ABSTRACT
Good communication necessitates both speaking capacity and self-assurance. Only when a person is grammatically competent can they accomplish both. While some students may be proficient in English, they will still need guidance in order to become proficient writers. Similarly, according to the findings of the 2012 National Career Assessment Review, many students in the Philippines have low writing skills. As a result, sentence construction is required. In the academic environment, the researcher discovered that not all students in the K-12 Technical-Vocational-Livelihood Strand are yet grammatically competent. These students have been studying English for 11 years, and only a few are confident and fluent in expressing their emotions or ideas in class, while many others do not talk despite having thoughts. Written experiments, it seems, support this flaw. Students can hardly offer the correct verb or create grammatically correct statements during evaluation subject verb agreement, parts of expression, identifying fault, and essay writing. As a result, the researcher wishes to help these students develop their grammatical skills. The aim of this action study, which used the One Group Pretest Posttest prototype, was to determine the effectiveness of the Instruct, Integrate, Involve (3I's) Method in escalating the building of english sentences in Sto. The 25 TVL students at Tomas Senior High School for the 2019-2020 school year. A one-tailed t-test on the population suggests that paired samples were used to achieve the study's goal. Since the respondents' pretest and posttest scores are examples of similar variables, this statistical treatment is appropriate. The alternative hypothesis that the respondents' mean posttest scores are substantially greater than their mean pretest scores is evaluated using the one-tailed t-test. To achieve the desired result, knowledge of how the various grammar rules are formed is needed. It is not a simple task to develop this level of grammar knowledge. Learners of the English language are perplexed by the variety of forms and uses. They learn new grammar rules every day, but they struggle to apply them while speaking or writing in English. As a result, the researcher proposes the Instruct, Integrate, Involve (3I's) Method to improve these students' ability to construct English sentences in writing. This is a method for increasing the speed at which you can write English sentences by studying the Subject-verb Agreement Rules and using them to create grammatically correct sentences.
CONTEXT AND RATIONALE
One aspect of writing that can be especially troublesome for writers with learning disabilities, causing both academic and behavioral issues, is the formation of sentences. Sentences are the building blocks of coherent and effective writing and creating syntactically correct and complex sentences is a key skill that distinguishes professional authors. Unfortunately, many students with learning disabilities struggle with this crucial skill. These students tend to use less words in their sentences, have less syntactic depth, and make more spelling and grammar mistakes than their peers. For researchers and teachers of children who need more comprehension, increasing sentence building ability with empirically validated methods is critical. This study discusses the Instruct, Integrate, Involve Method for teaching sentence construction, as well as current research that supports the use of sentence construction as a tool for improving sentence construction efficiency, overall writing quality, and the number of revisions. It concludes by discussing potential directions for sentence integrating analysis.
Each year, many young people in the United States drop out of high school due to a lack of reading and writing skills. (Waguey, 2014). English as a Second Language/English as an Asian foreign language researcher also found language difficulties and a higher percentage of Iranian medical students and interns in writing skills. Likewise, many Philippine students have low writing skills as revealed in the National Career Assessment Examination results for 2012. So, the construction of the sentence is necessary. The researcher found, on the academic environment, that not all Technical-Vocational-Livelihood students are grammatically competent yet. These students have been studying English for 11 years, and only a few are confidently and fluently voicing their feelings or ideas in class, while others remain silent while formulating ideas. Written studies, unmistakably, underpin this weakness. During the assessment of subject verb agreement, sections of language, recognition mistake, and essay writing, students struggle to submit the correct verb or construct grammatically correct statements.
Furthermore, grammar is thought to be a difficult subject. There are several laws that must be studied and implemented. According to Krohn (2011), mastery is essential for communicating effectively, and great decision-making on the appropriateness of words and syntax is required when constructing spoken sentences. Hesitation occurs when a person is unsure if the sentence formation is correct or incorrect, and thus is hesitant to speak up.
The researcher's aim is to improve the grammatical skills of these students. To achieve the desired result, it is necessary to gain knowledge of how the various grammar rules are formed.
The process of generating grammar knowledge comprehension is not simple. Learners of the English language are perplexed by the variety of modes and usages. They learn new grammar rules every day, but they struggle to apply them while speaking or writing in English. As a result, the researcher proposes the Instruct, Integrate, Involve (3I's) Method to improve the sentence construction of these students. It's a method for improving sentence construction skills by depending on the Subject-verb Agreement Rules and applying them to the construction of grammatically correct sentences.
INNOVATION, INTERVENTION, STRATEGY
Utilization of Instruct, Integrate, Involve (3I's) Method to escalate the building English sentences in writing of the students thru Project EURECA.
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