Minimizing Grammatical Errors in the Theme Composition of the Hoyo Elementary School’s Grade VI Pupils Using Englis Drills as Instructional Materials

Abstract

INTRODUCTION

Recently, there has been growing interest in learning the English Language; however, ESL students and English as Foreign Language (EFL) students find it difficult to escape the writing problems when they are asked by the teacher to write. Brant (2016), states that standard of satisfaction among language educators on the written works of language learners are good grammatical structures, appropriate punctuation marks, verbs in their right tenses, pronouns in the right case and correct spelling of words. Despite the intensive and collective efforts of teachers of English in the pursuit of better English instruction, it is a lamentable fact that students these days still speak and write poorly in the English language. Elementary, secondary, and even college teachers bewail the poor quality of English that students use both in written composition and in speech. Learning a second language is not an easy task, to do so, one must go through a long process of imitation and practice. The choice of specific teaching techniques depends largely on the preparation and experience of the teacher, an understanding of the speech habits of students in the class, age and interest of students, and other factors. (Savin &Major, 2013)

METHODS

In this research process, researchers used the method of quantitative and qualitative method. Data for the study were collected through theme writing compositions, pre-intervention theme composition set, post-intervention theme composition set, and interviews.

RESULTS

The comparative result of grammatical errors in the theme writing composition of Grade VI pupils in terms of verb tenses and verb numbers show a significant difference in the pre and post-intervention of the respondents. The results imply that the use of English Drills as an intervention is effective in minimizing the grammatical errors in the theme writing composition of the respondents. Based on the Behaviorist view that learning to write a foreign language-like other skills-was simply a question of correct habit formation, it was thought that repeating phrases correctly lots of times would lead to mastery of the language. (British Council, 2018)

DISCUSSIONS

The results suggest providing pupils at all levels with enough opportunities to practice the different skills in which they have been found deficient. Exposure to different language materials, including the language technology would be a great help especially to pupils with difficulty in grasping English as a secondary language.