EWPT (Essay Writing Progress Test): A Supplementary Monitoring Tool to Mitigate the Common Errors in Grammar Form and Structure

Abstract

INTRODUCTION

Teaching grammar is not an end in itself, but it is a means to an end. To understand the nature of the language, we must understand the nature of grammar. Grammar competencies are the least learned areas of learners in the English language. Based on the SLP (School Learning Profile) of Grade 8 ESEP class conducted at the end of school year 2016-2017, indicated that learners scored lowest on grammar related competencies. Still another gap is that Department of Education has not issued English 8 textbooks to school.

METHODS

The tool was researcher-made and have been practiced by the researcher for five years. On its first three years, the tool has undergone changes, revisions, and has ripened by repeated acts of applying. It was implemented in the Grade 8 ESEP class, with 30 learner respondents. The researcher dedicated an hour of instructions to learners as to the process of operating the tool. They were oriented in each indicator and special functions of each table. It was a four-week progress test that learners will get to engage during the English class hour of the researcher.

RESULTS

The results showed that with 30 students in the ESEP class, students get the lowest percentage score in week 2 (see column 2) with 74.8%. Students got the highest number of errors committed using CONJUNCTIONS and TRANSITION DEVICES which made the narrative essay as the hardest type of essay for the learners to accomplish.

On one side, the table also revealed that with the average rating of 10, respondents got the lowest score in applying GRAMMAR RULES & USAGE specifically in Original Writing Stage. It was empirical that students have the highest number of errors committed in applying correct grammar to their writings.

DISCUSSIONS

An interactive classroom must embody the following principles in learning; (1) Students must be busier than the teacher who is just a facilitator; (2) Learners get to be more attached and engaged when learning activities are customized or contextualized according to their experiences particularly in writing attempts; and (3) Addressing the gap or problem in real classroom settings require classroom practices that are sustainable and continuous.