveled _____ 6:45 train, which arrived at 8:30.
a. in the
b. on the
c. by the
d. by

9. Have you read anything _____ Ernest Hemingway? “NO, what sort of
books did he write?”
a. of
b. from
c. by
d. on

10. If you’re worried about the problem, you should do something _____ it.
a. for
b. from
c. about
d. of

11. Who is Tom Hart? “I have no idea.” I’ve never heard _____ him.
a. about
b. from
c. after
d. of

12. I prefer tea ____ coffee.
a. to
b. against
c. over
d. of


Grammatical Competence of Fourth Year English Majors
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62

13. I’m going away _____ the end of January.
a. at
b. on
c. in
d. by

14. What time will you be home? “I don’t know.” It depends ____ the traffic.
a. of
b. for
c. from
d. on

15. They have always been very nice _____ me.
a. of
b. for
c. with
d. to

16. Jan is not very good _____repairing things.
a. in
b. at
c. for
d. about

17. I’m taking a trip ____ June.
a. in
b. at
c. on
d. from

18. I will be married ____ June 6.
a. in
b. at
c. on
d. from

19. The train leaves ____ five minutes.
a. in
b. at
c. on
d. from




Grammatical Competence of Fourth Year English Majors
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63

20. We didn’t speak _____we were eating.
a. for
b. during
c. while
d. after

21. Economics ___ my favorite subject.
a. am
b. is
c. are
d. have

22. The British ___ diligent people.
a. am
b. is
c. are
d. have

23. Crystal ______ teaching.
a. loves
b. love
c. has love
d. be love

24. Daniel ____ been promoted as supervisor.
a. is
b. have
c. be
d. has

25. The meeting ____ at nine o’clock.
a. started
b. starts
c. has starts
d. have starts

26. The shipments that we received by overnight mail _____damaged.
a. was
b. were
c. has
d. have




Grammatical Competence of Fourth Year English Majors
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64

27. Alexis ___ considered to be a good Doctor.
a. is
b. am
c. are
d. has

28. The boy ___ in the lake
a. swim
b. swims
c. have swim
d. are swimming

29. Julie ___beautiful houses and cars.
a. have
b. has
c. is
d. are

30. Olin ___ English, Math, and Science subjects.
a. teach
b. teaches
c. teaching
d. has teach

31. Police ____ observant these days because of the threat.
a. is
b. are
c. has
d. have

32. Everybody ____ having a Party.
a. am
b. is
c. are
d. has

33. Children ___ considered by their parents as a valuable thing.
a. has been
b. was being
c. are being
d. is being




Grammatical Competence of Fourth Year English Majors
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65

34. One of the policies of the School ___ to be prompt.
a. am
b. is
c. are
d. were

35. The sheep ___ wandering in the forest.
a. has
b. have
c. is
d. are

36. My jeans ___soak for five days now.
a. is been
b. are been
c. has been
d. have been

37. The man with a blue shirt ____, the room.
a. enters
b. enter
c. is entered
d. entering

38. Someone ___ my wallet.
a. steal
b. steals
c. stealing
d. are stealing

39. The Swedish ____ proud of their ancestors.
a. are
b. have
c. is being
d. has been

40. The news _____ so terrible that it causes me to tremble.
a. is
b. has
c. are
d. have




Grammatical Competence of Fourth Year English Majors
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66

41. ___ Can you close the window, Please?
a. I cold
b. I’m cold
c. I’ve cold
d. It has cold

42. We ___ television very often.
a. not watch
b. doesn’t watch
c. don’t watch
d. don’t watching

43. Look at Hazel! ___ her new hat.
a. She wearing
b. She has wearing
c. She is wearing
d. She have worn

44. The weather ___ last week.
a. is nice
b. was nice
c. were nice
d. had nice

45. Terry ___ in a bank from 1987 to 1998.
a. work
b. working
c. worked
d. has been worked

46. I ___ television yesterday.
a. didn’t watched
b. didn’t watch
c. wasn’t watch
d. don’t watch

47. My mother ___ by plane.
a. has never travel
b. has never traveled
c. is never traveled
d. hasn’t never been traveled




Grammatical Competence of Fourth Year English Majors
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67

48. ____ that woman before, but I can’t remember where.
a. I
see
b. I
seen
c. I’ve
seen
d. I’ve
saw

49. Where ___ on Sunday afternoon? I couldn’t find you.
a. you
were
b. you have been
c. were
you
d. have
you been

50. I think that weather ___ nice this afternoon.
a. will
be
b. shall
be
c. is going to be
d. has
been

51. Sally has been working here ____.
a. for six month
b. since six months
c. six months ago
d. six months

52. Ann is in the hospital. “Yes, I know ____ her this evening.
a. I visit
b. I will visit
c. I’m going to visit
d. I will be visit

53. When we were in Italy, We ___ a few days in Venice.
a. spent
b. are spend
c. were spent
d. are spending

54. ___ any books by Agatha Christie.
a. Has you read
b. Have you read
c. Did you read
d. Doesn’t you read




Grammatical Competence of Fourth Year English Majors
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68

55. At first I didn’t like my job, but ______ to enjoy it now.
a. I’m beginning
b. I begun
c. I begin
d. began

56. How ___ now? Better than before?
a. you are feeling
b. do you feel
c. is your feel
d. are you feeling

57. You’re out of breath. ___?
a. Are you running
b. Have you run
c. Have you been running
d. Did you run

58. Justin ___ away two or three times a year.
a. is going usually
b. usually goes
c. is usually going
d. goes usually

59. I’m tired ___ now. Goodnight
a. I go
b. I will go
c. I’m going
d. I’m will go

60. ____ a car when you’re in London?
a. Did you have
b. Have you had
c. Had you
d. Do you have

61. The fire spread through the building very quickly, but fortunately
everybody ___.
a. was able to escape


b. could escape
c. managed to escape
d. will escape



Grammatical Competence of Fourth Year English Majors
of Benguet State University / Jeanne A. Yan. 2007

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69

62. I’m so tired I __ for a week.
a. can slept

b. could have slept
c. may sleep
d. could sleep

63. The story __ be true, but I don’t think it is.
a. might
b. can
c. could
d. may

64. Why did you stay at a hotel when you were in Paris? You __ with Julia.
a. can stay


b. could stay
c. could have stayed
d. may stay

65. ‘I’ve lost one of my gloves.’ You ___ it somewhere.’
a. must drop



b. must be dropping
c. must have dropped


d. must have been dropping

66. ‘I was surprised that Kate wasn’t at the meeting yesterday.’ She __
about it.’
a. might not know

b. might not have known
c. may not know

d. may known

67. What was the problem? Why ___ leave early?
a. had you to


b. must you
c. did you have to

d. you had to

68. We’ve got plenty of time. We __ hurry.
a. don’t need to



b. needn’t
c. mustn’t
d. may



Grammatical Competence of Fourth Year English Majors
of Benguet State University / Jeanne A. Yan. 2007

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70

69. You missed a great party last night. You __. Why didn’t you?
a. must have come

b. might to have come
c. should have come


d. had to come

70. Jane ___ a car with the money I’d won in the lottery.
a. suggested that I bought
b. suggested that I should buy
c. suggested me to buy

d. suggested that I bought

71. You’re always at home. You ___ out more often.
a. should go


b. had better to go
c. had better go
d. may have gone

72. It’s late. It’s time ___ home.
a.
we
go

b. we should go
c. we must go



d. to go

73. __ A bit longer, I but really have to go now.
a. I’d stay


b. I can stay
c. I’ll stay


d. d. I’d have stayed

74. You look tired. You __ to bed now.
a. should go

b. go to
c. should gone


d. can go

75. You __ keep it a secret.
a. should



b. can
c. must



d. might




Grammatical Competence of Fourth Year English Majors
of Benguet State University / Jeanne A. Yan. 2007

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71

76. I __ be late this evening.
a.
can

b. may
c. must



d. should

77. I __ in a big city. I hate it.
a. couldn’t live


b. can live
c. shouldn’t live


d. should live

78. It __ nice to buy a new car, but we can’t afford it.
a. would be

b. could
c. would



d. should

79. __ you please be quiet? I’m trying to concentrate.
a. Can



b. Would



c. Can be


d. May

80. You __ up too late. You’ll be tired tomorrow.
a. shouldn’t stay


b. may stay
c. should stay


d. can’t stay

81. This house ____ 100 years ago.
a. was built
b. is building
c. was building
d. built

82. We ___ to the party last week.
a. didn’t invite
b. didn’t invited
c. weren’t invited
d. wasn’t invited
Grammatical Competence of Fourth Year English Majors
of Benguet State University / Jeanne A. Yan. 2007

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72


83. “Where ___ Born? “ In Los Angeles.”
a. you are
b. you were
c. are you
d. were you

84. I took the bus this morning because my car ______.
a. is being repaired
b. is repairing
c. has been repaired
d. repaired

85. I can’t find my keys. I think ____.
a. they’ve been stolen
b. they’re being stolen
c. they’re stolen
d. they’ve stolen

86. We ___ by a loud noise during the night.
a. woke up
b. are woken up
c. were woken up
d. were waking up

87. A new supermarket is going to ___ next year.
a. build
b. be built
c. be building
d. building

88. There was a fight at the party, but nobody ____.
a. was hurt
b. got hurt
c. hurt
d. was being hurt

89. Jack ___ to phone me last night, but he didn’t.
a. supposed
b. is supposed
c. Was supposed
d. Did you have your hair cut
Grammatical Competence of Fourth Year English Majors
of Benguet State University / Jeanne A. Yan. 2007

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73


90. Where ___? Which hairdresser did you go to?
a. did you cut your hair
b. have you cut your hair
c. did you have your hair cut
d. did you have haircut

91. The room looks nice. It ____.
a. was painted
b. painted
c. has painted
d. is being painted

92. We were scared because we thought we ___ by a ghost.
a. have been followed
b. were being followed
c. will be followed
d. follow

93. This car is ___ by a wealthy man.
a. owns
b. own
c. is owned
d. is being owned

94. Two hundred people ____ employed by the company.
a. is employed
b. was employed
c. are employed
d. are employ

95. A lot of money ___ in the robbery.
a. stolen
b. is steal
c. are stolen
d. was stolen

96. Many accidents _____ by careless driving.
a. is cause
b. are cause
c. is caused
d. are caused
Grammatical Competence of Fourth Year English Majors
of Benguet State University / Jeanne A. Yan. 2007

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74


97. How ___ this word ____?
a. is-pronounce
b. was-pronounced
c. are-pronounced
d. is-pronounced

98. ____ often _____ to parties.
a. I’m not-invited
b. I’m not-invite
c. I’m not-invites
d. I’m not-has invited

99. A mystery is something that can’t _______.
a. is explain
b. is explained
c. be explained
d. has explained

100. I haven’t received the letter yet. It might ____ to the wrong address.
a. has been sent
b. have been sent
c. is being sent
d. are been sent
Grammatical Competence of Fourth Year English Majors
of Benguet State University / Jeanne A. Yan. 2007

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75

BIOGRAPHICAL SKETCH


Jeanne or Jan as they called her was born on the 25th of June 1980.
She is the second child among the four siblings of Mr. John S. Yan and Jane
A. Yan.

The author grew up in La Trinidad Benguet wherein, she finished her
Elementary at La Trinidad Central School and Graduated in March 1993. She
also finished her Secondary Education at the University of Baguio in March
1998. Finally she obtained her degree of Bachelor of Secondary Education in
Benguet State University in March 2002 and passed her LET in the same
year.

Moreover, the author is not satisfied with her educational attainment so
she decided to continue her education and enrolled in the Master program and
took a major of ESL English as a second Language on the same institution.

She taught at Baguio Benguet Christian College –ESL as contractual
Teacher for six months. In November 2003, she was hired as a teacher at
International Master of English Center for 3 years. At present, she is working
as assistant manager to the school they build for foreign students.


Grammatical Competence of Fourth Year English Majors
of Benguet State University / Jeanne A. Yan. 2007

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Document Outline

• Grammatical Competence of FourthYear English Majors of Benguet State University
  • BIBLIOGRAPHY
  • ABSTRACT
  • TABLE OF CONTENTS
  • INTRODUCTION
    • Background of the study
    • Statement of the Problem
    • Objectives of the Study
    • Importance of the Study
    • Scope and Delimitation of the Study
  • REVIEW OF RELATED LITERATURE
    • Grammar
    • Related Studies
    • Communicative Competence
    • Theoretical Framework
    • Paradigm of the study
    • Operational Definition of Terms
    • Hypotheses of the Study
  • METHODOLOGY
    • Locale and Time of the Study
    • Respondents of the Study
    • Instrumentation
    • Gathering of Data
    • Statistical Treatment
  • RESULTS AND DISCUSSIONS
    • Grammatical Competence of Students
    • Level of Grammatical Competence According to Age
    • Level of Grammatical Competence According to Gender
    • Grammatical Competence According to School Graduated From
    • Grammatical Competence along the different areas of Grammar
  • SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
    • Summary
    • Conclusions
    • Recommendations
  • LITERATURE CITED
  • APPENDICES
    • Appendices A
    • Appendices B
    • Appendices C
    • Appendices D
    • Appendices E
    • Appendices F
    • Appendices G
  • BIOGRAPHICAL SKETCH

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