Abstract:
This study is aimed at enhancing the grammar competence of students using a process-based teaching strategy by the teacher. This strategy gives importance to a procedural approach to teaching grammar lessons and highlights four essential steps as part of the learning process, namely: (1) setting clear goals, (2) teaching/modeling, (3) guided practice, and (4) independent practice. As a quasi-experimental research, the respondents to this study were two sections of Grade 9, 107 in all. The researcher made use of a pre-test/post-test instrument, and a researcher-made prototype module, with lessons based from the competencies in the DepEd K to 12 Curriculum Guide for Grade 9. In the pre-test, the experimental group (EG) scored a lower mean compared to that of the control group (CG), interpreted as Fairly Competent. After a 10-week exposure to the strategy, the mean score of the EG surpassed the score of the CG on the post-test (Moderately Competent). It was found out that there is highly significant difference in the pre-test and post-test scores of both groups. Further, based on the result of the post-test, it is the EG which registered a higher mean score than that of the CG: a clear indication that the grammar competence of students may be enhanced with the help of the process-based teaching strategy. Therefore, the tested strategy has played a significant role in enhancing the grammar competence of the students.
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