The use of different types of grammar translation approach on enhancing grade 7's English comprehension

This research discusses a coherent method for determining the level of translation skills among 40 high school students at Masapang Integrated National High School before and after an intervention. The study focuses on the types of Grammar-Translation Approaches and the accuracy of English translations to the students. To gather data, researchers used an adapted questionnaire from DepEd, distributing the questionnaires in person before the intervention. Subsequently, an online questionnaire was distributed via Google Forms after the intervention. The results revealed that there was a significant difference between the translation skills of the students before and after the intervention. Before the intervention, the mean level of translation skills of the students was 2.28 and interpreted verbally as intermediate. This means that most of the students have achieved a mean score that ranges from 2.00 to 3.00. After the intervention, the mean level of translation skills of the students was 3.97 and interpreted verbally as advanced. This means that most of the students from intermediate and beginner levels have made progress and achieved the advanced level. The results imply that the interventions significantly affected the translation skills of the students. Therefore, the research hypothesis was rejected based on the collected data. This paper suggests that High School students must continue practicing and improving translation which will benefit them for future educational purposes. It also shows that learning translation skills enables the transfer of information, ideas, and cultural expressions from one language to another, fostering global understanding and collaboration.