EFFECTIVENESS OF INTEGRATIVE APPROACH IN TEACHING SYNTACTIC FEATURES

Abstract This study determined the effectiveness of the integrative approach in teaching syntactic features using Leo Tolstoy’s select short stories at Teodoro Dela Vega Memorial National High School during A.Y. 2016-2017. Based on the data gathered the following findings were drawn: (1) the students’ level of competence is both beginning in identifying sentence pattern and sentence structure and developing in identifying sentence usage; (2) the students’ level of competence after using the integrative approach is both beginning in identifying sentence pattern and sentence structure but proficient in identifying sentence usage in teacher only; they are proficient in identifying sentence pattern, approaching proficiency in identifying sentence structure, and advanced in identifying sentence usage in paired group; they are both approaching proficiency in identifying sentence pattern and sentence structure and proficient in identifying sentence usage in student only; (3) the hypothesis of no significant difference in students’ competence in the syntactic features is rejected. Based on the aforementioned findings, it is concluded that the integrative approach is proven effective as it influenced the teaching of the syntactic features. Anchored on the conclusion of the study, the following are recommended: (1) varied learning activities be provided on syntactic features such as pattern, structure, and use; (2) integrative approach be used in teaching of other language features; (3) the proposed syntactic learning activities be adopted to boost students’ competence Keywords: Integrative Approach, Syntactic Features, Education