Grammar Module: An Intervention for the Grade 8 Students Language Barrier in Writing

Abstract

The previous study made by the researcher reveals that the central issue of the students’ use of the English language is the use of grammar itself. All areas of grammar are considered as a difficult and complicated structure of English even for the professionals and students involved in the usage of the said language. Grammar can be seen in both speaking and writing, but the two have the same level of grammar difficulties for some people. This action research used one section from the Grade 8 students who were also the primary respondents from the writing pre-test before the start of this research. The section was selected intentionally with the use of the purposive sampling technique, and it had a total of thirty (30) students inside the given classroom. This research also utilized all the possible sources of data information such as the recorded responses from the pre-test and post-test writing activity. The data was extracted by employing a careful scanning of the texts using the thematic analysis of a qualitative design in research. It was found out that the grammar difficulties of the students from the selected areas were too high before the intervention, but it had a significant decline after the intervention was implemented and produced data with significant relationship. These findings reflected that the implementation of the intervention material containing all the selected grammar areas had contributed to the enhancement of the Grade 8 students’ writing, thus, an output like this module can be beneficial for the students’ learning.