ABSTRACT
The research aimed to enhance English language proficiency through the implementation of Action Oriented Grammar Instruction during the academic year 2022-2023. Conducted at Gov. Vicente Noble Memorial Elementary School, the study involved thirteen dedicated teachers as respondents. Utilizing the descriptive method, the researchers systematically observed, documented, and analyzed the integration of Action Oriented Grammar Instruction. The study's findings reveal a diverse age distribution, primarily concentrated in the 35-44 and 45-54 age ranges. The respondent group is predominantly female, showcasing gender homogeneity. Income distribution demonstrates diversity, notably within the 18,200 to 36,400 income bracket, suggesting balanced income levels. Respondents exhibit significant educational attainment, predominantly consisting of college graduates and individuals with masteral units. While married status prevails, single and widowed respondents are also represented. Additionally, the occasional utilization of multiple intelligence strategies in teaching implies a need to enhance enthusiasm for these techniques. The survey results underscore the highly positive perception of active learning strategies on grammar lessons. Participants consistently indicated the effectiveness of these strategies, emphasizing improved student engagement, comprehension, and personalized learning experiences. However, respondents acknowledged challenges in implementing multiple intelligence strategies, indicating systemic issues within the educational context. The study highlights Action-Oriented Grammar Instruction as a dynamic approach that integrates real-life communication scenarios into grammar learning. This approach enhances grammar proficiency, critical thinking, and practical communication skills through task-based activities, problem-solving, collaboration, and reflective learning. The formulated action plan serves as a vital guide to elevate English language proficiency through Action Oriented Grammar Instruction. By systematically outlining active learning strategies and implementation timelines, the action plan ensures the achievement of study objectives, fostering +comprehensive and meaningful language learning experiences.
CONTEXT AND RATIONALE
Language proficiency was a fundamental skill with widespread applicability, from students striving to excel in academic settings to professionals seeking to effectively communicate in a globalized world. In response to this demand, the study placed a unique emphasis on action-oriented grammar instruction, a teaching approach that focused on practical application and experiential learning. By doing so, it departed from traditional, rule-based grammar instruction, aiming to make language learning more engaging and effective.
The researcher's journey into the exploration of active learning strategies within the context of action-oriented grammar instruction was prompted by the recognition of a significant problem faced by students in their English language learning process. The researcher had firsthand experience in the classroom, witnessing the challenges that students encountered when trying to grasp and apply grammar rules effectively. The traditional methods of instruction seemed to fall short in capturing the students' attention and fostering a genuine understanding of the language. Through personal observation, the researcher noted that students often struggled with passive learning approaches, such as rote memorization and traditional grammar drills. These methods tended to result in surface-level learning, with limited retention and practical application of the language skills. Recognizing the need for a more engaging and participatory approach, the researcher turned to the concept of active learning. In the classroom, the researcher began experimenting with various active learning strategies, including group discussions, problem-solving exercises, and hands-on activities. The shift towards these dynamic and interactive methods aimed to address the observed issues by promoting learner engagement and participation. The researcher noticed a positive change in the students' attitude toward learning English, as they became more involved and motivated. This shift was not solely based on intuition. The researcher decided to conduct an action research study to systematically analyze and compare the effectiveness of these active learning strategies within the framework of action-oriented grammar instruction. This decision stemmed from the desire to not only improve the immediate learning experience in the classroom but also contribute valuable insights to the broader field of language education. The researcher was aware of the existing gap in the literature regarding the combined impact of action-oriented grammar instruction and active learning strategies on English language proficiency. This awareness fueled the researcher's commitment to undertaking a rigorous study that would fill this void and provide evidence-based recommendations for educators and learners. The research was driven by the aspiration to offer practical guidance to educators seeking innovative and effective pedagogical methods to enhance English language skills. The ultimate goal was to advance the understanding of language instruction, addressing a pressing issue faced by students while paving the way for more effective means of language proficiency enhancement. The researcher's personal experiences in the classroom, coupled with the recognition of a significant problem in English language learning, inspired the undertaking of an action research study. The study aimed to bridge the gap in existing literature by systematically evaluating the impact of active learning strategies within the context of action-oriented grammar instruction. Through this research, the goal was to contribute valuable insights to the field of language education, ultimately improving the learning experience and outcomes for students.
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