Writing proficiency and grammatical competence of grade 7 Jamille S. Lumacad... [et. al]

Thesis (Bachelor of Secondary Education major in English) -- University of Rizal System-Morong.

EXECUTIVE SUMMARY: The study aimed to determine the writing proficiency and grammatical competence of Grade 7 students in University of Rizal System Laboratory School. It was conducted during the school year 2016-2017. The researchers found the there is significant relationship between the writing proficiency and grammatical competence of the respondents and also if they are good in both skills or vice versa. The study made use of descriptive-correlation design and utilized the respondents' written essay using rubrics in gathering the needed data. Mean was used to determine the level of writing proficiency of the respondents in terms of organization, content, punctuation, spelling and capitalization, while mean was also used to determine the grammatical competence of the respondents in terms of subject-verb agreement and Parallelism. To know if there is significant relationship between the level of writing proficiency in terms of organization, content, punctuation, spelling, and capitalization and to know the grammatical competence in terms of subject-verb agreement and parallelism, pearson-r was used. From the analysis of data, the following findings and conclusions were summarized: the writing proficiency of the respondents in Story A in terms of organization, content, punctuation, spelling and capitalization including their writing proficiency in Story B in terms of organization punctuation and capitalization were both found on the proficient level. The grammatical competence of the respondents in Story A and B in terms of subject-verb agreement and parallelism is in the advance level while, the grammatical competence of the respondents with respect to subject-verb agreement and parallelism was found with significant relationship in the students' writing proficiency. Based from the findings and conclusions drawn, the following recommendations were suggested: provide more engaging activities that can be accompanied by content that will motivate the students to write; expose students to varied reading material relevant to the area that will make the content of the essay more substantial, and conduct parallel study considering other variables in developing writing skills.