PUERTO GALERA NATIONAL HIGH SCHOOL 1

GRAMMAR IN RESEARCH WRITING SKILLS

OF GRADE 12 STEM STUDENTS

A Research Paper
Submitted to the Senior High School Department
Puerto Galera National High School
Puerto Galera, Oriental Mindoro

In Partial Fulfillment of the

Requirements for the Subject
Practical Research 2

BY

KEILAH G. REYES
LAWRENCE DE BELEN
JAIRA MARIE ANGELES
MICAR SHANE A. ARGUELLES
YESHA MERYLE ATENDER
JENELYN R. SANCHEZ
JOHN JUDEL MANONGSONG

SUBJECT TEACHER:
MRS. GERALDINE R. DE CASTRO

December 2022
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CHAPTER 2

LITERATURE REVIEW

This chapter presents the related literature and studies that are carefully

chosen by the researchers from the available resources. It provides a basis or

frame of reference for the conduct of the investigation.

Notes on accomplishing this chapter of the paper:

1. Follow the APA 7th Edition Citation and Referencing Style (for reference list).

2. Select ONLY the relevant/related/important pieces of literature and studies.

3. Provide at least 10 related literature and/or studies.

4. Make sure to connect ideas within this chapter. Use cohesive devices /

transitional markers (e.g., however, furthermore, on the contrary, etc.)

REVIEW OF RELATED LITERATURE (RRL)

TITLE

The Performance of SHS Learners in Writing Scholarly Research with the

Aid of Instructional Scaffolding

ABSTRACT

A research paper is widely considered an important requirement produced

by learners. However, writing a research paper has been a common

challenge for most Senior High School learners. In the Philippines, most

Senior High School learners have difficulty in explicating their contentions

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in their study due to their lack of knowledge in conducting and writing a

research paper. One of their problems is applying the academic writing

conventions such as formality in writing, coherence, grammar, and other

related skills involved in writing conventions in writing a scholarly paper.

Hence, this study aims to enhance learners' research writing skills by

utilizing Instructional Scaffolding as a teaching technique that provides

support systems, like reinforcements or relevant activities in molding

independent learners, until it becomes unnecessary for them. This

quantitative study determined the effectiveness of Instructional

Scaffolding by applying correction symbols as an intervention on the

difficulties experienced by the Senior High School grade 12 STEM learners

in writing a research paper. Twenty-five research papers were investigated

by analyzing them with the checklist used by Erel and Bulut (2007), which

was also subjected to the T-test formula. The results of this study revealed

a decrease in Mean error scores from 75.52 to 20.52, which indicates a

significant improvement in the learners’ writings of learners in their

research paper. This result implied that instructional scaffolding enhanced

the writing competence of learners in writing a research paper.

KEYWORDS:

REFERENCE (URL)

https://captainswadeshkumar.com/index.php/jpair/article/view/727
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REVIEW OR RELATED LITERATURE (RRL)

Martinez, V. C. (2019). The Performance of SHS Learners in Writing

Scholarly Research with the Aid of Instructional Scaffolding. JPAIR

Multidisciplinary Research, 38(1), 110–124.

https://doi.org/10.7719/jpair.v38i1.727

TITLE

Research, Writing, and Collaborative Skills, and Research Output Quality

of Senior High School Students Under the New Normal

ABSTRACT

This survey-correlational research was conducted to determine the levels

of research, writing, and collaborative skills and research output quality of

Senior High School students under the new normal, S.Y. 2020-2021. The

participants of this study were sixty-three (63) Grade 12 students and five

(5) Senior High School teachers involved in research advising, paneling,

and teaching, who are currently enrolled and employed respectively in

Ochando National High School in the District of New Washington. The

research skills of the students were measured using a 42-item objective

type researcher-made Research Skills Test. The writing skills were

evaluated through an adapted Writing Skills Test and were graded using a

20-point adapted rubric. The collaborative skills were assessed using a 50-

item adapted and modified Collaborative Skills Questionnaire. The

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research output quality was assessed through a 60-point researcher-made

Research Output Quality Rubric. The data-gathering instruments were

subjected to face and content validation by a panel of experts, reliability

testing, and item analysis. The statistical tools used in descriptive data

analyses were frequency count, mean, and standard deviation. The

Analysis of Variance and Pearson r were used as inferential statistical

tools to determine the significant differences and relationships among the

levels of the variables of the study. All inferential tests were set at a 5%

alpha level of significance. The study revealed that students had

developing research skills. Students possessed developing writing skills.

Students had high collaborative skills. Their research output quality was

poor. There was a significant difference in research output quality among

the levels of research skills of Senior High School students. There was a

significant difference in research output quality among the levels of

writing skills of Senior High School students. There was a significant

difference in research output quality among the levels of collaborative

skills of Senior High School students. There were significant relationships

among research skills, writing skills, collaborative skills, and research

output quality of Senior High School students.

KEYWORDS:

REFERENCE URL
 PUERTO GALERA NATIONAL HIGH SCHOOL 6

https://www.al-kindipublisher.com/index.php/jweep/article/view/3409/2996

REVIEW OF RELATED LITERATURE (RRL)

Patricio, G. (2022). Research, Writing, and Collaborative Skills, and

Research Output Quality of Senior High School Students Under the New

Normal. Journal of World Englishes and Educational Practices, 4(2), 35–69.

https://doi.org/10.32996/jweep.2022.4.2.5

TITLE

Reading and Writing needs of Senior High School Students : The Case of

Filipino Students in the Philippines.

ABSTRACT

The present study sought to determine the current skills, competencies,

and needs of the Senior High School (SHS) students in a public school in

Metro Manila, Philippines, regarding academic reading and writing through

needs analysis (NA). The NA uses two approaches: (1) present situation

analysis (PSA), with a purpose of pointing out the English proficiency of

students and their level in reading and writing in the second language at

the onset of the course (Dudley-Evans & St Johns, 1998; Robinson, 1991

as cited in Ibrahim, 2016), and (2) learning needs analysis (LNA), which is

referred to as, “what the learner needs to do to learn” (Hutchinson &

Waters, 1987 as cited in Ibrahim, 2016, p.2). The researchers conducted a

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survey among 100 SHS students and triangulated the results through an

item analysis of Reading and Writing diagnostic test administered to the

participants and interview sessions with three English teachers, seven

diagnostic test high scorers, and seven students with low scores. For

reading, researchers identified these skills to be the main struggles of SHS

students: (1) recognizing different patterns of development (comparison

and contrast, definition, description, narration, etc.) in texts; (2) evaluating

the coherence, organization, grammar, and mechanics of a text; (3) having

poor vocabulary knowledge; and (4) identifying ways on how to select and

organize information. For writing, the main challenges are (1) lack of topic-

relevant background knowledge and topic-specific paper on texts, (2)

insufficient knowledge and practice on writing with proper citation, (3)

incorrect grammar, (4) shallow vocabulary, and (5) use of different

patterns of development when writing. The present study recommends

explicit instruction, utilization of text-based approach, and inclusion of

authentic and collaborative tasks in teaching Reading and Writing in SHS

in the Philippines.

KEYWORDS:

REFERENCE (URL)

https://www.google.com/url?q=https://www.researchgate.net/publication/

361931076_Reading_and_Writing_Needs_of_Senior_High_School_Student

s_The_Case_of_Filipino_Students_in_the_Philippines&usg=AOvVaw2yD2
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MSivGqem0EFCdeqXoW

REVIEW OF RELATED LITERATURE (RRL)

Urbano, C.M., Gumangan, Ma.A., Gustilo, L. and Capacete, Ma.P.(2021)

Reading and Writing needs of Senior High School Students: The Case of

Filipino Students in the Philippines. Modern Journal of Studies in English

Language Teaching and Literature, 3(1), 140-165.

https://doi.org/10.56498/journal.pone.31202154.

FOREIGN

TITLE

Inter- and intralingual errors in Chinese students' compositions: A case

study

ABSTRACT

In this quantitative study, time controlled written English compositions by

39 Chinese university majors of English were analyzed by means of Error

Analysis (EA) in order to find out what grammatical errors were made. It

investigates errors made by more than one fifth of the participants, in

order to see whether they can be ascribed to either interlingual or

intralingual influence. An error taxonomy based on previous research was

created specifically for the errors encountered in the EA. The following

grammatical errors were analyzed in the error analysis: article errors, noun
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number errors, prepositions errors, and verb errors. The results of the

error analysis showed that while Chinese learners of English make

mistakes due to both interlingual and intralingual influence, the vast

majority are due to interlingual influence. These findings strengthen

previous notions that when the target language belongs to another

language family than the L1, errors are due more often to interlingual

influence (also referred to as negative transfer) than to intralingual

influence.

REFERENCE (URL)

http://kau.diva-portal.org/smash/record.jsf?

pid=diva2%3A1260221&dswid=7461

REVIEW OR RELATED LITERATURE (RRL)

Björkegren, David. (2018). Inter- and intralingual errors in Chinese

students' compositions: A case study. DIVA. Faculty of Arts and Social

Sciences. Department of Language, Literature and Intercultural Studies

Linguistics. 1-31 https://kau.diva-portal.org/smash/record.jsf?

pid=diva2%3A1260221&dswid=7461

TITLE

AN ERROR ANALYSIS OF STUDENTS’ GRAMMAR IN WRITING (A Mix

Method at Darul Ulum, A Private Islamic Boarding Senior High School in

 PUERTO GALERA NATIONAL HIGH SCHOOL 10

Lhokseumawe)

ABSTRACT

The aim of the research is to find out the grammar errors which are

commonly made by the students of Darul Ulum Islamic Boarding Senior

High School in their writing and to find out the causes of grammar errors

which are commonly made by the students of Darul Ulum Islamic Boarding

Senior High School in their writing. This research uses a qualitative and

quantitative approach and its type is a mix study. The population is the

total object of the research. In this research, the population was all the

students of the first year students of MAS Darul Ulum in academic year

2015/2016, they are 120 students and divided into 56 male students and 64

female students. Result of the research from test most of the first year

students of MAS Darul Ulum Lhokseumawe made many errors in

grammatical aspects in writing, a high percentage of errors was found in

one out of three categories. The highest error category was tense errors.

They occurred 88 errors, while article is 19 time of errors and sentence 10

of errors. Total of all errors found in these three categories are 117 errors

occurring in whole categories. Moreover, the students felt difficult in

getting ideas to begin free writing. The causes of errors were made by the

students because of lack of interactive facilities is one of the problems to

develop interactive classroom activities. The errors made by students

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were influenced by their mother tongue, and were also caused by the

difficulties of the students in learning the second language.

KEYWORDS:

REFERENCE (URL)

https://ejournal.bbg.ac.id/geej/article/view/828

REVIEW OF RELATED LITERATURE (RRL)

Helmiyadi. (2018). AN ERROR ANALYSIS OF STUDENTS’ GRAMMAR IN

WRITING : (A Mix Method at Darul Ulum, A Private Islamic Boarding Senior

High School in Lhokseumawe). Getsempena English Education Journal ,

5(2), 65-73. https://doi.org/10.46244/geej.v5i2.828

Björkegren, David. (2018). Inter- and intralingual errors in Chinese

students' compositions: A case study. DIVA. Faculty of Arts and Social

Sciences. Department of Language, Literature and Intercultural Studies

Linguistics. 1-31 https://kau.diva-portal.org/smash/record.jsf?

pid=diva2%3A1260221&dswid=7461

TITLE

An Analysis of Grammatical Errors on Students' Writing.

ABSTRACT
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This study was conducted to find out the grammatical errors on students’

writing. Grammatical errors were analyzed based on surface strategy

taxonomy by Dulay, Burt, and Krashen. It consisted of four types, they

were omission, addition, misformation, and misordering. There were 27

students that became the subject of this research. The purpose of this

research was to identify and describe the dominant types of grammatical

errors on students’ writing and to know to what extent the factors cause

grammatical errors on students’ writing. Qualitative and quantitative were

chosen as the research design. Library research, analysis, documentation,

writing test result, questionnaire, and interview were used as the

instruments of the data collection. The result of this research showed that

the number of errors occurred was 810 errors. Omission errors had the

biggest percentage with the percentage of 37%, followed by addition

errors with the percentage of 32%. Misformation errors was in the third

position with the percentage of 30% while misordering errors became the

lowest errors with the percentage of 1%. The factors causing errors were

carelessness (73%), first language interference (61%), translation (67%),

teacher’s explanation and students’ incomprehension about grammar.

Based on the result of the data, the more factors faced by the students, the

more frequency of errors on writing occurred. Therefore, the teacher

should recognize the students’ errors and encourage the students to learn

grammar.
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KEYWORDS:

REFERENCE (URL)

https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&q=Quantitative+research+about+grammatical+error

s+in+writing+research+paper&btnG=#d=gs_qabs&t=1668938866078&u=

%23p%3DH5523lywWGsJ

REVIEW OF RELATED LITERATURE (RRL)

Kumala, B., Aimah, S., & Ifadah, M. (2018). An Analysis of Grammatical

Errors on Students' Writing. English Language and Literature International

Conference (ELLiC) Proceedings, 2, 144-149.

https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&q=Quantitative+research+about+grammatical+error

s+in+writing+research+paper&btnG=#d=gs_qabs&t=1668938866078&u=

%23p%3DH5523lywWGsJ

TITLE

Analysis of Grammatical Errors in English Writing Made by the

Undergraduate Level Students

ABSTRACT
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This research aimed at exploring the grammatical errors of undergraduate

students in writing English language. English is an international and

global language and is widely taught and learnt in Pakistan as second

language. With reference to all the language skills in English, writing is

considered most important. The whole focus of educational process is the

writing skills of the learners as assessment is mostly written based. In

order to conduct the current research, students from college level were

selected randomly to participate in the process of data collection. After

assortment of information about blunders in composed English through a

survey was investigated which submitted by the understudies and

afterward information was examined through MS Excel and SPSS. The

outcomes uncovered that right off the bat, all undergrad level

understudies of Pakistan are capable enough in making mistakes while

composing English. Also, there are no measurably huge contrasts among

open and private college understudies of Pakistan. Thirdly there is

likewise no measurably huge contrast among male and female

understudies of Pakistan.

KEYWORDS:

REFERENCE (URL)

https://www.researchgate.net/publication/

348152932_ANALYSIS_OF_GRAMMATICAL_ERRORS_IN_ENGLISH_WRITI

NG_MADE_BY_THE_UNDERGRADUATE_LEVEL_STUDENTS
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REVIEW OF RELATED LITERATURE (RRL)

Irfan, F., Khan, A., & Saleem, M. (2018). Analysis of Grammatical Errors in

English Writing Made by the Undergraduate Level Students. Al-Qalam,

23(1), 495-502.

https://www.researchgate.net/publication/348152932_ANALYSIS_OF_GRA

MMATICAL_ERRORS_IN_ENGLISH_WRITING_MADE_BY_THE_UNDERGR

ADUATE_LEVEL_STUDENTS

TITLE

An analysis of students’ Grammar mastery in writing recount text

ABSTRACT

The present study aims to find out the students’ ability to write recount

text and find out the students’ grammar mastery in writing recount text,

and how the grammar errors that the students make relate to their recount

text production. This research used mixed methods. A writing test was

implemented as the instrument in this research. The population of this

research was the tenth-grade students of one of the public senior high

schools in Gowa regency, South Sulawesi, Indonesia. Thirty students were

chosen randomly using a convenience sampling approach. The

researchers found that the students could construct recount text well in

analyzing the data. This research also showed that all the samples

achieved the minimum completeness criteria that the school determines.

The sample applied grammar in recount text, including simple past tense,
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past continuous tense, past perfect tense, past future tense, verb

conjugation, and auxiliary verb. The students' recount text had

grammatical problems. Intralingual errors caused most of the errors that

showed in students' recount text. It occurs because students may lack

experience and knowledge of English grammar, which differs from the

grammar of their native tongue. As a result, students should enhance their

writing skills and practice more, especially while producing recount texts.

KEYWORDS:

REFERENCE (URL)

https://www.semanticscholar.org/paper/An-analysis-of-students

%E2%80%99-Grammar-mastery-in-writing-Agustam-Salija/

78076ac2c67cd357b0aa4f8756fe7e42bf1a669e

REVIEW OF RELATED LITERATURE (RRL)

Agustam, A., Salija, K., & Talib, A. (2022). An analysis of students’

Grammar mastery in writing recount text. International Journal of

Humanities and Innovation, 5(1), 15-19.

https://doi.org/10.33750/ijhi.v5i1.141

TITLE

Evaluation Protocol: Grammar and Writing Research Project

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ABSTRACT

This GWRP will evaluate the effectiveness of the manualised Englicious

approach to teaching grammar with the aim of improving pupils’ writing.

Englicious is an innovative web-based approach to grammar teaching. It

has not yet been subject to an experimental trial of its effectiveness. We

propose a randomised controlled efficacy trial as the most robust and

appropriate method to test the effectiveness of this teaching intervention.

The aims of the project are, a) to contribute to the knowledge base in

relation to the ways in which the teaching of grammar affects pupils’

writing; b) to support teachers in relation to the teaching of writing

required by the National Curriculum in England, and c) to bring new

evidence to the attention of policy makers who are responsible for the

teaching of English, and specifically grammar, in the National Curriculum.

The overarching mixed methods research design includes both

quantitative and qualitative work with complementary aims.

KEYWORDS:

REFERENCE (URL)

https://www.researchgate.net/publication/

338067648_Evaluation_Protocol_Grammar_and_Writing_Research_Project

REVIEW OF RELATED LITERATURE (RRL)

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Anderson, J., Wyse, D., Aarts, B., Dockrell, J., Torgerson, C.,

Sing, S., Manyukhina, Y., & Cushing, I. (2019). Evaluation Protocol:

Grammar and Writiing Research Project.1-16.

https://www.researchgate.net/publication/338067648_Evaluation_Protocol_

Grammar_and_Writing_Research_Project

TITLE

Error Analysis of using Auxiliary Verbs in Writing Descriptive Text

ABSTRACT

Grammar is complexity in learning English it makes many students often

commit errors in learning. Making errors in writing is one of the processes

for learning English .The aim of this research was to describe the

students’ errors and its causes in using auxiliary verbs in the sentences.

In this research, the writer limited the discussion on the error made by the

students in using auxiliary verbs. The design of this research was

quantitative approach in a form of descriptive analysis (percentage) that

included observation, collecting the data the researcher used test as the

instrument. The writer conducted the research to 31 students in first

semester of English Literature in academic 2021/2022. The data were

analyzed by using error analysis method. The error types were classified

based on linguistic category, especially surface strategy taxonomy. The

writer classified the types of error into omission, addition, misformation,

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and misordering. Among those four types, the most frequency error was

misformation that reached 102 errors or 61.44% . the other finding was the

sources of error which are divided into three categories. Those are

interlingual errors, intralingual errors, and communicative strategies.

Communicative strategies errors is the most common source of error,

there were 45.78%.

REFERENCE (URL)

https://www.semanticscholar.org/paper/ERROR-ANALYSIS-OF-USING-

AUXILIARY-VERBS-IN-WRITING-Sembiring-Sibarani/

0ebe290023825659be9ad88bb89f0f5a7a63ce7a

REVIEW OF RELATED LITERATURE (RRL)

Sembiring, R., Sibarani, A., & Mangaraja, J. (2021). Error Analysis of using

Auxiliary Verbs in Writing Descriptive Text. Journal of English Education

and Teaching, 5(4), 556-566. https://doi.org/10.33369/jeet.5.4.556-566

TITLE

Grammar-Focused Writing Instruction to the Students' Writing Recount

Text

ABSTRACT
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In learning English, the students often make some problems while building

a recount text. One of the problems causing it is that the teacher might use

the old teaching method. This research aimed to examine the effect of

grammar-focused writing instruction on the tenth-grade students' writing

recount text at one of the Senior High School State at Kabupaten

Tangerang. The research method used in this research was a quantitative

method with a quasi-experimental design by using a non-equivalent

control group design. The population of this research was 460 tenth grade

students. The sample of this research was taken from two classes that

were chosen by using Simple Random Sampling. There were X IPS 4 as

the control class and X IPS 5 as the experimental class. The normality test

result showed that the data is normally distributed, and the homogeneity

test result showed that the variants belong to a homogeneous population.

The analysis results of post-test by using t-test (The Pooled Variance

Model T-test) were obtained data that t-count = 4,37 and t-table = 1,99 with

significant level ɑ = 5% or 0,05. From the post-test calculation result, H0 is

rejected, and H1 is accepted. To sum up, there is a significant effect of

students' writing recount text between students in the experimental class

who were taught by using grammar-focused writing instruction and

students in the control class who were taught by using the conventional

method.

KEYWORDS:
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REFERENCE (URL)

https://www.semanticscholar.org/paper/Grammar-Focused-Writing-

Instruction-to-the-Writing-Safitri-Suharti/

10d25aad1ccdeaff27bea4bf482ca73e807d0f47

REVIEW OF RELATED LITERATURE(RRL)

Safitri, A., Suharti, D., & Suhendar, A. (2020). Grammar-Focused Writing

Instruction to the Students' Writing Recount Text. Journal of English

Education Studies, 3(2), 62-69. https://doi.org/10.30653/005.202032.59