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A Research Output presented to the Faculty of Humanities and Social Sciences

Camarines Sur National High School

As Partial Fulfillment of the Requirements for the

Research in Daily Life 2 Subject









Group 1

S/Y 2017-201


English consists of four skills including listening, reading, speaking and

writing. In order for the learners to develop these skills, the components of the

English language including vocabulary, pronunciation and sentence structure

must be introduced to the students respectively. Among the four basic skills in

English, Writing has been regarded as the least proficient skills because most

students find difficulty in observing grammar structures. In global context, English

writing had become an issue to non-English Native Countries. According to

Fareed, Ashraf and Bilal (2016), “Writing is an important skill for language

production. However, it is considered a difficult skill, where students face many

challenges in writing. It is because of the nature of English comprising standard

rules, procedures, basic guidelines and protocols in writing that leads the

students to commit grammar mistakes and errors. As a result, students tend to

have these various mistakes in every Writing Activity that they might encounter.

English maintained its place as the most frequently required subject in the

Philippine Educational Institutions, meaning to say, students cannot do away with

Basic Writing Activities as well as in learning English. Given that all levels of

students should undergone with Writing Activity, a learner must be equipped

with advance skills in writing before advancing to more complex academic

setting, for this is one of the essentials in a more complex level of learning as

well as in tertiary.
According to English Language Proficiency Task Force Report (2007),

English learners in English-medium classrooms face the dual challenge of

learning effective academic uses of second language while simultaneously

learning academic content and skills with and through that language. Meaning to

say, students learning English is not only dealing with the subject alone but also

deals in learning the concepts behind the academic area, specifically English

with special concerns with regards to learning the second language (L2).

To ensure that students’ linguistic, cognitive, and academic potential are

realized, the facilitators of learning must align their strategies prior to the capacity

of the students in order to address these requirements. It is generally felt that the

second language learners face a lot of problems in English language in general

and in particular in writing compositions using the English language (Khansir,


As Fakeye and Ogunsiji (2009) argued that “the knowledge of the contents

of school subjects are transferred to the students at all levels of education via

English language medium. It therefore follows that how well students would fare

in academic attainment depends largely on their level of proficiency in English

language which is the medium of instruction”. This clearly depicts that

educational institutions, relies only on the language but not on how the students

will utilize their skills in applying those learnings in the manner of writing and

It is alarming that despite obtaining 3rd Rank across Asia as one of the

best speaking country in terms of English as Second Language (L2) but sadly,

the Philippines had also been recorded as the least performing country in terms

of English Proficiency in Writing as observed to past Achievement Tests. (Insert

foundation). According to McNamara, Crossley, & McCarthy (2010), “writing

provides the ability to articulate ideas, argue opinions, and synthesize multiple

perspectives making it essential to communicate persuasively with others

including teachers, peers and the community”. This study stated that regarding

English Proficiency in pursuit to two productive language domains, speaking and

writing stresses out that student still finds difficulty in observing correct use of

grammar for an effective communication through speaking and writing.

In general, prior studies show that students experience conundrum in

expressing their ideas and feelings with regards to speaking. Imagine how hard it

would be when it comes to writing thus, writing has been regarded to be the most

difficult skills to mold. Similar to the problems faced by most students in

speaking, still students struggle in observing grammar structures that affects their

performance towards Basic English Writing Activities.

At present, with regards to this pursuit, it is in this light of the study to

determine the significant relationship of the Factors affecting the students’ poor

performance in correct grammar observance to the students’ Basic Writing skills.

This research entitled “Factors Affecting Students’ Poor Performance in Correct

Grammar Observance in Basic English Writing” aims to improve the students’

performance in correct grammar use for an effective application to writing.

Statement of the Problem

The aims of the study will be dealt by investigating using the following


1. What are the Factors Affecting Student’s Poor Performance in Correct

Grammar Observance in Basic English Writing?

2. How does this Factors affect the students as they undergone Basic

English Writing Activities?

3. What is the significant relationship between the Factors affecting students’

poor performance in correct grammar observance to Basic English


4. What intervention plan may be proposed based from the generated result

of the study?

Scope and Delimitation of the Study

The study will assess the Factors Affecting Students’ Poor Performance in

Correct Grammar Observance in Basic English Writing with the selected Grade 7

Student in Camarines Sur National High School (CSNHS). CSNHS which will

serves as the research locale was known to have special programs and

curriculums, this study will consider 10 students under Basic Education

Curriculum (BEC) during the first quarter of the academic year 2017-2018.
Research participants will be selected according to the endorsement coming

from their English teachers. These teachers were the one who monitors and

assess the student, their criteria of selecting students who will participate in the

study must be aligned with the objectives of this undertaking.

Other special programs in CSNHS apart from Basic Education Curriculum

such as Science and Technology, Engineering (STE), Special Program in the Arts

(SPA), Special Programs in Sports (SPS), Strengthen Technical-Vocational

Education Program (STVEP), and Family Farm Curriculum (FFC) will be

excluded as well as those in BEC in higher levels in Junior High such as those in

Grade 8, 9, and 10. The performance of the students will not depend on the

computed grades that reflected on the progress report card but on the ability of

the students in understanding basic concepts with regards to the Correct

Grammar use. The rest of school year apart from the first quarter will fall on the

delimitation part of the study.

Significance of the Study

Studies involving the analysis of errors of the students in formulating ideas

in connection to the grammar use are numerous however, most of this prior

studies dwell with oral communication or Speaking. The researchers believe that

before enhancing the skills in Speaking or addressing and focusing on the

problems in speaking, the first phase of the developing of the skills must start

with Writing as perhaps the most complex skill to develop since it requires the
mastery of language. But for all of those in macro skills, writing still can be

improved through practice and frequent use. The information generated from this

research will benefit the following:

Students. This study will benefit the students as certain findings or the

determined factors in the research can provide insights that will help them

enhance their skills in writing. The students who will participate in the study will

directly benefit upon grappling insights that they can use as they advances to

their Grade 8 Undertaking. The result of the study can be an avenue for self-

reflection to students to achieve their full potentials.

English Teachers. This will also help the teachers to adapt more

strategies that will motivate the students to perform expected outcomes. This

paper will also help them experiment strategies of their own that will enhance

their classroom-management using the result of the study.

Camarines Sur National High School (CSNHS). The result of the study

will give certain advantages to the school where the researchers belong. Upon

generating result to the study that deals with the performance of the students, the

school may proposed intervention that will aid the students with regards to

acquiring knowledge that they may found useful for an effective application.

Department of Education. This paper will also help the Department of

Education to conduct several trainings for the teachers. These trainings will equip

the teachers that will help increase the student’s performance and their capacity

of learning.
English Department/Management. The result of the study can be used

for the developing of strategies as well as planning for an intervention that will aid

and guide the students experiencing the same problems with regards to English


Other Researchers. This paper will provide references that will

encourage other researchers to conduct similar studies, for this issue is very

crucial as it affects the student’s capacity of acquiring knowledge.

Theoretical Framework

The foundation of this study was anchored on Error Analysis and

Interlanguage Theory postulated by Corder (1981) and Selinker (1972). Error

Analysis and Interlanguage Theory will be supplemental in this present study.

Corder (1981), pointed out that in the process of error analysis,

concentration on only ill-formed sentences is not enough. The most important

stage is explaining, as Error analysis is concern in the idea of the reasons and

factors that gives way to grammar errors of learners. The theory argued the

importance of explaining these reasons and factors and how it affects the

learners in one of the language-domains which is writing. This study was aligned

with this theory, because the focal point of this undertaking is to determine the

factors affecting students’ poor performance in correct grammar observance in

Basic English Writing and to provide clear explanation of how these factors

affects the students.

Selinker (1972), on the other hand explains his theory as a theory that

assumes that an active and independent learning mind makes its own

generalizations upon grappling with a new language. It argues that the errors that

a learner makes in the rules of an “Interlanguage”. He discarded the concept of

“errors” by viewing the language used by learners as a whole language system,

for which he coined the name of theory “Interlanguage” implying that such

language is a continuum on one end which is the mother tongue and on the other

end is the target language.

Theoretical Framework

Interlanguage Theory
(Larry Selinker)

Error Analysis Theory

(Stephen Pit Corder)

Factors Affecting Student’s Poor Performance in

Correct Grammar Observance in Basic English

Figure 1: Theoretical Framework

Conceptual Framework

Factors Affecting Student’s Poor Performance in Correct

Grammar Use in Basic English Writing Activity

Variables of the Study

 Factors Affecting the
The generated result
Students’ Poor Accumulate Data through
based form the study
Performance in
 Informal Interviews will serve as basis for
Correct Grammar
in Focus Group the developing of
Discussion. intervention plan that will
 Students’ Poor  Analysis of the address the problems in
Performance in Written Composition observing correct
Observing Correct of the subjects of the grammar for an effective
Grammar. study. application in writing.
 Basic English Writing

Figure 2: Research Paradigm


This study will be guided by Indicators of the Student’s Poor Performance

in Correct Grammar Observance in Basic English Writing. With the help of

related information from various resources such as books, journals, unpublished

theses and dissertations this study will have broader perspectives that will lead

the researcher to immerse with new knowledge.


In the actual conduct of study, the researcher will generate information

through critical analysis during the conduct of Focus Group Discussion patterned

in a semi-structured set of questions. If the respondents generate unclear

answers, the researchers may ask questions in the form of Informal Interviews as

follow-up procedures.


After the data gathering and further discussion of certain points, we can

assess and determine the Factors Affecting Student’s Poor Performance in

Correct Grammar Observance in Basic English Writing which can be useful in

making the students’ be aware of certain causes that leads them to commit


Definition of Terms

In this section, the important terminologies were defined by the

researchers using Operational Definition.

Basic English Writing. It refers to basic written application of insights

obtained in discussion normally in English Language. One of the best examples

of Basic Writing Activity includes Home Reading Reports, Paragraph Writing,

Essays and Autobiography (Who Am I?). This writing activity are aligned to the

capability of the students to deal with the basic and foundational competencies
such as understanding the meaning of words, the linking of ideas to formulate

sentences and observing coherence. Mostly introduced to secondary students

unlike with the Advance Writing Activity in tertiary that includes Research and

Thesis Writing, Project Proposal Making and Business Plan.

Students’ Poor Performance.

Correct Grammar Observance.

Grammar. A set of rules that explains how words are being used in a

language. This refers to the properly constructed and structured ideas by means

of sentences that observe correct patterns and coherence.


Kibler, A., Valdés, G., & Walqui, A. (2007). The Purpose of English Language

Proficiency Standards, Assessments, and Instruction in an Age of New

Standards: Policy Statement from the Understanding Language Initiative,

WIDA English Language Proficiency Standards


McNamara, D. S., Crossley, S. A., & McCarthy, P. M. (2010). Linguistic features

of writing quality. Written Communication, 27(1), 57-86.

DOI: 10.1177/0741088309351547



Ogunsiji, Y., & Fakeye, D. O. (2009). “English Language Proficiency as a

Predictor of Academic Achievement among EFL Students in Nigeria”

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495. © EuroJournals Publishing, Inc.




This Chapter will present relevant information that will suffice the study with

fundamental facts from various resources. This chapter will introduce prior

studies and related literatures which was found out to have connection to the

present study.

Related Literature

This section in particular discusses and explains literature with connection

to this study. This is a compilation of reviewed literature that will serve as

supporting agents to this research undertaking.

Factors Affecting Students’ Performance

The student writing difficulties cannot be attributed and deduced to one

factor but a myriad of factors.

According to Oribabor (2014) in Journal of Literature, Language and

Linguistics most of the factors that affects students’ poor performance in English

Writing ranged from sociological, psychological, environment, and psychosocial

factors. Sociological factors explains that none can learn the target language in

isolation when language requires communication. The pressure and fear

experienced by the students when writing composition using English can be

categorized under psychological. Environmental Factors also plays a vital role

when the learning grounds is not conducive for learning. The influence of peers

can also be one factor under Psychosocial Factors. According to Yakoob (2015),

students need to master all the skills to upgrade the skills in writing. He stated

that one of the factors that affects the students’ poor performance in writing is the

lacking proficiency in either one of the four macro skills.

Correct Grammar Observance

Correct grammar observance is basically the ability of observing grammar

structures correctly. One good formulated sentence without any errors is simply

an implication of how the grammar of a certain sentences was structured


According to Brant (1946) as cited by Alinsunod (2014), stated that the

standard of satisfaction among language educators on the written works of the

language learners are good grammatical structures, appropriate punctuations,

verbs in their correct tenses, and even correct spellings. This implies that good

grammar structures, appropriate punctuations, subject-verb agreement and verb

tenses are a strong requirement of observing correct grammar patterns.

Basic English Writing

Harvanto (2007) defined that writing as one of the four language skills, in

real world contexts, is not a solitary enterprise, it is a social act. It is not an

activity in its own right but one which serves the other skills. So, writing has a

relation with grammar, reading, listening and speaking.

According to Seitova (2016), the ability to write effectively is very important

in second language acquisition. Good English writing competence is widely

recognized as an efficient skill for educational, business and personal reasons.

Writing is a difficult process which demands cognitive analysis and linguistic

synthesis. It is twice harder to learn to write in a foreign language, and it takes

time and effort to become skillful in writing.

Writing provide as an essential tool to express people’s opinions,

suggestions, or thoughts that they want to convey. It developed by human society

that serve as the frame work of our communication just like speaking. Therefore,

written communication is important element of expression which is the ability to

articulate oneself through the written word and provides as opportunity to share

their knowledge in a meaningful and effective way.

Related Studies

Ombati, et al (2013), stated in their study that mother tongue is the major

factors which affect the students’ poor performance in English Grammar. Aside

from mother tongue, the teachers has contribution why students having errors in

English Grammar, some of teachers had a degrees and certificates of attending

training seminars about techniques of teaching, while other teachers are not.

Aside from their educational attainment, the teachers’ response on the attitude

towards the learners that most of the student did not like.
According to the study of Sermsook, Liamnimits, and Pochakorn (2016),

they found out that Interlingual and Intralingual interference, limited knowledge

of grammar and vocabulary, and carelessness of the students are the major

sources or factors which affect the students’ performance specifically the Thai

students which undergone piece of writing, after the researchers conduct the

analysis of the said written piece.

According to the comparative study of Nik, Hamzah, and Rafidee (2010),

there are many factors which affect the students’ performance in writing such as

content, vocabulary, organizations, language use and mechanics in writing. But

the most common factors that affect the students’ performance in writing is the

language use as they have to learn the grammar, syntactic structure, vocabulary,

rhetorical structures and idioms of new language, especially the English

language. They recommended that writing lectures provides ample time and

opportunities for them to write and form ideas clearly. They added that lectures

should focus on helping students to be aware of how and why they write and

encourage them to write freely, fluent and well.

Wu (2013) argued that the important factors that affect the students’ use of

ESL vocabulary learning strategies was family background, including the family

involvement and their educational background. Teachers’ encouragement to the

students has a big effect on students learning motivations and language

According to the study of Moreno and Cerezo (2011), the concept of

exposure or input and feedback must be re-elaborated in the classroom and their

presence in it must be increased. Reading L2 materials like magazines, books,

newspapers and such, has to further implemented to the material needed and

have connection or processing of the new knowledge about writing.

As cited by Megaiab (2014) in his/her study, the learners having difficulties

in grammar especially tense, articles, singular and plural, and such are the errors

were encountered by the students because of their mother tongue that is

considered as factors that affects in their writing skills.

According to the study of Dwihandilhi, Marhoeni and Suarnajayo (2013),

they found out and identified three (3) major factors that affect the students’

performance in writing thesis in the English Department of Mahasaraswati

University: Psychological factors that comprised lack of confidence; Sociocultural

factors that covered ability to connect and form each sentence and

understanding about the culture of formal writing; and Linguistic factors that

consisted of difficulties in minimalizing grammar errors, knowing the grammatical

items which should be deleted, replaced supplied and reordered.

Synthesizing the Statement of the Art

The researchers collected various information and are found out that there

are connection to the present study. This study as concerns to the factors

affecting students’ poor performance in correct grammar observance in every

writing activities. The study conducted by Chokwe (2013) about giving

importance in correcting the grammar of students at secondary education is

having connections with the current studies for they both aim to assess the

factors affecting the performance of students in writing which is in need to be

known for them to be guided in tertiary education. With the study conducted by

Khansir & Ahrami (2014), the researchers of this study are guided to what are the

classifications of errors in grammar they can identify in gathering data. Similar to

Hourani (2008) which he also identify the most common and salient grammatical

errors which they found in the students’ essay includes passivation, verb tenses

and forms, subject-verb agreement, word-order, preposition, articles, plurality and

auxiliaries. In addition, the study conducted by Seitova (2016) also tackled about

the difficulties and errors can meet while writing. Another, the study of Chen

(2013) is also connected for the current study is also about giving students the

need to be given more effective strategies on how to enlarge their vocabulary

which is very important aspect in today’s academic and global world that placed

more emphasis on the use of the English language as major medium for

instruction and communication.

On the other hand, the current study has differences with the previous

study mentioned above in terms of the choice of respondents, methods used,

research locale and will only focus on the factors or certain causes that leads

students to commit mistakes and error in every writing activities in school.

Nevertheless, the current study will focus on Grade 7 in Secondary for the

researchers believe that these students are the ideal respondents because of the
fact that these were the students who already graduated from Elementary

wherein, in this level the concentration in teaching Basic English grammar rules

were not intensified. As an introduction to more complex skills of students in

understanding the basic grammar rules comprehensively that will equipped them

as they advance to more complex academic setting.

Gap Bridge of the Study


Ahrami, M. & Khansir, A. A. (2014). Error Analysis and Paragraph Writing. A

Publication of Language in India.


Chen, M. K. (2013). The Effect of Language on Economic Behavior: Evidence

from Savings Rates, Health Behaviors, and Retirement Assets. Published,

American Economic Review 2013, 103(2): 690-731 Editorís choice, Science

Magazine, Vol 339(4) Permanent address:


Chokwe, J. M. (2013). Mediterranean Journal of Social Sciences. Factors

Impacting Academic Writing Skills of English Second Language Students.


Corder, S. P. (1981). Error Analysis and Interlanguage. Oxford: Oxford University

Press. https://academic.oup.com/applij/article-


Harvanto, T. (2007). Grammatical Error Analysis in Student’s Recount texts.

English Department, Faculty of Languages and Arts Semarang State


Hourani, T. M. (2008). An Analysis of the Common Grammatical Errors in the

English Writing made by 3rd Secondary Male Students in the Eastern Coast
of the UAE. Institute of Education British.


Huang, J. Error Analysis in English Teaching: A Review of Studies.





Jabeen, A., Kazemian, B., & Mustafai, M. S. (2015). The Role of Error Analysis in

Teaching and Learning of Second and Foreign Language. Education and

Linguistics Research ISSN 2377-1356 2015, Vol. 1, No.


Johnson, J. (2014). Defining God, Love and Grammar.



Norquist, R. (2017). What Works in Teaching Grammar? Constance Weaver's 12

Principles for Teaching Grammar. https://www.thoughtco.com/what-works-


Seitova, M. (2016). Error Analysis of Written Production: The Case of 6th Grade

Students of Kazakhstani School.

Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in




Yourdictionary.com (2017). Problems Caused by Incorrect Grammar. Incorrect

Grammar and Communication Issues.




Research Design

This study employed a mixed-method design by which (*Insert literature

foundation and explain). This study utilized an Action Research, a design that

follows a cyclical process by identifying the problem first and determine an action

that will address the problem. This research adapted Participatory Action

Research in which according to Cristobal and Cristobal (2017), described it as a

special kind of community-based action research in which there is a collaboration

between the respondents or participants and the researcher in all the steps of the

study. This includes the process of identifying the problem, methodology to be

used and analysis of the findings that will not exclude the participants all

throughout the conduct of the study.

The researchers adapted this design for its appropriateness as the study

was concerns with an issue within the certain circle of participants and the goal is

to identify the factors that causes certain experiences encountered by the

research participants for the developing of an intervention. The researchers

decide to employ this design since the focal point of this study aims to determine

certain causes and contributing factors that affect the student’s Performance in

Basic English Writing observing correct grammar patterns.

Respondents of the Study

Camarines Sur National High School as Public Secondary Educational

Institution have this various special programs and curriculums to cater the

different learning areas of the students, this includes STE, SPA, SPS, STVEP,

FFC and BEC. This study will consider the Basic Education Curriculum (BEC)

and will be selecting 10 students under BEC who will participate in the study. The

Respondents in the study will be determined using Purposive Sampling


Purposive sampling is a non-probability sampling method and it occurs

when “elements selected for the sample are chosen by the judgment of the

researcher” that is why it was called as judgmental sampling because it involves

the handpicking of subjects (Cristobal & Cristobal, 2017). The researchers

employ this sampling technique in order to ensure the Homogeneity of the

students who will suffice the desired result. The main goal of purposive sampling

is to focus on particular characteristics of a population that are of interest, which

will best enable the researcher to answer specific research questions.


The researchers formulated certain instruments that will serve as

essentials in the study. This research make use of instruments which was divided

into two parts. Part 1: the respondent was asked to write a composition with five
sentence in English with uniform topic and Part 2: the focus group discussion in

which patterned to a semi-structured set of questions.

The first part was composed of writing compositions which was followed

by the second part which was Focus Group Discussion was utilized to

accumulate information, patterned with a set of semi-structured questions. FGD

is commonly used to obtain in-depth information from a group of people about a

particular topic. FGD is a good way of bringing similar people in terms of

backgrounds, motivations and experiences to discuss a specific topic or issue.

Gerritsen (2011) highlighted that “the strength of the Focus Group Discussion

relies on allowing the participants to agree or disagree with each other so that it

provides an insight into how a group thinks about an issue, about the range of

opinion and ideas, and the inconsistencies and variation that exists in a particular

community in terms of beliefs and their experiences and practices.”

Statistical Treatment

This study will use a percentage method to compute the accumulated data

from the answers of the respondents. There is a tallying of answers in every

questions and it will be percentage.


%=n/N x 100

% - percentage
n - number of tally

N - total number of accumulated answers from the students’ response

Aside from the percentage method, we will use Chi-square method to

determine the significant relationship of the SOP number 3.

Ankur, J., et al. (2010). Likert Scale: Explored and Explained. British Journal of

Applied Science & Technology 7(4): 396-403, 2015, Article no.

BJAST.2015.157 ISSN: 2231-0843 SCIENCEDOMAIN international.



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6th edition, John Wiley & Sons. University of Houston.



Cristobal, A. P. & Cristobal, M. C. DLC. (2017). Practical Research 1 for Senior

High School. C & E Publishing, Inc. 2017.

Gerritsen, A. (2011). Focus Group Discussions – a step-by-step guide. Epi result.



Lambert, V. A. & Lambert, C. E. (2012). Qualitative Descriptive Research: An

Acceptable Design. Pacific Rim International. Journal of Nursing Research,

Pacific Rim Int J Nurs Res. Vol. 16 No. 4.

Lavrakas, P. J. & Roller M. R. (2015). Applied Qualitative Research Design: A

Total Quality Framework Approach. New York: Guilford Press.


Zhao, Z. (2013). An Overview of Studies on Diagnostic Testing and its

Implications for the Development of Diagnostic Speaking Test. International

Journal of English Linguistics; Vol. 3, No. 1; 2013 ISSN 1923-869X E-ISSN

1923-8703 Published by Canadian Center of Science and




Respondent of
Responses/ Identified Factors
s Factors
Student 1 Mother Tongue, Environment 2
Student 2 Difficulty of the subject 1
Difficulty of the subject, Mother Tongue, and Fear
Student 3 3
of the subject
Mother Tongue, self-esteem, Fear, Difficulty of the
Student 4 4
Difficulty of the subject, Environment, Social
Student 5 3
Difficulty of the subject, Topics in writing activity,
Student 6 3
Mental Pressure, Environment, Topics in writing
Student 7 3
Student 8 - -
Student 9 - -
Student 10 - -
The table #__pg#___ will present the following identified factors during the

conduct of the actual data gathering employing the Focus Group discussion. The

identified factors given by the subjects will be categorized on the factors based

from the studies of (names and etc.)

Table 1. The Identified Factors that Affects in Writing based from the Responses
of Grade 7 (BEC) Students

Number of
Accumulated Responses
Difficulty of Subject 4
Mother Tongue 3
Environment/Setting 3
Self-esteem 3
Fear (Psychological) 2
Topics 2
Social (Peers and Bullying) 1
Mental Pressure/Time 1
Table 2: List of the Factors and their Corresponding Breakdown of Scores


Problem Number 1: What are the Factors Affecting Students’ Poor

Performance in Correct Grammar Observance in Basic English Writing?

1. Students must study their grammar lessons.

2. Don’t cut classes.
3. Don’t be absent.
4. Teachers must make used their time teaching not sitting.
5. Teachers must met the Lesson Plan not make up kits.
6. English Department must monitor their members if they are doing their job

or just eating in the canteen.

7. The Principal must implement a policy regarding of the haircut.
8. The janitor must ensure the security of the students.
9. Don’t bully.

Problem Number 2: How does these factors affects the Students as they

undergo Basic English Writing Activity?


Problem Number 3: What is the significant relationship between the

factors affecting the students’ poor performance in correct grammar observance

in Basic English Writing Activity?

Problem Number 4: What intervention plan may be proposed based from

the generated result of the study?