GRAMMAR PROFICIENCY IN ENGLISH AS A SECOND LANGUAGE (ESL) AS BASIS FOR SYNTAX LEARNING BOOKLET

Grammar is a fundamental component of language proficiency, serving as the foundation for effective communication in both written and spoken forms. It enables learners to construct clear and meaningful sentences, facilitating comprehension and interaction. However, for English as a Second Language (ESL) learners, mastering grammar presents significant challenges, often leading to persistent errors that hinder language development. Recognizing these difficulties, this study investigates the grammar proficiency of Grade VII ESL learners from Tuyongan Integrated School and Gama Integrated School, focusing on key grammatical areas such as subject-verb agreement, verb tenses, prepositions, and pronouns. The study's respondents consisted of 136 Grade VII students, selected through purposive sampling. Using a researcher-made multiple-choice grammar assessment, the study evaluates students’ proficiency levels and explores the influence of demographic factors, including sex, monthly family income, and access to English learning materials. Findings indicate that while students demonstrate varying levels of proficiency, common grammatical errors persist, particularly in verb tense usage and subject-verb agreement. Statistical analysis reveals significant differences in proficiency based on demographic factors, underscoring the need for targeted instructional interventions. To address these gaps, the study develops a Syntax Learning Booklet (SLB), designed as a supplementary tool incorporating structured lessons, explicit explanations, and contextualized practice exercises. By aligning with best practices in ESL instruction, this study aims to enhance students’ grammatical competence, ultimately improving their academic performance and communication skills.