Saint Claire Science School

Acceptance And Approval

This Thesis hereto attached, entitled The Performance in English Grammar by the Residents of Brgy. Del Remedio: A Normative Survey Test, prepared and submitted by Carie Justine P. Estrellado, in partial fulfillment of the requirements for the fourth year high school, examined and recommended for acceptance and approval.

________________________ Ms. Marites Platero

Adviser

________________________ Ms. Lina A. Buencillo

Principal

________________________ Date

Performance in English Grammar by the Residents of Brgy. Del Remedio: A Normative

Survey Test

-BY-

Carie Justine P. Estrellado

-Saint Claire Science School-

S.Y. 2007-2008Performance in English Grammar by the Residents of Brgy. Del

Remedio: A Normative Survey Test

-BY-

Carie Justine P. Estrellado

A Term-Paper/Report Survey SubmittedIn

Partial Fulfillment For Requirements (Science Research)

_______________________ Student’s Signature

Accepted:

___________________ (Signature of Faculty)

Saint Claire Science SchoolBrgy. Del Remedio, San Pablo City

S.Y. 2007-2008

Preface

To the Readers

- Being a Filipino learner in the system of rules in Grammar as well to those persons who equipped their knowledge.

There are the survey questionnaire that led to sign by the surveyor who permanently accomplished its solemn informative, it is also consist of coherent paging.

In the second-language situation, mastery of form does not guarantee communicative proficiency; neither dos communicative practice necessarily result in mastery of form.This thesis represents of understanding in a way through done by the survey test, yet it still a better learning institutions to any of individual standards.

Grammar in Focus

- In the bilingual setup, only grammatical patterns and forms needed in the Philippine setting should be taught to the point of their mastery.

- Concepts, Values, and Skills necessary for young Filipino citizens, not just to fulfill themselves as Filipino citizens but as citizens of the world, have been thoughtfully chosen.

- Try to explore the passions of joy and sorrow to accumulate the reading skills and communications.

Chapter I : The Problem and its Setting

Introduction

English Grammar have started to somewhat thousand of years ago, it is a set of principles which a language functions. English grammar serves as guide to ways that words can be arranged and changed so that people can communicate easily and accurately.

All Language do not functions in the same way. Latin depends heavily on changes in the forms of words, Chinese stresses the pitch of the speaker’s voice. English emphasizes the order of words. However, many languages included all these features to some degree.

Many Grammarians believe that babies begin to learn basic grammar during their first year. By the age of 4 or 5 years old , children have absorbed enough of it to communicate their thoughts. By the time they start school, they have used grammar continually for several years, but they study grammar in school to improve understanding of their language – and of other languages.

Just as some people drive cars better than others do, some speak and write more grammatically than others. A language that does not change becomes a dead language. Latin is a dead language because it exists almost exclusively as literature written centuries ago. To change, a language and its system that further be used in everyday life.

Many people want to know what is “correct” or “incorrect” English. A sentence may be grammatical or ungrammatical, but no absolute agreement exists about all usage and standard practices. The best guide to usage of English is what is appropriate or inappropriate at any particular time or place. Dictionaries and grammar hand books can provide guidelines for appropriate.

Significance of the Study

The study will be significant to the ff.

- To the respectful residents of Brgy. Del Remedio, because they will be informed of how important learning English is; not only they can gain knowledge and performance from it, it can also be a rewarding part of their lives, yet learning the technique of Grammar in how it will use to the progress state of our community, even in fulfilling their goals in life and in obtaining their fruitful success.

- Also to the learner of any individual any of its type of profession, that brings importance and good things to conduct more advantages to the real linguistics of world.

Statement of the Problem

In this study, the major problem was to find out the performance of the residents in Brgy. Del Remedio regarding to the subject or topic in English grammar, it will help us to know their interest and will somewhat influence us in good ways.

Specifically, it sought the answer to the ff. questions.

1. What is the Profile of the Respondents in terms of :

AgeSexEducational AttainmentCivil Status

2. Rate your performance when it comes to English proficiency.

3. What category do you find most difficult in English grammar?

4. What are the reasons why some are being neglectful when it comes to English Grammar?

Scope and Limitations

This study was on the evaluation of the residents whom live in Brgy. Del Remedio, these are use to rate their performance in English Grammar, it involved the perceptions of forty (40) Respondents composed of the persons living in Del Remedio and were selected by random sampling.

The main source of data was the survey Questionnaire, which was prepared by the researcher and statistically treated by the use of descriptive such as frequency, percentage, means and graphical analysis.

The study was conducted for two (2) months.

Chapter III : Research Methodology

This chapter presents the descriptions of the research design, the population and samples of the study, sampling procedure, research instruments, the data-gathering techniques, data processing and the statistical treatment of the data.

Research Design

This study is primarily a descriptive study using the normal survey method, which made use of the perceptions of the respondents as its main source of data.

Population Sampling

The respondents of the study were forty (40) respondents composed of people who residents of Brgy. Del Remedio in a random sampling through statistical manipulations of data.

Research Instrument

The main instrument used in the study was a survey questionnaire made by the researcher which consisted of eight (8) items about the status perception of the respondents in Brgy. Del Remedio

Data Collection

The questionnaires were distributed to the respondents on the last week of January. It the researcher only one (1) week to retrieve or collect the questionnaires for the data needed in the study.

Statistical Treatment of Data

Data collection were classified, tabulated, and coded for analysis using sample descriptive statistics such as frequency counts and percentage.

the percentage was computed by using this formula.

P = F/N x 100 where: P = Percentage F = Frequency N = total no. of respondents

Performance in English Grammar by the Residents of Brgy. Del Remedio: Normative

Survey Test

Saint Claire Science School

In Partial Fulfillment of the requirementsof the

Elective Course (Science Research)

- Carie Justine P. Estrellado –

S.Y. 2007-2008

GRAMMARIANS

The Grammarians are scholars and respected teachers who can be found throughout Kamos teaching the young for little or no reward, living of donations of food and the hospitality of the people. They are popular with the common people. The rich also value them as trustworthy scribes and book keepers, though they charge for the service the money mostly going back to the order. The group is centred on the famous Library of Minos, possibly the world’s greatest collection of knowledge. The Grammarians have spent hundreds of years collecting cataloguing and hoarding documents, histories etc.

They are dedicated to the study and understanding of magic. They control the Great Library, and many of them live in it. They believe in a multi-dimensional universe containing many mysteries, and a variety of powerful creatures. Their attitude to Gods is unique, and causes some people to call them atheists. The say there are two basic types of God.

Powerful creatures from beyond the mundane world, like elves and dragons. These are sometimes worshipped, out of fear, ignorance or the human desire for a spiritual crutch.

Gods created by their worshippers. People are naturally disposed to offer worship, and the act of worship draws power from the dream world (as does magic), to bring the object of the worship into existence. So it is not the God who rules, but the worshippers, who, through their unconscious wishes, shape their Gods to their needs.

Magic comes from the dream world. Everyone has a connection with this other world, and the potential to draw on its power, which is called mana. However, raw mana has a chaotic nature and unpredictable results. Mages use their will to force the mana into certain shapes and natures, using the methods they were taught when they learned the spell they are casting.

Grammarians study the way mana is manipulated: they collect and catalogue the various patterns that it can have, and its effects on the mundane world.

The Great Library visible in Minos is a small part of the area they have for their documents. They have dug across to the Holy Mountain, and created a complex of tunnels and chambers in its sides. Here the Grammarians claim to store the knowledge of the world, with chronicles older and more exact than those maintained in Khem. Kings, Emperors, and, above all, mages, come here seeking knowledge, and usually reward the Grammarians well when they leave, though without revealing what they have learned.

It is said that the Grammarians also share in the gifts given to the Oracle of Delona: a strange relationship.

The Grammarians themselves are scholars, who spend their time in search of new knowledge, or maintaining the Great Library’s vast treasure-house of knowledge. It is mainly the older members of the sect who stay in the Great Library: they encourage the younger members to travel the world in search of new material for their catalogue.

There are four ranks in the Grammarians’ hierarchy:

Apprentices. The young men and women who wish to join the Order of Grammarians. They are taught to read and write, Simple Spells, and the basics of a spell college or two. They also do the cleaning and cooking.

Sages. They must have proved they know at least one spell to M-L 10, and can read and write. They then undergo a simple initiation ceremony, swearing an oath not to betray the order, and to keep its secrets. From this point on they are susceptible to the Black Writ (see below). Sages are permitted to learn the spell college Gramarye. They usually then spend some years travelling the world.

Librarians. These are Sages who have become tired of travelling, and wish to retire from the world so that they can continue their studies free from distractions. Very few Librarians are less than 50. They are taught the spell Secret Magic to help them in their tasks.

Scholars. These are the most senior of the Order of Grammarians. They have access to area of knowledge forbidden to lesser ranks, but even they may not look at all the documents stored in the Great Library. The greatest of the Scholars is appointed Head Grammarian, and is the only person granted access to all knowledge in the Library.

100- Common Misspelled Words and its Vocabularies

Aacceptable Several words made the list because of the suffix pronounced -êbl but sometimes spelled -ible, sometimes -able. Just remember to accept any table offered to you and you will spell this word OK. accidentally It is no accident that the test for adverbs on -ly is whether they come from an adjective on -al ("accidental" in this case). If so, the -al has to be in the spelling. No publical, then publicly. accommodate Remember, this word is large enough to accommodate both a double "c" AND a double "m". acquire Try to acquire the knowledge that this word and the next began with the prefix ad- but the [d] converts to [c] before [q]. acquit See the previous discussion. a lot Two words! Hopefully, you won't have to allot a lot of time to this problem. amateur Amateurs need not be mature: this word ends on the French suffix -eur (the equivalent of English -er). apparent A parent need not be apparent but "apparent" must pay the rent, so remember this word always has the rent. argument Let's not argue about the loss of this verb's silent [e] before the suffix -ment. atheist Lord help you remember that this word comprises the prefix a- "not" + the "god" (also in the-ology) + -ist "one who believes." Bbelieve You must believe that [i] usually comes before [e] except after [c] or when it is pronounced like "a" as "neighbor" and "weigh" or "e" as in "their" and "heir." Also take a look at "foreign" below. (The "i-before-e" rule has more exceptions than words it applies to.) bellwether Often misspelled "bellweather." A wether is a gelded ram, chosen to lead the herd (thus his bell) due to the greater likelihood that he will remain at all times ahead of the ewes. Ccalendar This word has an [e] between two [a]s. The last vowel is [a]. category This word is not in a category with "catastrophe" even if it sounds like it: the middle letter is [e]. cemetery Don't let this one bury you: it ends on -ery—nary an -ary in it. You already know it starts on [c], of course. changeable The verb "change" keeps its [e] here to indicate that the [g] is soft, not hard. (That is also why

"judgement" is the correct spelling of this word, no matter what anyone says.) collectible Another -ible word. You just have to remember. column Silent final [e] is commonplace in English but a silent final [n] is not uncommon, especially after [m]. committed If you are committed to correct spelling, you will remember that this word doubles its final [t] from "commit" to "committed." conscience Don't let misspelling this word weigh on your conscience: [ch] spelled "sc" is unusual but legitimate. conscientious Work on your spelling conscientiously and remember this word with [ch] spelled two different ways: "sc" and "ti". conscious Try to be conscious of the "sc" [ch] sound and all the vowels in this word's ending and i-o-u a note of congratulations. consensus The census does not require a consensus, since they are not related. Ddaiquiri Don't make yourself another daiquiri until you learn how to spell this funny word-the name of a Cuban village. definite(ly) This word definitely sounds as though it ends only on -it, but it carries a silent "e" everywhere it goes. discipline A little discipline, spelled with the [s] and the [c] will get you to the correct spelling of this one. drunkenness You would be surprised how many sober people omit one of the [n]s in this one. dumbbell Even smart people forget one of the [b]s in this one. (So be careful who you call one when you write.) Eembarrass(ment) This one won't embarrass you if you remember it is large enough for a double [r] AND a double [s]. equipment This word is misspelled "equiptment" 22,932 times on the web right now. exhilarate Remembering that [h] when you spell this word will lift your spirits and if you remember both [a]s, it will be exhilarating! exceed Remember that this one is -ceed, not -cede. (To exceed all expectations, master the spellings of this word, "precede" and "supersede" below.) existence No word like this one spelled with an [a] is in existence. This word is a menage a quatre of one [i] with three [e]s. experience Don't experience the same problem many have with "existence" above in this word: -ence!

Ffiery The silent "e" on "fire" is also cowardly: it retreats inside the word rather than face the suffix -y. foreign Here is one of several words that violate the i-before-e rule. (See "believe" above.) Ggauge You must learn to gauge the positioning of the [a] and [u] in this word. Remember, they are in alphabetical order (though not the [e]). grateful You should be grateful to know that keeping "great" out of "grateful" is great. guarantee I guarantee you that this word is not spelled like "warranty" even though they are synonyms. Hharass This word is too small for two double letters but don't let it harass you, just keep the [r]s down to one. height English reaches the height (not heighth!) of absurdity when it spells "height" and "width" so differently. hierarchy The i-before-e rule works here, so what is the problem? humorous Humor us and spell this word "humorous": the [r] is so weak, it needs an [o] on both sides to hold it up. Iignorance Don't show your ignorance by spelling this word -ence! immediate The immediate thing to remember is that this word has a prefix, in- "not" which becomes [m] before [m] (or [b] or [p]). "Not mediate" means direct which is why "immediately" means "directly." independent Please be independent but not in your spelling of this word. It ends on -ent. indispensable Knowing that this word ends on -able is indispensable to good writing. inoculate This one sounds like a shot in the eye. One [n] the eye is enough. intelligence Using two [l]s in this word and ending it on -ence rather than -ance are marks of . . . you guessed it. its/it's The apostrophe marks a contraction of "it is." Something that belongs to it is "its." Jjewelry Sure, sure, it is made by a jeweler but the last [e] in this case flees the scene like a jewel thief. However, if you prefer British spelling, remember to double the [l]: "jeweller," "jewellery.") judgment Traditionally, the word has been spelled judgment in all forms of the English language. However, the spelling judgement (with e added) largely replaced judgment in the United Kingdom in a non-legal context. In the context of the law, however, judgment is preferred. This spelling change

contrasts with other similar spelling changes made in American English, which were rejected in the UK. In the US at least, judgment is still preferred and judgement is considered incorrect by many American style guides.

Kkernel (colonel) There is more than a kernel of truth in the claim that all the vowels in this word are [e]s. So why is the military rank (colonel) pronounced identically? English spelling can be chaotic. Lleisure Yet another violator of the i-before-e rule. You can be sure of the spelling of the last syllable but not of the pronunciation. liaison Another French word throwing us an orthographical curve: a spare [i], just in case. That's an [s], too, that sounds like a [z]. library It may be as enjoyable as a berry patch but that isn't the way it is spelled. That first [r] should be pronounced, too.license Where does English get the license to use both its letters for the sound [s] in one word? lightning Learning how to omit the [e] in this word should lighten the load of English orthography a little bit. Mmaintenance The main tenants of this word are "main" and "tenance" even though it comes from the verb "maintain." English orthography at its most spiteful. maneuver Man, the price you pay for borrowing from French is high. This one goes back to French main + oeuvre "hand-work," a spelling better retained in the British spelling, "manoeuvre." medieval The medieval orthography of English even lays traps for you: everything about the MIDdle Ages is MEDieval or, as the British would write, mediaeval. memento Why would something to remind of you of a moment be spelled "memento?" Well, it is. millennium Here is another big word, large enough to hold two double consonants, double [l] and double [n]. miniature Since that [a] is seldom pronounced, it is seldom included in the spelling. This one is a "mini ature;" remember that. minuscule Since something minuscule is smaller than a miniature, shouldn't they be spelled similarly? Less than cool, or "minus cule." mischievous This mischievous word holds two traps: [i] before [e] and [o] before [u]. Four of the five vowels in English reside here. misspell What is more embarrassing than to misspell the name of the problem? Just remember that it is mis + spell and that will spell you the worry about spelling "spell." Nneighbor

The word "neighbor" breaks the i-before-e rule and invokes the silent "gh". This is fraught with error potential. If you use British spelling, it will cost you another [u]: "neighbour." noticeable The [e] is noticeably retained in this word to indicate the [c] is "soft," pronounced like [s]. Without the [e], it would be pronounced "hard," like [k], as in "applicable." Ooccasionally Writers occasionally tire of doubling so many consonants and omit one, usually one of the [l]s. Don't you ever do it.occurrence Remember not only the occurrence of double double consonants in this word, but that the suffix is -ence, not -ance. No reason, just the English language keeping us on our toes. Ppastime Since a pastime is something you do to pass the time, you would expect a double [s] here. Well, there is only one. The second [s] was slipped through the cracks in English orthography long ago.

perseverance All it takes is perseverance and you, too, can be a (near-)perfect speller. The suffix is -ance for no reason at all. personnel Funny Story (passed along by Bill Rudersdorf): The assistant Vice-President of Personnel notices that his superior, the VP himself, upon arriving at his desk in the morning opens a small, locked box, smiles, and locks it back again. Some years later when he advanced to that position (inheriting the key), he came to work early one morning to be assured of privacy. Expectantly, he opened the box. In it was a single piece of paper which said: "Two Ns, one L." playwright Those who play right are right-players, not playwrights. Well, since they write plays, they should be "play-writes," wright right? Rong Wrong. Remember that a play writer in Old English was called a "play worker" and "wright" is from an old form of "work" (wrought iron, etc.) possession Possession possesses more [s]s than a snake. precede What follows, succeeds, so what goes before should, what? No, no, no, you are using logic. Nothing confuses English spelling more than common sense. "Succeed" but "precede." (Wait until you see "supersede.") principal/principle The spelling principle to remember here is that the school principal is a prince and a pal (despite appearances)--and the same applies to anything of foremost importance, such as a principal principle. A "principle" is a rule. (Thank you, Meghan Cope, for help on this one.) privilege According to the pronunciation (not "pronounciation"!) of this word, that middle vowel could be anything. Remember: two [i]s + two [e]s in that order. pronunciation Nouns often differ from the verbs they are derived from. This is one of those. In this case, the pronunciation is different, too, an important clue. publicly Let me publicly declare the rule (again): if the adverb comes from an adjective ending on -al, you include that ending in the adverb; if not, as here, you don't. Qquestionnaire

The French doing it to us again. Double up on the [n]s in this word and don't forget the silent [e]. Maybe someday we will spell it the English way.

Rreceive/receipt I hope you have received the message by now: [i] before [e] except after . . . .

recommend I would recommend you think of this word as the equivalent of commending all over again: re+commend. That would be recommendable. referred Final consonants are often doubled before suffixes (remit: remitted, remitting). However, this rule applies only to accented syllables ending on [l] and [r], e.g. "rebelled," "referred" but "traveled," "buffered" and not containing a diphthong, e.g. "prevailed," "coiled." reference Refer to the last mentioned word and also remember to add -ence to the end for the noun.relevant The relevant factor here is that the word is not "revelant," "revelent," or even "relevent." [l] before [v] and the suffix -ant. restaurant 'Ey, you! Remember, these two words when you spell "restaurant." They are in the middle of it. rhyme Actually, "rime" was the correct spelling until 1650. After that, egg-heads began spelling it like "rhythm." Why? No rhyme nor reason other than to make it look like "rhythm." rhythm This one was borrowed from Greek (and conveniently never returned) so it is spelled the way we spell words borrowed from Greek and conveniently never returned. Sschedule If perfecting your spelling is on your schedule, remember the [sk] is spelled as in "school." (If you use British or Canadian pronunciation, why do you pronounce this word [shedyul] but "school," [skul]? That has always puzzled me.) separate How do you separate the [e]s from the [a]s in this word? Simple: the [e]s surround the [a]s. sergeant The [a] needed in both syllables of this word has been pushed to the back of the line. Remember that, and the fact that [e] is used in both syllables, and you can write your sergeant without fear of misspelling his rank. supersede This word supersedes all others in perversity. As if we don't have enough to worry about, keeping words on -ceed and -cede ("succeed," "precede," etc.) straight in our minds, this one has to be different from all the rest. The good news is: this is the only English word based on this stem spelled -sede. Ttheir/they're/there They're all pronounced the same but spelled differently. Possessive is "their" and the contraction of "they are" is "they're." Everywhere else, it is "there." threshold This one can push you over the threshold. It looks like a compound "thresh + hold" but it isn't. Two [h]s are enough. twelfth

Even if you omit the [f] in your pronunciation of this word (which you shouldn't do), it is retained in the spelling. tyranny If you are still resisting the tyranny of English orthography at this point, you must face the problem of [y] inside this word, where it shouldn't be. The guy is a "tyrant" and his problem is "tyranny." (Don't forget to double up on the [n]s, too.)

Uuntil I will never stop harping on this until this word is spelled with an extra [l] for the last time! Vvacuum If your head is not a vacuum, remember that the silent [e] on this one married the [u] and joined him inside the word where they are living happily ever since. Well, the evidence is suggestive but not conclusive. Anyway, spell this word with two [u]s and not like "volume." WXYZweather Whether you like the weather or not, you have to write the [a] after the [e] when you spell it. weird

Assumption

I assumed that most of the people have slight uninterested and that they are more interested in doing other things rather to focus on their intellectual studies on English grammar, and I found that there are some similarities of what I had assumed. The respondents are logically interpreted that their performance in English grammar affected by act of not being such studios and focusing only to peers or companions, but I also found out that the reasons why they are sometimes considerate to the subject becauseIt regards to their mutual interest or to do it typically some reasons.

Definition of Terms

Spatial – Concerning the position.

Peers – Someone of the same age, social class etc.

Ideal – A principle or perfect standard that you hope to achieve.

Unsurpassed – High performance and excellent.

Certainty – That state of being certain.

Logical – Seeming reasonable and sensible.

Diminutive – Reduction or less.

Unqualified – Not pertaining to attain or to pursue.

Vocabularies – All the words that someone knows, learns, or uses.

Speech – A talk to someone or in particular subject.

Grammar – A system of Language that deals with communication, writing etc.

Normative-Survey Method - The compound adjective is applied to this method in order to suggest the two closely related aspects of this kind of study.

Survey – indicates the gathering of data regarding current conditions.

Appendix A

Letter to the Respondents

Saint Claire Science SchoolDel Remedio

San Pablo City

February 27, 2008

Dear Respondent,

I am presently conducting a research study on the evaluation of performance in English Grammar by the residents of brgy. Del Remedio: Normative Survey Test, as part of the requirements in my subject. In this regard, I am asking for your full cooperation in accomplishing the attached survey questionnaire.

Your answers will be a great help for me in fulfilling this study. Rest assure that these answers will be taken with the strictest confidence.

Thank you very much.

_______________________ Carie Justine P. Estrellado

Appendix B

Survey Questionnaires

Performance in English Grammar by the Residents of Brgy. Del Remedio: Normative

Survey Test

Saint Claire Science School

In Partial Fulfillment of the requirementsof the

Elective Course (Science Research)

- Carie Justine P. Estrellado –S.Y. 2007-2008

Chapter III : Research Methodology

This chapter presents the descriptions of the research design, the population and samples of the study, sampling procedure, research instruments, the data-gathering techniques, data processing and the statistical treatment of the data.

Research Design

This study is primarily a descriptive study using the normal survey method, which made use of the perceptions of the respondents as its main source of data.

Population Sampling

The respondents of the study were forty (40) respondents composed of people whom residents of Brgy. Del Remedio in a random sampling through statistical manipulations of data.

Research Instrument

The main instrument used in the study was a survey questionnaire made by the researcher which consisted of six (6) items about the status perception of the respondents in Brgy. Del Remedio

Data Collection

The questionnaires were distributed to the respondents on the last week of January. It takes the researcher only one (1) week to retrieve or collect the questionnaires for the data needed in the study.

Statistical Treatment of Data

Data collection were classified, tabulated, and coded for analysis using sample descriptive statistics such as frequency counts and percentage.

the percentage was computed by using this formula.

P = F/N x 100 where: P = Percentage F = Frequency

N = total no. of respondents

HISTORY OF GRAMMAR STUDY

In western civilization, formal language study began with the ancient Greeks. Their approach to language was very philosophical in its orientation. Plato, for example, investigated whether language arose by convention or “by nature.” He concluded that men did not simply agree to call an “apple” an “apple,” but that there was a logical connection between the object and its name. Much of his study, then, was directed toward understanding the etymology of a word--its history--in order to better understand the true meaning of the word.

 Today’s school child, for example, might be mystified at the term “blackboard,”

for most modern schools have green or tan surfaces on which the teacher writes with chalk. By investigating the history of “blackboard,” however, the student would learn that these objects at one time were indeed black; that the teacher would write upon a board that had been painted black. Thus, the name for this particular furnishing of a schoolroom was “logical,” even if there should be no “black” blackboards. 

Aristotle disagreed with Plato’s position, contending that language was arrived at by convention or agreement. Accordingly, he was not interested in the etymology of words, but in describing the words as they were used. Aristotle was the first to contend that words could be classified into “parts of speech”; he distinguished three parts of speech, the noun, the verb, and a third class that he labeled “conjunctions.” 

Around 100 B.C. the first formal grammar of Greek appeared. Written by Dionysius Thrax, the grammar followed the Aristotelian view of language by presenting a description of Greek orthography, pronunciation, and morphology. Sentences were viewed as being composed of words, which themselves could be classified as belonging to one of eight classes; these classifications ultimately led to the traditional “eight parts of speech.” This early study formed the basis for grammatical study to be considered essentially as taxonomic in nature; that is, the role of the grammarian was to “classify” parts of speech, syntactic functions, sentence types, and so on. 

When the Roman civilization supplanted the Greek, the Romans borrowed from the Greeks their way of life, their architecture, and their gods. They also borrowed from the Greek grammars then extant, simply translating them into Latin. Statements about the structure of Greek, then, were incorporated into descriptions of Latin, even though the two languages were quite dissimilar. The first Latin grammar of any consequence was written by Varro around 50 - 40 B.C. This grammar consisted of twenty six books, of which only a few are extant. Varro’s grammar was succeeded by those of Donatus and Priscian, books which were used well into the Middle Ages. 

It is well to consider how such books were used during the Middle Ages. At that time, Latin was a “dead” language, replaced by the ancestors of today’s modern Romance languages. It was not spoken anywhere as a native language, but instead existed primarily

as the language of the Church and of the scientific/academic community. Consequently, those studying Latin approached it as a foreign language. Moreover, they approached it as a language fixed for all time (new vocabulary could not be created) and as a language that had models, Cicero in particular, universally acclaimed as practitioners of “good writing.” The student of Latin, then, had to acquire a fixed set of rules that applied to the language; he could not vary from those rules, for to do so would make him guilty of using the language improperly. It is important to keep in mind that no one gave any thought to studying his own language, whether it be Old English, Old French, or whatever. One studied “grammar” only to acquire Latin. 

Keep in mind also that Latin was a language with a wealth of inflectional forms. Each noun had to be inflected to show its case, or function, and the verb forms would differ greatly depending on the person or tense used. Consider, for example, the fol-lowing declensions for the Latin words puella (girl, feminine gender), amīcus (friend, masculine gender), and verbum (word, neuter gender):

Singular PluralNominative puella puellaeGenitive puellae puellārumDative puellae puellīsAccusative puellam puellāsAblative puellā puellīs

 Singular Plural

Nominative amīcus amīcīGenitive amīcī amīcōrumDative amīcō amīcīsAccusative amīcum amīcōsAblative amīcō amīcīs

 Singular Plural

Nominative verbum verbaGenitive verbī verbōrumDative verbō verbīsAccusative verbum verbaThe Latin verb forms also had a wealth of inflectional endings that represented

various tenses, voices, moods, and numbers. Consider the following verb paradigm for the present tense, indicative mood, of vocāre (to call):

 Active Voice Passive Voice

Singular Plural Singular Plural1st voca vocāmus vocor vocāmur2nd vocās vocāti vocāris vocāminī3rd vocat vocant vocātur vocantur 

In addition to these forms, Latin also had the following tenses and forms; for the sake of brevity, I give only the first person singular form, active voice, but other forms exist for the first person plural, the second and third singular and plural, and the passive for all voices.

 Imperfect Indicative: vocābamFuture Indicative: vocābōPerfect Indicative: vocāvīPluperfect Indicative: vocāveram

Future Perfect Indicative: vocāverōPresent Subjunctive: vocemImperfect Subjunctive: vocāremPerfect Subjunctive: vocāverimPluperfect Subjunctive: vocāvissemImperative Present (2nd singular): vocāImperative Future (2nd singular): vocātō 

Latin also had the following verbals, which were used in more complicated verb structures. While these forms were not inflected for number, they did have a corresponding passive voice:

 Present Infinitive: vocārePerfect Infinitive: vocāvisseFuture Infinitive: vocātūrus essePresent Participle: vocānsFuture Participle: vocātūrusGerund (Genitive): vocandīGerund (Dative): vocandōGerund (Accusative): vocandumGerund (Ablative): vocandō

 Those learning Latin, as well as other foreign languages, then, had to memorize

verb and noun paradigms, frequently having to commit to memory several different paradigms depending on the class of the verb or gender and class of the noun. When English became a subject of study, the approach used for Latin was adopted even though English does not have a comparable variety of forms. Many people even today remember quite clearly days in their grammar class when they would recite the verb paradigm for such infinitives as “to call”:

 Singular Plural

1st I call We call2nd You call You call3rd He, she, it calls They call

 Note that English does not have the multiplicity of forms common to Latin or the languages, such as French and Spanish, derived from Latin; it has in the simple present tense only “calls” for the third person singular and “call” for all other persons and numbers. Note also that there is only one past tense form of the verb-- “called.”  

The supposition that English has the same pattern of verb forms as Latin or the Romance languages has undoubtedly caused confusion for students since the study of English began. One should also keep in mind that Latin was taught chiefly as a written language; consequently the Latin grammarian was preoccupied with letters rather than the sounds they represented. The fact that language is primarily spoken and only secondarily written was completely overlooked. Traditional grammarians, then, seldom refer to the sounds of language (although some do reveal their dialectal prejudices by identifying “correct pronunciations” for a few words), while most structural grammarians begin their discussion of a language with an examination of its phonological system. 

Returning to the topic of Latin during the Middle Ages, let me emphasize that Latin was the language of the Learned Man. Virtually all works dealing with science, philosophy, or theology were written in Latin, as was much of the literature of the time. Even after the Reformation, Latin occupied a special role in the life of the scholar as the principles of Humanism led him to a study of the Greek and Roman classics. Consequently, literally thousands of Latin words were imported into English, perhaps leading some later scholars to see a closer affinity between English and Latin than actually existed. 

When scholars turned their attention to the vernaculars--the languages of the common man-- they naturally looked to Latin grammars for models. Not only were Latin grammars the only ones in wide circulation, some scholars felt that by making English conform to the rules of Latin, they would somehow be ennobling the language, making it more logical and refined. Thus, the early grammars of English began appearing, such as Jonathan Hewes’ 1624 work A Perfect Survey of the English Tongue Taken According to the Use and Analogie of the Latine. 

Most of these early grammars are now rarities, though one is still available because of the literary eminence of its author, Ben Jonson. Entitled English Grammar, the work nevertheless cites Varro, Cicero, and Quintillian concerning particular grammatical problems. It is not surprising that English writers of the time, such as John Dryden, grew up thinking that English had no grammar of its own and that the only way to understand English sentences was to translate them into Latin.

 Even today it is not uncommon to hear people state that they never fully

understood English grammar until they took Latin in school. The truth, of course, is that one cannot understand Latinate rules applied to a language whose structure is radically different from Latin. Grammarians formulate such rules as “Never split an infinitive,” giving no thought to the fact that in Latin the infinitive is one word, incapable of having another inserted inside it. The English infinitive, on the other hand, is sometimes interpreted as being two words (“to” plus the uninflected verb form--the true infinitive) that frequently need to be separated for clarity of expression.

 Though several grammatical studies of English appeared in the 17th century (a

few, indeed, appeared in the 16th), the major outpouring of grammatical study occurred in the 18th century, with scholars in the 19th century simply expanding upon the base already established. Those writing grammars in the 18th century were generally motivated by three factors: 1) they wished to restore the language to a “purity” of expression and logic which had been lost as the language went through a period of “corruption”; 2) they wished to express the language in terms of a series of inviolable rules, comparable to those which described Latin; 3) they wished to standardize and fix (in the sense of setting in concrete) the language for all time so that future generations would have access to their writings, access which most Englishmen of the times did not have to material written in Old or even Middle English. 

English writers were influenced in their ideas by academies in Italy and France that were busily preparing comprehensive dictionaries of Italian and French, as well as passing judgment on the purity and eloquence of particular grammatical constructions. In 1712, for example, Jonathan Swift proposed the creation of an English Academy that would be responsible for “correcting, improving, and ascertaining” the English tongue.

 Though Swift’s proposal was not implemented (opposition arose primarily

because of Swift’s political views rather than to the proposal itself), scholars did turn their attention more rigorously to an examination of English. In 1729, for instance,

Thomas Cooke published “Proposals for Perfecting the English Tongue”; and in 1755 Samuel Johnson published A Dictionary of the English Language, the first major study of the vocabulary of the language. Johnson stated that his purpose in producing the dictionary was “to refine our language to grammatical purity, and to clear it from colloquial barbarisms, licentious idioms, and irregular combinations.” Most learned men of the time applauded his efforts.

 Johnson’s Dictionary was soon followed by a spate of grammars: The Rudiments

of English Grammar by Joseph Priestly (1761); A Short Introduction to English Grammar by Robert Lowth (1762); The British Grammar by James Buchanan (1762); Grammatical Institute by John Ash (1763); and, in America, A Grammatical Institute of the English Language by Noah Webster (1784).

 Of these grammars, that by Robert Lowth was undoubtedly the most important.

Lowth also serves as a somewhat typical example of the sort of person writing grammars at that time. A clergyman who eventually rose to become Bishop of London, Lowth had no grammatical training other than that he received in the study of Latin and Greek. He was conservative in his attitudes toward language, believing in a standard for all speakers, including a set of prescriptive rules that he was quite willing to supply. It is from Lowth’s first revision of his grammar, for instance, that we receive the rule that “two negatives constitute an affirmative.” Prior to Lowth’s pronouncement, speakers of English were free to have as many negatives in a sentence as they wished; the greater the number, the greater the negative import.

 Many of the conventions that continue to trouble students also first appeared in

the 17th and 18th centuries. In 1653, John Wallis in his Grammatica Linguae Anglicanae first applied the rule that simple futurity is expressed by shall in the first person and by will in the second and third; prior to that time no distinction was made between the use of the two words. During the 18th century we also received our rules for distinguishing between lie and lay and using different from rather than different than, distinguishing between the use of between and among, and using the comparative for two things only while the superlative was reserved for three or more. It was also during this period that the first condemnations appeared concerning the use of between you and I, it is me, more perfect or more unique, and this here or that there. John Dryden was responsible for deciding that a sentence could not end with a preposition, while an obscure American grammarian named Richard Taylor in 1840 created the rule banning the use of split infinitives. 

The plain fact of the matter is that English has been saddled with a number of rules which do nothing more than reflect the prejudices or lack of knowledge of people not trained in the scientific study of language. What is most amazing, however, is that the public still consider these rules to be inviolate. 

The public attitude in America concerning such language rules is undoubtedly connected to the history of the country. Let us not forget that many of the settlers of the eastern seaboard of the United States, if not condemned criminals, were largely from the lower classes in England. As is common with many colonials, the Americans tended to feel somewhat inferior to those in the homeland (even today Americans tend to perceive a person with a British accent as being more refined or cultured, if not more intelligent, than his American counterpart).

 Following the American Revolution, consequently, there was an immediate effort

to provide the citizenry with the schooling necessary to make them the equals of the British. In Britain, however, education during the 18th century was limited primarily to

the children of the wealthy; though the schools the children attended were called “grammar schools,” the “grammars” studied were those of Latin and Greek. The Americans, however, may have misinterpreted the term “grammar,” for “grammar” in America came to be the study of English. This in itself was rather strange, for never before had it been assumed that one needed to study his own language in order to use it effectively. We have no reason to believe, for example, that Chaucer and Shakespeare, the greatest writers of the language, ever formally studied English. Nevertheless, even as Americans now continually turn to authorities, whether they be Martha Stewart describing where to place the butter knife or Ann Landers offering advice about pregnant teenage daughters, so they turned to language authorities in the 18th and 19th centuries. 

There were more than enough prescriptive grammarians willing to tell the unenlightened what was correct and what was incorrect. The Edwin Newmans and John Simons of today, then, merely reflect such early grammarians as Lindley Murray, perhaps the most influential of the early American grammarians. Murray, a Philadelphia lawyer and devout Quaker, made a modest fortune as a merchant during the American Revolution. Upon the conclusion of the Revolution, he retired to England where he planned to lead the life of a country squire.

 Impressed by the need of students at a nearby girls’ boarding school for an

understandable grammar, Murray generously “simplified” Lowth’s grammar. His recasting of Lowth’s work proved so popular, however, that the work eventually went through more than 600 printings with millions of copies being sold. Murray’s presentation of grammar involved “parsing”--taking each word of a sentence in isolation, giving its part of speech, case, gender, etc.

 Other grammarians soon began to follow the same schema, but they also began

including examples of “false syntax.” That is, “incorrect” sentences would be presented for the student’s analysis. The student would identify what was wrong in the sentence, give the rule that would state how the sentence should have appeared, and then recast the sentence. This same procedure is followed even today in many schools, with students being forced to identify errors that might never appear in their own writing and then to give the rule that applies to the error.

 A natural consequence of this approach to grammar study is that students begin to

make errors in their own writing that would not have otherwise occurred to them. Never certain about the prescriptive rules they have been expected to learn, and never certain about how many new, arbitrary rules lie (or is it lay in wait for them, students lose confidence in their own command of the language, a command fully established before they ever set foot in a classroom.

 Although grammar is a cherished part of the schoolroom ritual, it is seldom

thought about or discussed and is not even expected to be of practical value in the real world. Moreover, because reading, writing, and ‘rithmetic are considered to be such basic skills (and grammar is usually thought to be a part of writing), everyone is an expert on the subject.

 This attitude probably developed with the little red schoolhouse of years past: to

be a teacher of the sixth grade, the frontier schoolma’am or schoolmaster need only have completed the sixth grade. Many parents, indeed, would teach the children of a new community until a teacher could be hired. Even then, parents would continually evaluate teachers and their skills.

 Today, even though there are professional supervisors of public school teachers,

parents still feel qualified to make judgments about the textbooks to be used in the language arts classes or to disapprove of the introduction of “new math.” If Johnny can’t read or write, then quite clearly the school system should go back to “the basics,” even if no one can specify what “the basics” are. There is little appreciation of the fact that such “basic” skills as arithmetic or writing might involve complexities beyond the reach of everyday common sense.

 Thus, grammar as a subject of advanced study and research seems inconceivable;

the facts--that is, the “rules” of the language-- are well known and have been with us since at least the 18th century. Any fool can learn these rules; failure to do so simply indicates faulty education if not inferior intelligence. 

In sharp contrast to this common notion of language and grammar is the “structural grammar” which developed in the early twentieth century in this country. Believing that each language should be studied as an entity in and of itself without reference to any other language, the structural grammarians have tried to describe English as objectively as possible, making no judgments about what is “correct” or “incorrect.” Rather, the structuralisms note the forms of language that appear and try to characterize the environments in which they appear. It may indeed be a fact that a particular form, such as the subjunctive, occurs only among a particular social class, but that occurrence does not make the form “better” or “more nearly correct” than a different form used by a different social class.

 A few years ago a television talk-show host devoted two programs to the “plight”

of the English language. Guest “experts” on the English language included, besides the erudite host, a television newsman, a choreographer, an economist, and a drama critic (whose native language is not even English!). All agreed that English has come upon hard times, that people just are not using the language “properly.”

 Most modern language scholars feel that the “plight” of the language is not as

dire as the panelists indicated. English, indeed, is vibrant and growing--the closest thing to a “world” or “universal” language now in existence. If its speakers can better understand the basic principles of English and remove from the language the burden placed by eighteenth century prescriptive grammarians, English will continue to grow and to serve the communicative needs of its society

BIBLIOGRAPHY

Applebee, Arthur N. 1974. Tradition and Reform in the Teaching of English: A History. Urbana, Illinois: National Council of Teachers of English. Cohen, Murray. 1977. Sensible Words: Linguistic Practice in England, 1640—1785.

Baltimore; The Johns Hopkins University Press. Davies, Hugh Sykes. 1953. Grammar Without Tears. New York: John Day. Gere, Anne Ruggles and Eugene Smith. 1979. Attitudes, Language and Change. Urbana,

Illinois: National Council of Teachers of English. Hymes, Dell. 1974. Studies in the History of Linguistics. Bloomington: Indiana

University Press. Liebert, Burt. 1971. Linguistics and the New English Teacher. New York: MacMillan. Lyman, R. L. 1929. Summary of Investigations Relating to Grammar, Language, and

Composition. Chicago: The University of Chicago Press. Parret, Herman, ed. 1976. History of Linguistic Thought and Contemporary Linguistics.

New York: Walter de Gruyter. Robins, R. H. 1951. Ancient & Mediaeval Grammatical Theory in Europe. London:

Kennikat Press. -----1967. A Short History of Linguistics. Bloomington: Indiana University Press. Sebeok, Thomas A., ed. 1975. Current Trends in Linguistics, Volume 13: Historiography

of Linguistics. The Hague: Mouton. Waterman, John T. 1963. Perspectives in Linguistics. Chicago: The University of

Chicago Press.

Chapter II : Related Literature and Studies

The History of English

The history of English is conventionally, if perhaps too neatly, divided into three periods usually called Old English, (or Anglo-Saxon), Middle English, and Modern English. The Earliest period begins with the migration of certain Germanic tribes from the continent Britain in the fifth century A.D., though no records of their language survive from before the seventieth century, and it continues until the end of the eleventh century or a bit later.

The Systems of Language

The grammatical system of a language governs the way in which words are put together to form the largest unit of discourse mentioned earlier. Grammar, of course, varies a great deal from language to language just a lexicon does; in English, word order is a dominant factor in determining meaning while the use of inflectional endings to mark the grammatical function of individual words within a sentence plays a clearly subordinate role though important in some ways {as in indicating the number of noun the case of personal pronoun and the tense of verb}. Other languages show markedly different patterns, such as Latin with its elaborate set of paradigms for nouns, verbs, adjective and pronouns in highly flexible word order. The semantic system of language has to do with meanings and thus the relation between the conventionalized symbols that constitute through language. The phonological system of a language is what allows a speaker of that language has to do with meaning into a flow uttered sounds that can be heard and interpreted {accurately, if all goes well} by another speaker of language This systems is always very tightly organized. The inventory of meaningful units of sounds

within a language {called phonemes by linguists} is never very large compared with the number of words and word of element in the lexicon; most speakers of English get by with about 40. Phonemes are identified by the fact in some pair of words they create a contrast that’s signals a difference meaning: we consider the vowel sounds of trip and trap to be different phonemes because the difference in the vowel sounds is the sole determinant of their being two distinct words. Their consonant sounds are identical.

Table of Contents

*Title Page*Approval Sheet*Acknowledgment*Dedication*Preface*Table of Contents

Chapter I: The Problem and its Setting*Introduction*Statement of the Problem*Scope and Limitations*Significance of the Study

Chapter II: Related Literature and Studies*Related Studies*Related Literature*Definition of Terms*Assumption

Chapter III: Research Methodology*Research Design*Population and Sampling*Research Instrument*Data Collection*Statistical Treatment of Data

Chapter IV: Presentation, Analysis and Interpretation of Data*Distribution of Respondents in terms of Age*Distribution of Respondents in terms of Civil Status*Distribution of Respondents in terms of Educational Attainment*Perception of the Respondents in terms of reasoning to a certainty of categories

*Perception of the Respondents in terms of Performance in English Grammar*Perception of the Respondents in terms of the things that affected of an individual to neglect the subject

Chapter V: Summary, Conclusion and Recommendation*Summary*Significant Finding*Conclusions and Recommendations

*Appendices*Bibliography

Chapter IV: Presentation, Analysis, and Interpretation

Profile of the Respondents Distribution of Respondents in terms of Age

(Table1)Age Frequency Percentage

10-12 y /o 6 15%13-15 y/o 13 33%16-18 y/o 8 20%

19 and above 13 33%TOTAL 40 100%

Table 1 Represents the accurate tabulation to the respondents in terms of their Ages. The highest percentage was both the ages of 13-15 y/o and 19 and above they got the 33%, then the ages between 16-18 y/o got the second highest percentage 20% which yield to the frequency of 8 respondents, While the lowest percentage got by between 10-12 y/o yield to 15% and 6 respondents to its frequency. From a Total of 40 respondents.

This selected random sampling shows that most respondents interpreted were the Ages of 13-15 y/o and 19 and above.

Distribution of Respondents in terms of Civil Status

(Table2)Civil Status Frequency Percentage

Single 28 70%

Married 10 25%Widow/er 1 3%Separated 1 3%TOTAL 40 100%

The Table 2 represents to the respondents of their civil status, the highest frequency was 28 to the Single, Married got the frequency 10 with the second highest percentage of 25%, then both the Widow/er and Separated got the same frequency and its Percentage. Overall with 40 respondents. This shows that most respondents are in Single Status.

Distribution of Respondents in terms of Educational Attainment

(Table3)Educational Background Frequency Percentage

Elementary 4 10%Secondary 17 43%Tertiary 14 35%

Out of school youth 5 13%TOTAL 40 100%

The Table 3 represents the Educational Attainment of the chosen respondents. The Secondary level got the highest frequency of 17 and with 43% with its percentage, then the tertiary level got the second highest frequency of 14 and 35%, the out of school youth got total of 5 frequency with the percentage of 13%, and the Elementary level go the least percentage with only 10%.

This shows that most of the random chosen subject are in the Secondary level, because the cases of the Surveyor is more likely to the Secondary unlike to the other levels.

Perception of the RespondentsPerception of the Respondents in terms of Performance in English

Grammar(Table4)

Performance in English Grammar

Frequency Percentage

Ideal 4 10%

Logical 10 25%Average 11 28%

Fair 16 40%Spatial 7 18%

Unqualified 1 3%Diminutive 0 0%

Table 4 represents the performance of the residents of Brgy. Del Remedio in English Grammar, the highest frequency and its percentage was “Fair” got 16 in frequency and 40% to Percentage mostly the respondents have due to their reasons why they chosen that of subject, 28% for the Average, 25%for the Logical, 18% for the Spatial, 10% for the Ideal, 3% for the Unqualified and O% Percent for the Diminutive as well as Unsurpassed. Many Respondents not well-known to their real performance and few of the respondents chosen the Unsurpassed, yet residents of Del Remedio have a Fair performance in English Grammar.

Perception of the Respondents in terms of reasoning to a certainty of categories

(Table5)Reasoned in English

GrammarFrequency Percentage

Misspelled Words 13 33%Punctuation Marks 2 5%

Clauses 15 38%Vocabularies 19 48%

Part of Speech 11 28%Other(s) 1 3%

Table 5 represents the uncertainty of the respondents due to the subject of English Grammar. The Highest frequency and its percentage was in Vocabularies, got frequency of 19 and 48% for the Percentage, and for the Clauses which got the

second highest Percentage was 38% , 33% for the reasoned of having misspelled words, 28% for the Part of Speech including much broad topic in English Literature,

then 5% for the Punctuation marks and also 3% for the Other(s).This states that more unlike people have some unconditional certainty to its weakness to

the English Grammar.

Perception of the Respondents in terms of the things that affected of an individual to neglect the subject

(Table6)Reasoned in English

GrammarFrequency Percentage

Tardiness/Laziness 19 48%Addicted from something 9 23%

Phobias among Teachers 1 3%Favoritism among subjects 5 13%

Not being such studios 7 18%Having some Illness 7 18%

Focusing only on Peers 8 20%Other(s) 0 0%

Table 6 represents the things that affects of being a slow learner of an individual. The highest was Tardiness/Laziness which got 48%, 23% for Addicted from something,

20% suggest that Peers is the one should involved, both Percentage got the two subject- Not Being such studios/Having some illness or disorder, 13% conclude

Favoritism among subjects persecute to neglect the English Grammar, 3% for having phobias among teachers and 0% for the Other(s).This shows that the respondents

more likely conclude that Tardiness/Laziness are the one whom engage a persons to neglect the Subject of English Grammar.

Chapter V: Summary, Conclusion, and Recommendation

Summary

This Research wants to imply the performance of the residents of brgy. Del Remedio, through survey and to conclude some hypothesis of the assumptions for having thoughts about in English Grammar. These was consisted of six (6) items about the status to the perception to the respondents as well as their Profiles. (1) Age, (2) Status, (3) Educational Attainment, (4) Performance in English Grammar, (5) Reasoning to a subject, and (6) Causes related to their responds. It is primarily a descriptive study using the normal survey method, to tabulate the corresponding survey study and to manipulate it by random sampling and its percentage.

Significant Findings

Through random of means to each respondents. I have found out the total frequency and its percentage by arranging of coherent details. -Majority of its specific findings

1.Distribution of the respondents in terms of Age was specifically made that the major responds was ages between 13-15 y/o.2. Distribution of the respondents in terms of Civil Status gave to its findings that more on respondents filled were in a Single Status.

3.Distribution of the respondents in terms of their Educational Background, resulted that most of the respondents are in high school level.4.Perception of the respondents in terms of their performance in English Grammar, resulted that the term Fair were the most acceptable to their performance whom live in Del Remedio.5. Perception of the respondents in terms of their Reasoned in English Grammar, yet most of the respondents have reasoned to their certainty that Vocabularies are the one who held their situation more uncomfortably.6. Perception of the respondents in terms of having neglectful of an individual to the subject like in English. This cases resulted more complicated to their responds of preempting suggestions, that being Tardy and Laziness are the ones involved of a person to perceive his temptation to his/her studies.

Conclusions

This study of the performance of the residents of the brgy. Del Remedio was conducted in a random sampling. Most of the respondents was to shy to cooperate and to know their responds of the survey questionnaire. My conclusion is that, the residents of brgy. Del Remedio having a Fair performance in a subject of English Grammar. I therefore include that this requirements in English as well as Science research was like to be a successful plan, also to the respondents whom respect and cooperate to finish this study. This thesis will shrine to its endeavor mechanism as well as to the taken responds of the respondents.

Recommendation

To the chosen respondents as well as the residents of brgy. Del Remedio. Most people of our country lessen their attention pertaining in English subject that is why most people have some problem in writing skills and communication towards our second language. I recommend to know or to have some effort regarding to the subject of English Grammar, like reading some of your references like books in literature or workbooks that will enhance your credibility in English. We Filipinos our one of the country’s associated to communicate and treating the other foreign works and establishments by communicating our second languages, so we should not neglect this language, yet we also try to be persevere to conduct in a helpful ways in learning because that is why we further acknowledge this from now up to the further times.

Acknowledgment

-To my Family and mentors for their untiring support and forgiveness.

-To my Alma mater, Saint Claire Science School.

-To my dearest classmates and peers.

-To the Netopia computer shop for their great distribution to overcome this requirements

-To the Faculty teachers of Saint Claire, especially T. Chee and T. Tess and ;

-To our Almighty God, For His guidance and Love that shown to fulfill this study.

Dedication

“Nostalgia is like a grammar lesson. You find the present tense and the past perfect”….

- Orben’s comedy Fillers

I Dedicate this thesis To God For His Fruitful help to finish this thesis, as well as my Family, and also to myself!!!!…..