THE EFFECTS OF IMPLICIT AND EXPLICIT APPROACH IN THE GRAMMAR PERFORMANCE OF THE SECOND YEAR STUDENTS OF ST. JOSEPH- LA SALLE
PUBLISHED IN AD SAPIENTIAM VOLUME VII 2008; COPYRIGHT: ISSN 2012-290X
SHERYL MAY C. AYENG, MA
ABSTRACT
This study determined the effects of the effects of the Implicit Approach and Explicit Approach on the grammar performance of the second year students of St. Joseph School-La Salle for S.Y 2007-2008. The subjects of this subject were students belonging to the only two honor classes at the sophomore level. The quasi-experiment method was utilized. Moreover, this study mean, paired samples test and analysis of covariance that determined the results and interpretation.
The results showed that the grammar performance using the Implicit Approach in the pre-test and post-test was high, and the grammar performance using the explicit approach was average in the pre-test but high in the post-test.
The results showed that the grammar performance using the Implicit Approach in the pre-test and post-test was high, and the grammar performance using the explicit approach was average in the pre-test but high in the post-test.
The findings further revealed a significant difference in the grammar performance in the pre-test and post-test using the Implicit Approach and the Explicit Approach as well. Furthermore, the results showed no significant difference in the grammar performance in the post-test using the Explicit and Implicit approaches. (MARCH 2008)