CHAPTER 1

THE PROBLEM AND ITS SETTING

Introduction

The education system in the Philippines is now implementing learner-centered

curriculum where the focus of learning is on the students. According to Chauhan (2023),

the learner-centered approach in curriculum development places students at the forefront,

recognizing their unique needs, interests, and abilities. Learner-centered curriculum

development acknowledges that students are active participants who construct knowledge

and meaning through their experiences. The key principles of learner-centered design are

individualization, active participation, and student engagement.

One of the instructional approach under learner-centered curriculum is Implicit

instruction. According to Drew (2023), Implicit learning is learning that occurs without

awareness that it is happening. It simply means that a person can acquire knowledge

without the explicit intent or realization of doing so.

The Philippines is considered as one of the countries that are proficient in English

language. In fact, according to Banzuelo (2022), Philippines ranks 22nd in the English

proficiency globally in year 2022. Philippines’ rank dropped from 13th place in 2016.

Even though Philippines rank dropped, the country remains as high proficient in English.

Still, Filipinos faced difficulties in terms of English. Some of difficulties are the choice of

words, and committing grammatical errors. In terms of grammar, subject verb agreement

is one of the problems.

1
 Subject-verb agreement is one of the basic rules in English. The subject-verb

agreement rules are rules that students need to consider to avoid grammatical error. The

main rule of subject-verb agreement is a singular subject takes a singular verb, and a

plural subject takes a plural verb. Based on the curriculum provided by the Department of

Education, subject-verb agreement was taught as early as Grade 1, by introducing the

parts of speech, and continuously taught until high school. But since there are numerous

rules in subject-verb agreement, it makes students confused and commit mistakes or

errors. Since subject-verb agreement has a fundamental role in English Grammar, it is

important to master it to avoid committing grammatical errors.

To solve the mentioned problem, the researchers conduct the study entitled "The

Impact of Implicit Instructions of Subject-Verb Agreement to First Year BSED-English

Students." This study aims to know if the implicit instructions of subject-verb agreement

have an impact to the respondents. This study aims to determine if the implicit instruction

is an effective approach in teaching subject-verb agreement rules.

2
Review of Related Literature

Implicit Instruction

According to Handayani (2020) implicit instruction is referred to as a learning

environment in which learners’ attention is drawn to target forms without awareness and

the focus of instruction is on meaning. It means that implicit instruction is the instruction

about how to teach with explanations overtly but simply presents to the student to make

their own conclusion and create their own concept.

Similarly, El‐Dakhs (2022) states that in the context of teaching metadisourse

markers, implicit teaching, which does not require overt discussion about the rules and

norms associated with pragmatically appropriate behavior, is often implemented in many

language learning environments because it encourages problem-solving, student-teacher

and student-student interaction, and a more communicative classroom.

Hulstijn et al., 1996, as cited by Kaivanpanah, et al. (2021,) state that implicit

vocabulary learning, also called incidental vocabulary learning, takes place as the mind is

involved in another activity. In implicit learning, vocabulary is acquired incidentally, as a

byproduct of another activity, such as reading a text or listening to music, when the

learners process the input.

Brown (2001), as cited by Mehrpour, et al. (2022), states that implicit instruction

is a unique type of language instruction in which learners learn by exploration.

Subsequently, implicit learning represents an information acquisition without being led

by deliberate elaborations, thus students make use of their active cognition to generate

their own concepts.

3
 Reber (2008), as cited by Prutean, et al. (2021), state that in laboratory

experiments, implicit learning has been operationalized as the incidental acquisition of

structured information, whose contents escape full awareness, but nevertheless influence

performance, mainly in terms of response facilitation to the learned structure.

Since implicit instruction is student-centered, the teachers’ role is to facilitate the

students, discuss the lesson indirectly and guide the students to formulate the lesson or

topic.

Subject-Verb Agreement

Subject and verb are the variables that need to be considered in order to create a

complete sentence with clear context. The relationship of subject and verb is that one

must agree with the other. A subject supports the verb and so the verb supports the

subject.

According to the article of Nicolas (2023), the subject and the verb in a sentence

are usually placed next to each other. The verb explains the subject’s action and clarifies

what or who is doing something. The subject-verb agreement makes it easier for the

readers to understand the context of the sentence and the words within it. This means that

subject-verb agreement is the relation of subject and verb in a sentence, by using the

subject-verb agreement correctly, the sentence is easy to understand.

According to J. Smith et al (2018), common case is that of a verb agreeing in

number with a noun other than the putative subject. Many subsequent studies show that

when participants are asked to complete a sentence starting with a singular first noun

(N1) followed by a plural modifying noun (N2), they produce more plural verbs than

with a singular N1 and a singular N2. For example, when provided with the subject NP

4
the key to the cabinets, a participant might complete the sentence as the key to the

cabinets are on the table. Assumed to impact the agreement process on top of the normal

grammatical rules. Notionally plural subject NPs denote multiple tokens of the object to

which the NP refers.

According to Alahmadi (2019), the term ‘subject-verb agreement’ (SVA) refers to

the rules of grammar in English where the subject usually agrees or matches with the

verb (or verbs) used in a sentence. In reference to this grammatical rule, subject-verb

agreement means that the subject and the verb must agree in case and in number in the

same sentence. When a singular noun is used as a subject, a verb that is conjugated to

match singular nouns must be used; when a plural noun is used as a subject, a verb that is

conjugated to match plural nouns must be used as well.

Harmer (2007) as cited by Molin (2020), states that Subject-verb agreement is one

of the fundamentals of grammatical knowledge as every sentence consists of a subject

and a verb. While some subject-verb agreement rules may be simple in theory, such as

third-person singular verbs taking the ‘s’ ending in most cases where the subject is

singular, there are some rules that are more complex.

The studies show that participants produce more plural verbs when given a

singular first noun followed by a plural modifying noun. This is due to the impact of the

subject NP on the agreement process, as it denotes multiple tokens of the object in

general, if the subject is singular, the verb and any pronouns referring to the subject

should be singular if the subject is plural, the verb and any pronouns referring to the

subject should be plural.

5
Conceptual Framework

Figure 1

Research Paradigm

INPUT PROCESS
OUTPUT

The Impact of
Implicit Instructions
Elaboration of six of Subject-Verb
common errors in Non-Equivalent Agreement to 1st
Subject-Verb Quasi-Experimental Year BSED-English
Agreement Design Students

Action Plan

Figure 1 shows the paradigm of the study. The research paradigm of this study

consists of input, process and output. The inputs of the paradigm are the respondents

which are the 32 first year BSED-English students in Holy Cross College Sta. Rosa, N.E.,

Inc. The process was done by using non – equivalent quasi – experimental research

design. The research used non-equivalent quasi-experimental design since this research

did not take random participants and does not have a controlled group. The output of this

study is to identify whether the implicit instructions of subject-verb agreement to the

students has an impact or not. The researchers also proposed an action plan that may help

resolve the mentioned problem.

6
Hypotheses

 There is no significant impact of implicit instruction in learning subject-verb

agreement of the respondents or the implicit instructions of subject-verb

agreement have an impact to the respondents.

 Most of the respondents may not take higher scores in post-assessment than in

pre-assessment or most of the respondents may take higher scores in post-

assessment than in pre-assessment.

 The pre-assessment results are higher than post-assessment results or the post-

assessment results are higher than pre-assessment results.

7
Statement of the Problem

This research aims to answer the following questions:

1. How may the implicit instructions of subject-verb agreement be describe in terms

of its impact to the respondents?

2. How may the respondents be describe in terms of:

2.1. Pre-Assessment results; and

2.2. Post-Assessment results?

3. How may the pre-assessment results be compared to post-assessment results?

4. What action plan may be proposed?

8
Scope and Delimitations of the Study

This research entitled “The Impact of the Implicit Instruction of Subject-Verb

Agreement to First Year BSED- English Students” conducted during the academic year

2023-2024 at Holy Cross College Sta. Rosa, N.E., Inc.

The general purpose of this study is to determine the impact of implicit

instructions of subject-verb agreement as perceived by the students. The respondents of

the study are the first Year BSED Major in English during the first semester of academic

year 2023-2024 at Holy Cross College Sta. Rosa, N.E., Inc. The selection of the

respondents is limited only at the said school.

The researchers chose 32 students currently taking up STR –MC: Structure of

English subject where one of the topics is the rules on subject – verb agreement.

The researchers conducted a pilot testing for the validity of the questionnaire. The

respondents were 30 selected second year BSED-English students of Holy Cross College

Sta. Rosa, N.E., Inc., consisting of 15 students from 2-BSEDE-A and 15 students from 2-

BSEDE-B.

9
Significance of the Study

This research hopes to benefit the following:

Through this research, the teachers may gain knowledge and may have a better

teaching approach about Subject and Verb Agreement.

Through this research, the students may understand the different rules of Subject

and Verb Agreement. This research may also use as a guide for students to use the

different rules of Subject and Verb Agreement correctly.

The Commission on Higher Education may use this research to enhance the

curriculum. This research may also give the department an awareness about the problem.

This research may give the future researchers additional knowledge about

explicit instruction of subject and verb agreement and may be used as a reference for

future studies.

10
Definition of Terms

Competence can include the knowledge and skills needed to solve a quadratic

equation. Or, it can comprise the much larger and more diverse clusters of skills, or

competencies, needed to lead a multinational corporation (Sieck, 2021).

Curriculum refers to the academic content and lessons taught in a school or

educational institution or a specific course or program (Mizan, 2023).

Explicit knowledge is knowledge that is straightforwardly expressed and shared

between people. (Prabhakaran, 2023)

Implicit describes things in which a meaning is implied or hinted at rather than

being expressed directly. (Mazurek, 2022)

Language Proficiency is the ability to use a language in real-world situations

during spontaneous interactions or in a non-rehearsed context in an appropriate and

acceptable way for native speakers of the language (Del Monte, 2018)

Learner-Centered is characterized by student participation and a focus on

tailoring teaching methodologies to individual student needs, learning styles, skills, and

goals. (Benson, 2022)

Metadiscourse is a widely used term in current discourse analysis and language

education, referring to an interesting, and relatively new, approach to conceptualizing

interactions between text producers and their texts producers and their texts and between

text producers and users. (Hyland, 2019)

11
 Proficient means competent or skilled in a particular task or activity. It suggests

that a person has the necessary knowledge and ability to perform a task, but not

necessarily at an expert level. (Manaher, 2023).

Putative is a word that often sparks curiosity and intrigue. With its unique sound

and distinctive meaning, it adds a touch of sophistication to any sentence. (Manaher,

2023)

12
 CHAPTER 2

RESEARCH METHODOLOGY

Research Design

This research utilized quasi-experimental under quantitative research design.

According to Bhandari (2023), quantitative research is the process of collecting and

analyzing numerical data. It can be used to find patterns and averages, make predictions,

test causal relationships, and generalize results to wider populations. Quantitative

research is the opposite of qualitative research, which involves collecting and analyzing

non-numerical data (e.g., text, video, or audio).

In this study, the researchers utilized quasi-experimental design. Since, quasi-

experimental design is a quantitative design that uses two variables which is fitted in this

study. According to Thomas (2023), quasi-experimental design aims to establish a cause-

and-effect relationship between an independent and dependent variable. However, unlike

a true experiment, a quasi-experiment does not rely on random assignment. Instead,

subjects are assigned to groups based on non-random criteria. Quasi-experimental design

is a useful tool in situations where true experiments cannot be used for ethical or practical

reasons.

The researchers used non-equivalent quasi-experimental research design. The

researchers do not have any controlled group in this research; hence non-equivalent is the

appropriate research design. The researchers wanted to identify the cause-and-effect

relationship between the implicit instructions of subject-verb agreement and the impact of

it to the respondents. To do this, the researchers created exam questionnaires to conduct a

13
pre-assessment, do an implicit discussion on six common subject-verb errors, and

conduct a post-assessment to identify the impact of implicit instructions.

14
Research Locale

The study was conducted at Holy Cross College Sta. Rosa, N.E. Inc. since the

chosen respondents were the 32 first year students taking Bachelor of Secondary

Education Major in English.

Figure 2.

Locale of the study

15
Sample and Sampling Procedure

This study used purposive sampling. According to Nikolopoulou (2023)

purposive sampling refers to a group of non-probability sampling techniques in which

units are selected because they have characteristics that you need in your sample. In other

words, units are selected “on purpose” in purposive sampling. The researchers chose this

sampling since it is the most compatible with the study.

The respondents of this research are the students currently taking STR –MC:

Structures of English students in first year BSED-English A which compose of a total of

32 students.

Data Gathering Procedure

To collect data from the respondents, the researchers employed a systematic

approach utilizing pre-assessment and post-assessment using exam questionnaires. The

pre-assessment and post-assessment will be conducted among the first year Bachelor of

Secondary Education Major in English within the Teacher Education Program of Holy

Cross College Sta. Rosa, N.E. Inc.

Before gathering the data, an official letter of informed consent was sent to the

respondents. The researchers conducted a pre-assessment to the respondents. After

conducting the pre-assessment, the researchers did the intervention which is the implicit

instructions of subject-verb agreement. After the intervention, the researchers conducted

the post assessment.

16
 The questionnaire is composed of three parts. The first two parts were checked

and tallied by the statistician and the third part were checked and validated by the English

critique since it was sentence construction.

This data gathering procedure ensured an organized and ethical approach to data

collection, allowing the systematic acquisition of pre-assessment and post-assessment

results from the respondents.

Data Gathering Instrument

The researchers utilized the data tables and exam questionnaire. Tables were used

to input the gathered data from pre-assessment and post-assessment. The exam

questionnaire is a set of questions with three parts which are fill in the blank, critical

reading and sentence construction. This was used to gather the data. The exam

questionnaire consists of 26 questions that tackle about six rules of subject-verb

agreement. The exam questionnaire aims to determine the comparison of pre-assessment

and post-assessment of first year BSED-English Students of Holy Cross College Sta.

Rosa, N.E., Inc. through using data table.

The exam questionnaire was developed by the researchers, and was reviewed by

the statistician to test the validity and level of difficulty of the questionnaire.

A. Validity

To verify the exam questionnaire’s validity, the researchers consulted to an

English expert and also in their research statistician. This is validated through content.

17
B. Pilot Testing

The researchers collected data from 30 second year students from Bachelor of

Secondary Education Major in English under Teacher Education Program. Cronbach’s

Alpha was used to determine the reliability of the exam questionnaire.

C. Reliability

To ensure the reliability of the exam questionnaire, the collected data from the

pilot testing was given to the statistician and used Cronbach’s Alpha coefficient. This

coefficient measured the internal reliability of a set of exam questionnaire’s items. This

statistic helped to determine if the items included in the exam questionnaire is applicable

or not.

Table 1

Reliability Test Results

Cronbach’s Alpha N of Items

.71 20

Based on the data gathered from the pilot testing validated by the research

statistician, 20 out of 24 items from parts one and two of the exam questionnaire are

reliable. Two items were removed from part one and two items were removed from part

two.

Data Analysis Technique

18
 To interpret the gathered data, the researchers followed the process for data analysis

of a quasi-experimental research design. All the gathered data, specifically the responses

of the students, were put through a statistical process. The researchers followed the

formula of the T-test to collect the data.

According to Frost, J. (2022), T-tests are statistical hypothesis tests that you use to

analyze one or two sample means. Depending on the t-test that you use, you can compare

a sample mean to a hypothesized value, the means of two independent samples, or the

difference between paired samples.

Ethical Considerations

19
 The data that the researchers gathered were treated with utmost confidentiality, in

accordance with Republic Act No. 10173, known as the Data Privacy Act of 2012, and

the data and information that the researchers will obtain will be used for academic

purposes only.

The researchers followed the proper netiquette procedures in conducting a

research paper. Plagiarism or copying someone else's work without their consent can be

considered under the Republic Act 8293, an act prescribing the intellectual property code

and establishing the intellectual property office. Voluntary participation, informed

consent, liability, and anonymity will all be used in this study to protect the participants'

rights.

CHAPTER 3

20
 RESULTS AND DISCUSSIONS

This chapter includes how the data gathered are presented, analyzed and

interpreted.

T – Test Results

The researchers used paired – sample T – test in the study. The paired – sample T

– test is the most applicable method since the study only has a single group of

respondents and the researchers want to identify the mean difference of the respondents’

scores in pre – assessment and post – assessment. The researchers successfully used the

paired – sample t –test in this study as the data below illustrates the results from the

researchers’ analysis and expert analysis.

Table 2

21
Mean Average Performance Basis

Verbal Description Mean Average

Excellent 20.9 – 26

Above Average 15.7 – 20.8

Average 10.5 – 15.6

Below Average 5.3 – 10.4

Poor 0 – 5.2

The table above were used as a performance basis on the result of t - test. This

will determine if the implicit instruction of subject – verb agreement has a significant

impact to the respondents or not. The table has a different range of scores based on the

number of items in the exam. The verbal descriptions were divided into five parts: Poor

verbal description will be used if the mean average falls from zero to five point two.

Below average verbal description will be used if the mean average falls from five point

three to ten point four. Average verbal description will be used if the mean average falls

from ten point five to 15.6. Above average verbal description will be used if the mean

average falls within 15.7 to 20.8. Excellent verbal description will be used if the mean

average falls from 20.9 to 26.

Impact of Implicit Instructions of Subject-Verb Agreement to First Year BSED-

English Students

22
Table 3

Paired Samples T-test results on comparing Pre-Test and Post-Test Scores

Independent Dependent Mean- T- p- Decision Remarks

Variable Variable Score value value

Respondents Pre - 15.81 -6.56 <.001 Reject Ho Significant

Assessment

Scores

Post - 19.53

Assessment

Scores

The table above shows if the intervention of the study has a significant impact to

the respondents or not. The table also answers the statement of the problem number one

of the study. The T – value of the computation is – 6.56 and the p – value is less than

0.001. The remarks from the table shows that the implicit instructions have a significant

impact to the respondents. The results show that the mean score of post – assessment is

higher than the pre – assessment which means the intervention has a significant impact to

the respondents. Therefore, the null hypothesis of this item is rejected by the researchers.

How the Respondents Have Been Described in Terms of Pre- Assessment and Post-

Assessment Results

Figure 3:

23
Respondents’ score in pre - assessment

Scores in Pre - Assessment

8

5
No. of Students
4

0
21 20 19 18 16 15 14 13 11 8

The figure above shows the results of pre – assessment. This figure also answers

the statement of the problem number two of this study. It shows that one respondent got a

score of 21, one respondent got a score of 20, six respondents got a score of 19, three

respondents got a score of 18, five respondents got a score of 16, seven respondents got a

score of 15, four respondents got a score of 14, two respondents got a score of 13, two

respondents got a score of 11, and one respondent got a score of 8. The highest score in

pre - assessment was 21 and the lowest score was 8. Majority of the respondents score

lies within line of tens and of them got a score of 19 and 15. This means that majority of

the respondents have at least a prior knowledge about the subject – verb agreement rules.

According to Guskey (2018), generally speaking, pre-assessment is any means used by

teachers to gather information about students prior to instruction. A pre-assessment might

be a formal, pencil-and-paper instrument that asks students questions about certain

academic content, much like a typical pre-test. It might involve having students develop

24
"concept maps" to illustrate their ideas connected to a topic. But a pre-assessment could

also be an informal discussion in which teachers ask students about their past

experiences. A teacher might ask students, "Have you ever heard of …?" or "Tell me

what you know about …." A pre-assessment might be a simple "thumbs up/thumbs

down" survey in which students indicate whether they know specific facts they need to

understand before beginning a unit of study.

Figure 4

Respondents’ score in post - assessment

25
 Scores in Post- Assessment
6

4
No. of Students
3

0
26 25 24 22 21 20 19 18 17 16 15 14 13

The figure above shows the results of post – assessment. This figure also answers

the statement of the problem number two of this study. One respondent got a score of 26,

three respondents got a score of 25, three respondents got a score of 24, two respondents

got a score of 22, five respondents got a score of 21, one respondent got a score of 20,

five respondents got a score of 19, three respondents got a score of 18, one respondent

got a score of 17, two respondents got a score of 16, two respondents got a score of 14,

and one respondent got a score of 13. The highest score in post – assessment was 26 and

the lowest score was 13. Majority of the respondents scores fall in range of tens while

some of them fall in the range of 20s. Most of the respondents got 21 and 19, which if

compared to the score in pre – assessment is quite higher. This means that the

intervention affected the respondents’ prior knowledge about subject – verb agreement

rules. Unlike the result in pre – assessment, no one got a single digit score after the

intervention. According to Alam (2021), Post-test are important assessment tools that

help in direct and effective evaluation of a course or lecture to improve student learning.

26
Figure 5

Respondents’ mean difference in their score

27
 Mean Difference
9
8
7
6
5 No. of Students

4
3
2
1
0
11 8 7 6 5 3 2 1 0 -2

The figure above shows the mean difference between the scores of pre –

assessment and post – assessment. The higher the mean difference, the more

improvement the respondent had no matter what their scores are. This figure also answers

the statement of the problem number two of this study. One respondent got a mean

difference score of 11, one respondent got a mean difference score of 8, three respondents

got a mean difference score of 7, eight respondents got a mean difference score of 6, four

respondents got a mean difference score of 5, two respondents got a mean difference

score of 3, three respondents got a mean difference score of 2, three respondents got a

mean difference score of 1, five respondents got a 0 mean difference score, and two

respondents got a -2 difference score. This means that twenty-five respondents show

improvements after the intervention, five respondents shows no improvement after the

intervention, and 2 respondents got more confused after the intervention.

Pre-Assessment Results Compared to Post- Assessment Results

Table 4

28
Mean Scores of the Pre – Assessment and Post – Assessment

Independent Dependent Mean Verbal Description

Variable Variable

Respondents Pre - Assessment 15.81 Above Average

Scores

Post - Assessment 19.53 Above Average

Scores

The table above shows the means of both pre – assessment and post assessment.

This table also answers the statement of the problem number three of the study. With the

help of mean average performance basis table, the researchers could identify what kind of

performance respondents have in pre – assessment and post – assessment. Based on the

table, the respondents took above average scores in both pre – assessment and post

assessment. The difference lies within the numbers in which the mean average score in

post – assessment is 19.53 while in pre – assessment is 15.81. The post – assessment

result is higher than the pre – assessment result. According to Hurley, M. (2023),

mathematically the mean is the sum of the values in a set divided by the number of values

in the set. For a given set of n values, one can add together all of the values in the set

then divide by n to find the mean. The post – assessment result is 3.72 points higher than

the pre – assessment result. Therefore, the researchers rejected the null hypothesis.

29
The Proposed Action Plan

Subject – verb agreement rules are crucial part of the sentence. It also serves as a

foundation on becoming fluent and professional in using English language. However,

there are still some respondents who are confused in obeying those rules and one of the

30
possible reason is they need more time to exercise their brain to become expert in using

those rules. To solve the mentioned problem, the researchers come up with this action

plan.

Table 5: Proposed Action Plan

31
 The proposed action plan was developed by researchers to supply the needs of the

respondents in mastering subject — verb agreement rules. In order to supply the needs of

32
the respondents the researchers undergo planning. Planning is something we do in

advance of taking action a process of deciding what to do and how to do it before action

is required. Planning is the design of a desired future and of effective ways of bringing it

about. An action plan is a definitive checklist of tasks and resources needed to complete a

project or achieve a goal. You can think of it as a visual countdown to the project

delivery or a list of tasks needed to achieve desired results (Udoagwu, K. 2023). This

proposed action plan is guided by Benjamin Bloom Taxonomy which is a set of

Hierarchical order of educational learning objectives. The researchers found out the

specific subject —verb agreement rules in which the respondents committed the most

errors with, and also the least. This action plan allotted sufficient time for the respondents

to understand and gain mastery to the rules they often make errors with, on the other hand

rules with least errors will have a shorter span of time. Rule no. 6 embedded

Prepositional phrases have 4 weeks to study this include the discussion, lecture, exercises

and review for the students to retain the knowledge they gain from the lesson. The

persons involved are the students and teachers, the teacher acts as the facilitator and

initiator of the knowledge.

CHAPTER 4

SUMMARY, CONCLUSIONS, AND RECOMMENDATION

33
 This chapter contains the summary of findings, the conclusion and the

recommendations of the research.

Summary of Findings

The information gathered in this research is summarized as follows:

The implicit instructions of subject-verb agreement have significant impact to the

respondents. It was determined by the researchers using the data gathered from pre –

assessment and post – assessment. Most of the respondents show higher score in post –

assessment. The result signifies that the implicit instructions have impacted the

respondents.

Most of the respondents got higher scores in post – assessment than in pre –

assessment. On the other hand, some of the respondents show no changes in scores on

both assessments and few of the respondents got lower scores in post – assessment than

in pre – assessment.

The post - assessment results are higher than in pre – assessment. Even though the

verbal description is the same, the difference lies within the number. The post –

assessment results have a significant point higher than in pre- assessment results.

The proposed action plan made by the researchers was based on the most and

least error of subject - verb agreement rule committed by the respondents. The rule that

has the most error will spend more time in studying while the rule that has the least error

will spend a little time to study. There are two rules that will take four weeks to study,

one rule that will take three weeks to study and one rule that will take two weeks to

study.

34
Conclusions

Based on the summary of findings, the conclusions are here as follows:

35
 The researchers conclude that the implicit instructions of subject-verb agreement

have an impact to the respondents because most of the respondents show improvement on

their scores in post – assessment than in pre – assessment. Implicit instruction have

impact the respondents in acquiring knowledge regarding subject-verb agreement rules,

through implicit instruction the respondent’s critical thinking and analyzation was

exercised.

The researchers conclude that the most of the respondents have higher scores in

post – assessment than in pre – assessment because 26 out of 32 respondents have higher

scores after the intervention. On the other hand, some of the respondents have no change

in score in both tests because four out of 32 respondents show no changes in score after

the intervention, and few of the respondents have lower scores in post – assessment than

in pre – assessment because two out of 32 respondents have lower scores after the

intervention.

The researchers conclude that the post – assessment results are higher than pre –

assessment result because the average mean of post – assessment is 3.72 points higher

than in pre – assessment.

The researchers conclude the most subject - verb agreement rules that has most

errors was rule number six which is the embedded prepositional phrases. This is followed

by rule number three which is compound subjects, rule number one which is noun ending

with "s", and rule number 4 which is connecting two singular subjects.

Recommendations

36
 Based on the conducted research, the researchers generated the following

recommendations:

1. The researchers recommend expanding the respondent range to further

elaborate if the implicit instructions of subject-verb agreement have significant impact to

diverse respondents. This will make the research even more reliable.

2. The researchers recommend doing a comparative study about implicit and

explicit instructions to see which approach is way more effective.

3. The researchers recommend elaborating what specific rule of subject-verb

agreement do the respondents have a hard time so that it would be the focus of the future

studies.

4. The researchers recommend spending more time in conducting the study. Some

rules are quite hard to understand and needs more time for the respondents to assimilate.

5. The researchers recommend using this research as the basis of Commission of

Higher Education in further expanding the time frame of teaching subject – verb

agreement.

6. The researchers recommend the teachers to read this research so that the

teachers will have a prior knowledge on what subject – verb agreement rule does the

respondents find the most difficult.

7. The researchers recommend the students to read this research so that the

students will have an idea on what subject – verb agreement rule does they need to focus

on.

REFERENCES

37
Academy, E., & Academy, E. (2023, October 10). Manuscript Drafting: Why is Subject-
Verb Agreement Important? Enago Academy.
https://www.enago.com/academy/make-subjects-verbs-agree
Date accessed: October 11, 2023

Alahmadi, N. (2019). A STUDY OF GRAMMATICAL ERRORS OF SUBJECT VERB

AGREEMENT IN WRITING MADE BY SAUDI LEARNERS. International
Journal of English Language and Linguistics Research, Vol.7(6).
https://www.eajournals.org/wp-content/uploads/A-Study-of-Grammatical-Errors-
of-Subject-Verb-Agreement-in-Writing-Made-By-Saudi-Learners.pdf
Date accessed: November 20, 2023

Banzuelo, N. (2022, November 17). Philippines drops to 22nd in English proficiency

ranking. BusinessWorld Online.
https://www.bworldonline.com/infographics/2022/11/18/488034/philippines-
drops-to-22nd-in-english-proficiency-ranking/#:~:text=The%20Philippines
%20slipped%20four%20notches,company%20Education%20First%20(EF).
Date accessed: September 18, 2023

Benson, P. (2022). LEARNER-CENTERED TEACHING. International Research Journal

of Modernization in Engineering Technology and Science.
https://doi.org/10.56726/irjmets32262
Date Accessed: October 16,2023

Bhandari, P. (2023). What is quantitative research? | Definition, uses & methods. Scribbr.
https://www.scribbr.com/methodology/quantitative-research/
Date Accessed: October 16,2023

Del Monte, K. (2018). What is Language Proficiency? Lectura Books.

https://www.lecturabooks.com/what-is-language-proficiency/
Date Accessed: October 21,2023

38
Does Pre-Assessment work? (2021, July 2). ASCD
https://www.ascd.org/el/articles/does-pre-assessment-work
Date Accesed: December 20,2023

El‐Dakhs, D. a. S., Yahya, N., & Pawlak, M. (2022). Investigating the impact of explicit
and implicit instruction on the use of interactional metadiscourse markers. Asian-
Pacific Journal of Second and Foreign Language Education, 7(1).
https://doi.org/10.1186/s40862-022-00175-0
Date Accessed: November 20,2023

Frost, J. (2022). How T-Tests work: T-Values, T-Distributions, and Probabilities.

Statistics by Jim. https://statisticsbyjim.com/hypothesis-testing/t-tests-t-values-t
distributions-probabilities/
Date Accessed: November 20,2023

Garshol, L. (2019). I just doesn’t know. Agreement errors in English texts by Norwegian
L2 learners: Causes and remedies. Doctoral Dissertation. Kristiansand: University
of Agder.
Date Accessed: October 4, 2023

Handayani, T. (2020). The Effects Of Implicit Versus Explicit Instructions to Teach

Refusal Strategies on Students’ Sociopragmatic and Pragmalinguistic
Competence. Eji (English Journal of Indragiri) : Studies in Education, Literature,
and Linguistics, 4(1), 195–210. https://doi.org/10.32520/eji.v4i1.864
Date Accessed: November 20,2023

Hardi, V. A. (2022). The Subject-Verb Agreement errors on students’ writing. Hardi

Journal of English Language and Education.
https://doi.org/10.31004/jele.v7i1.183
Date accessed: September 18, 2023

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Hernandez, B. (2015, July 11). English proficiency as a competitive edge |
Inquirer Opinion. INQUIRER.net. https://opinion.inquirer.net/86602/english-
proficiency- as-a-competitive-edge
Date accessed: September 21, 2023

Hurley, M. (2023, July 17). Mean. StatPearls – NCBI Bookshelf.

https://www.ncbi.nlm.nih.gov/books/NBK546702/#:~:text=The%20mean%2C
%20which%20is%20also,all%20of%20your%20test%20scores.

Hyland, K. (2020). Metadiscourse. Bloomsberry Publishing Pic.

https://books.google.com.ph/books?
hl=en&lr=&id=N9FoDwAAQBAJ&oi=fnd&pg=PR3&dq=metadiscourse+rese
arch+article&ot=SStCMnisoU&sig=daFkngBmycrRRVB6Z0dwQbNjxUU&re
dir_esc=y#v=onepage&q=metadiscourse%20research%20article&f=false
Date Accessed: November 20,2023

Jensen, I. N. et al. (2019). The Bottleneck Hypothesis in L2 acquisition: L1 Norwegian

learner’s knowledge of syntax and morphology in L2 English. Second Language
Research. [Online]. Available at https://doi.org/10.1177%2F0267658318825067
Date Accessed: October 4, 2023

Kaivanpanah, Akbarian, I., & Salimi, H. (2021). The Effect of Explicit, Implicit, and
Modified-Implicit Instruction on EFL Learners’ Vocabulary Learning and
Retention. Iranian Journal of Language Teaching Research, p. 131.
Date Accessed: November 20,2023

Manaher, S. (2023b, October 2). How To Use "Putative" In A Sentence: Mastering the .
Word. The Content Authority. https://thecontentauthority.com/blog/how-to-use-.
putative-in-a-sentence
Date Accessed: November 20,2023

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Mizan, M. M. R. (2023). What is curriculum? Definition and importance of curriculum.
Domain of Mizanur R Mizan. https://www.mizanurrmizan.info/what-is-
curriculum-definition-and-importance-of-curriculum/
Date Accessed: October 21,2023

Mehrpour, M. et al (2022), The Use of Explicit and Implicit Instructions in Teaching

Strategies and Their Impacts on EFL Learners' Reading Comprehension, p. 1853,
http://journalppw.com
Date Accessed: November 20,2023

Molin, V. (2020), An Error Analysis of Subject-Verb Agreement by Swedish Learners of

English,https://www.diva-portal.org/smash/get/diva2:1416130/FULLTEXT01.pdf
Date Accessed: November 20,2023

Nicolas, A. (2023). The basics of the Subject-Verb Agreement. Research Prospect.

https://www.researchprospect.com/the-basics-of-the-subject-verb-agreement/
Date accessed: October 11, 2023

Prabhakaran, J. (2023, June 6). Explicit Knowledge: definition, examples, and methods. .
Document360.https://document360.com/blog/explicitknowledge/?fbclid=IwAR1
H6-jA9HlYmqeeQGWxwOhab-7RFijqG-Gd2-UT-SzOqk9agLPEGqmaiJI
Date accessed: October 11, 2023

Prutean, N., Martín-Arévalo, E., Leiva, A., Jiménez, L., Vallesi, A., & Lupiáñez, J.
(2021). The causal role of DLPFC top-down control on the acquisition and the
automatic expression of implicit learning: State of the art. Cortex, 141, 293–
310. https://doi.org/10.1016/j.cortex.2021.04.012
Date Accessed: November 20,2023

41
Rabail Alam, T. G. M. (2019, April 1). Comparative Analysis Between Pre-test/Post-test
Model and Post-test-only Model in Achieving the Learning Outcomes. Pakistan
Journal of Ophthalmology, 35(1). https://doi.org/10.36351/pjo.v35i1.855
Date Accessed: December 20,2023

Rodina, Y. (2019, May 12). The effects of grammar instruction when learning L2 English
subject-verb agreement. An investigation of L1 Norwegian learners’ acquisition
of L2 English. https://munin.uit.no/handle/10037/16101
Date Accessed: October 8,2023

Sieck, W. (2021). What is Competence and Why is it Important? Global Cognition.

https://www.globalcognition.org/what-is-competence/
Date Accessed: November 20,2023

Thomas, L. (2023). Quasi-Experimental Design | Definition, types & examples. Scribbr.

https://www.scribbr.com/methodology/quasi-experimental-design/
Date Accessed: October 16, 2023

Udoagwu, K. (2023, June 29). What is an action plan? (With example and template).
https://www.wrike.com/what-is-an-action-plan-with-example/
Date Accessed: December 20,2023

View of An Error Analysis of Subject-Verb Agreement on Students’ Descriptive

Paragraph Writing at Babussalam Junior High School Pekanbaru. (n.d.).
https://journals.nalarglobal.org/index.php/ei/article/view/22/43
Date accessed: September 18, 2023

Appendix A. Letters to the Dean

42
43
44
45
Appendix B. Exam Questionnaire

Part 1: Fill in the blank.

Direction: Encircle the correct answer among the words inside the parentheses.

1. Philippines (is, are) the country she will represent.

46
 2. Fake news (strike, strikes) again.

3. Any flower (is, are) allowed.

4. Some of the participants (pay, pays) the fee.

5. The son and student of Nicole (play, plays) the violin.

6. The president and leader of the organization (plan, plans) an outing.

7. The mother and the sister (hide, hides) from the father.

8. Neither Maria nor Nicole (eat, eats) donut.

9. Either Nikka or Luize (is, are) the traitor.

10. Neither Hoshi nor Shua (make, makes) mistake.

Part 2: Critical Reading

Direction: Look at the underlined word in every statement. Put a CHECK (✔️) if the

statement is CORRECT and write the CORRECT ANSWER if the statement is

INCORRECT. Write your answers on the space provided before each number.

__________1. Measles are one of the deadliest illness before.

__________2. No one wants to admit whose fault was it.

__________3. Either her friends or Scarlet drink the wine.

__________4. Those horses inside the dome runs so fast.

__________5. Neither the boy nor the girls hide the paper.

__________6. Either Nicole or Maria and Vicky stay for the night.

__________7. The kid with bracelets falls from the slide.

47
__________8. The fairy lights on top of the wall makes the room more romantic.

__________9. The students under the tree study for the exam.

__________10. Either the housekeeper or the guests cleans the room.

Part 3: Sentence Construction

Direction: Create your own sentence with accordance to the SVA rules. Refer to the

examples provided in each rule. Use present tense in constructing your sentence.

1. Use subject that ends with S in a sentence.

Example: Physics is one of the subjects that I hate the most.

1.1.

2. Use most, all, none, any, or some in a sentence.

Example: Some student wants to participate in the recitation.

2.1.

3. Use a compound subject and the conjunction and in a sentence.

Example: The artist and the director don’t like each other.

3.1.

4. Use either-or or neither-nor in connecting 2 singular subjects.

Example: Neither John nor Mark drinks alcoholic beverages.

4.1.

48
 5. Use either-or or neither-nor in connecting a singular and plural subject.

Example: Either Marci or her friends eat vegetables.

5.1.

6. Use prepositional phrase in a sentence.

Example: The marbles under the table belong to him.

6.1.

Appendix C. Pilot Testing Result

Mean Scores of the Pre-test and-Post test

Verbal
Independent Variable Dependent Variable Mean
Description

Respondents Pre-Test Scores 15.81 Above

Average

49
 Above
Post-Test Score 19.53
Average

Paired Samples T-test results on comparing Pre-Test and Post-Test Scores

Independent Dependent Mean- T- p- Decision Remarks

Variable Variable Score value value

Respondents Pre-Test Scores 15.81 -6.56 <.001 Reject Ho Significant

Post-Test Score 19.53

Excellent 20.9 – 26

Above Average 15.7 – 20.8

Average 10.5 – 15.6

Below Average 5.3 – 10.4

Poor 0 – 5.2

Appendix D. Curriculum Vitae

Name: Bauto, Crishabelle Castillo

50
Email: [email protected]

Address: Purok 5, Brgy. San Josef Norte, Cabanatuan City, Nueva Ecija

Educational Attainment

Tertiary: Bachelor of Secondary Education Major in English

Holy Cross College Sta. Rosa N.E., Inc.

Brgy Rizal, Santa Rosa, Nueva Ecija

2021 - 2025

Secondary:

Senior High School

Humanities and Social Sciences

Santo Rosario National High School

Sitio Deepwell, Brgy. Sto. Rosario, Santa Rosa, Nueva Ecija

2019 – 2021

Junior High School

San Josef National High School

Brgy. San Josef Sur, Cabanatuan City, Nueva Ecija

51
 2015 - 2019

Primary: Esing T. Angeles Elementary School

Brgy. Soledad, Santa Rosa, Nueva Ecija

2009 – 2015

Affiliation: Owner of small business of Milky Donut

Brgy. San Josef Norte Purok 5, Cabanatuan City, Nueva Ecija

2023 - present

Name: Elisterio, Czar Jayce Arellano

52
Email: [email protected]

Address: H. Concepcion, Cabanatuan City, Nueva Ecija

Educational Attainment

Tertiary: Bachelor of Secondary Education Major in English

Holy Cross College Sta. Rosa N.E., Inc.

Brgy. Rizal Santa Rosa, Nueva Ecija

2021 - 2025

Secondary:

Senior High School

Science, Technology, Engineering, and Mathematics

Manuel V. Gallego Foundation Colleges Inc.

Brgy. Zulueta, Cabanatuan City, Nueva Ecija

2016 – 2018

Junior High School

Manuel V. Gallego Foundation Colleges Inc.

53
 Brgy. Zulueta, Cabanatuan City, Nueva Ecija

2012 – 2016

Primary: Pantabangan East Central School

Pantabangan, Nueva Ecija

2006 – 2012

Work Experience

Service Crew

Chowking, SM City Cabanatuan

September 2023 – December 2023

Name: Gonzales, Angelo Calderon

54
Email: [email protected]

Address: #262, Brgy. Malabon Kaingin, Jaen, Nueva Ecija

Educational Attainment

Tertiary: Bachelor of Secondary Education Major in English

Holy Cross College Sta. Rosa N.E., Inc.

Btgy. Rizal, Santa Rosa, Nueva Ecija

2021 - 2025

Secondary:

Senior High School

General Academic Strand

Holy Cross College Sta. Rosa N.E., Inc.

Brgy. Rizal, Santa Rosa, Nueva Ecija

2019 – 2021

Junior High School

Talavera National High School

Brgy. Pag-asa, Talavera, Nueva Ecija

55
 2015 – 2019

Primary: San Pascual Integrated School

San Pascual, Talavera, Nueva Ecija

2009 – 2015

Work Experience:

Sangguniang Kabataan Kagawad

Brgy. Malabon Kaingin, Jaen, Nueva Ecija

2023 – present

Sales Associate

7-Eleven 3400 La Fuente

Brgy. La Fuente, Santa Rosa, Nueva Ecija

August 2023 – October 2023

Affiliation: VERB Club Vice President

Holy Cross College Sta. Rosa N.E., Inc.

56
 Brgy. Rizal Santa Rosa, Nueva Ecija

2023 – present

VERB Club Peace Officer

Holy Cross College Sta. Rosa N.E., Inc.

Brgy. Rizal Santa Rosa, Nueva Ecija

2022 – 2023

CURRICULUM VITAE

Name: Lajom, Reynalin Pelayo

57
Email: [email protected]

Address: #76, Brgy. Tramo Valenzuela, Santa Rosa, Nueva Ecija

Educational Attainment

Tertiary: Bachelor of Secondary Education Major in English

Holy Cross College Sta. Rosa N.E., Inc.

Brgy. Rizal, Santa Rosa, Nueva Ecija

2021 - 2025

Secondary:

Senior High School

Acccountancy, Business, and Management

St. Rose of Lima Catholic School Inc.

Brgy. Poblacion, Santa Rosa, Nueva Ecija

2019 – 2021

Junior High School

St. Rose of Lima Catholic School Inc.

58
 Brgy. Poblacion, Santa Rosa, Nueva Ecija

2019 – 2021

Primary: San Gregorio Elementary School

San Gregorio, Santa Rosa, Nueva Ecija

2009 – 2015

Affiliation: Owner of Reyn Crochet

Tramo Valenzuela, Sta.Rosa, Nueva ecija

2023 – present

Owner of Reyn Shein

Tramo Valenzuela, Sta. Rosa, Nueva Ecija

2021- present

Name: Lapira, Angel Orge

Email: [email protected]

59
Address: #208, Purok 6, Brgy. Lourdes, Santa Rosa, Nueva Ecija

Educational Attainment

Tertiary: Bachelor of Secondary Education Major in English

Holy Cross College Sta. Rosa N.E., Inc.

Brgy. Rizal, Santa Rosa, Nueva Ecija

2021 - 2025

Secondary:

Senior High School

Arts and Deisgn Track

Santa Rosa National High School

Soledad, Santa Rosa, Nueva Ecija

2018 – 2020

Junior High School

Santa Rosa National High School

Soledad, Santa Rosa, Nueva Ecija

60
 2015 – 2018

Tinajero National High School; - Main

Madapdap Resettlement, Mabalacat City, Pampanga

2014-2015

Primary: Dapdap Elementary School

Madapdap Resettlement, Mabalacat City, Pampanga

2013 - 2014

Madapdap Resettlement Elementary School

Madapdap Resetllement, Mabalacat City, Pampanga

2009 - 2013

Cabalantian Elemenrtary School

Sta. Lucia Resettlement Center, San Isidro, Magalang, Pampanga

2008 - 2009

61
Affiliation

Overall Secretary of National Services Training Program (NSTP)

Holy Cross College Sta. Rosa N.E., Inc.

Brgy. Rizal, Santa Rosa, Nueva Ecija

2021 - 2022

Name: Prado, Precious Aura Castillo

62
Email: [email protected]

Address: Sitio Batangas, Brgy. Soledad, Santa Rosa, Nueva Ecija

Educational Attainment

Tertiary: Bachelor of Secondary Education Major in English

Holy Cross College Sta. Rosa N.E., Inc.

Brgy. Rizal, Santa Rosa, Nueva Ecija

2021 - 2025

Secondary:

Senior High School

Humanities and Social Sciences

Santa Rosa National High School

Soledad, Santa Rosa, Nueva Ecija

2019 – 2021

Junior High School

Santa Rosa National High School

63
 Soledad, Santa Rosa, Nueva Ecija

2017 – 2019

Rose of Sharon Christian School

Valenzuela, Santa Rosa, Nueva Ecija

2015 – 2017

Primary: Esing T. Angeles Elementary School

Brgy. Soledad, Santa Rosa, Nueva Ecija

2009 – 2015

Appendix E. Detailed Lesson Plan

School Holy Cross College Grade 1st Year

64
 DAILY Level BSEDE A

LESSON LOG Teacher Reynalin P. Lajom Learning STR-MC

Area

Teaching Date December 5,2023 Semester 1st

I. OBJECTIVES

A. Content The learner demonstrates an understanding of the six (6) rules with

Standards the most common subject-verb agreement errors.

B. Performance The learner transfers learning by showing appreciation for the

Standards subject-verb agreement, comprehending texts using appropriate

subject-verb agreement, and participating in conversations using

appropriate subject-verb agreement.

C. Learning Observe correct subject-verb agreement

Competencies/

Objectives At the end of the lesson, the learners are expected to:

(Write the LC

Code) 1. Apply subject-verb agreement rules in constructing

grammatically correct sentences;

2. Identify the usage of subject-verb agreement in enhancing

the clarity and coherence in writing; and

3. Write sentences with correct subject-verb agreement

65
II. CONTENT Subject-Verb Agreement

III. LEARNING

RESOURCES

A. References What are some common subject-verb agreement errors? (2022,

August 19). Academic Marker.

https://academicmarker.com/grammar-practice/verb-functions/subj

ect-verb-agreement/what-are-some-common-subject-verb-

agreement-errors/?

fbclid=IwAR3lmnG9XyoZlLbsjFIrk7I4YXn6sS5fbZE0S-

z_gHAhhhmt8sMPfKm6A5E

1. Teacher’s

Guide pages

2. Learner’s

Material pages

3. Textbook

pages

4. Additional

Materials from

the Learning

Resource

portal

B. Other Laptop, Wi-Fi, and PowerPoint Presentation

66
 Learning

Resources

IV. PROCEDURES Teacher’s Activity Student’s Activity

PRAYER

“Who wants to lead our morning

prayer?”

Students raised their hands.

“Okay, Ms. Malaca.”

“Let us bow our heads, and feel

the presence of Our Lord.

Thank You for this morning and

our lives, thank You for Your

guidance. Please protect us and

be the center of our lives. We

lift Your Name above. Amen.”

“Thank you so much.”

GREETINGS

“Good morning class!”

“Good morning, ma’am!”

CLASSROOM

67
MANAGEMENT

“Class before you sit down,

please arrange your chairs and

clean your surroundings.”

“Class let us now read the Holy

Cross College’s mission and

vision.

“Can you read the school

mission?”

HCC provides holistic character

formation and strong faith in

God, a high sense of civic-

mindedness, nationalism, and

eco-stewardship through

transformative instruction,

research, production, and

extension services.

“Very good, how about the

vision? Please read.”

HCC envisions itself as a

68
 leading formator of God-

centered, service-responsive,

ecologically engaged, and

innovative citizens in the region

through accessible quality

education.

CHECKING OF

ATTENDANCE

“Class president, kindly make a

list of who are absent today.”

ELICIT Guide Questions:

1. What is the subject-

verb agreement?

a. What is the

subject?

b. What is a verb?

“What is a subject?”

“A person or thing that is doing

the action.”

“Very good. How about the

69
 verb? What is a verb?”

“A word that shows an action in

the sentence.”

“Exactly. The verb is the action

word in the sentence. Can you

please give me an example of a

verb?”

“Run, dance, eat and more”

“Correct, very good.”

ENGAGE The teacher will present a set of The students will

jumbled letters pasted on the arrange the jumbled

board. The students will arrange letters given by their

the jumbled letters. teacher.

J S B E U T C
S U B J E C T

B R V E
V E R B

E T G E R A M N E

A G R E E M E NT
“Examine the picture”

70
 “What message does the
The students are looking at the
picture want to
picture.
convey?”

“Ma’am, the picture is about the

agreement between the subject

“That’s correct.”
and the verb.”

EXPLORE PRE-ASSESSMENT PRE-ASSESSMENT

Part 1: Fill in the blank. Part 1: Fill in the blank.

Direction: Encircle the correct Direction: Encircle the correct

answer among the words inside answer among the words inside

the parentheses. the parentheses.

1. Philippines (is, are) 1. Philippines (is, are)

the country she will the country she will

represent. represent.

2. Fake news (strike, 2. Fake news (strike,

strikes) again. strikes) again.

3. Any flower (is, are) 3. Any flower (is, are)

allowed. allowed.

4. Some of the 4. Some of the

participants (pay, participants (pay,

pays) the fee.

71
 5. The son and student pays) the fee.

of Nicole (play, 5. The son and student

plays) the violin. of Nicole (play,

6. The president and plays) the violin.

leader of the 6. The president and

organization (plan, leader of the

plans) an outing. organization (plan,

7. The mother and the plans) an outing.

sister (hide, hides) 7. The mother and the

from the father. sister (hide, hides)

8. Neither Maria nor from the father.

Nicole (eat, eats) 8. Neither Maria nor

donut. Nicole (eat, eats)

9. Either Nikka or Luize donut.

(is, are) the traitor. 9. Either Nikka or

10. Neither Hoshi nor Luize (is, are) the

Shua (make, makes) traitor.

mistake. 10. Neither Hoshi nor

Shua (make, makes)

Part 2: Critical Reading mistake.

Direction: Look at the

Part 2: Critical Reading
underlined word in every
Direction: Look at the
statement. Put a CHECK (✔️) if
underlined word in every

72
the statement is CORRECT and statement. Put a CHECK (✔️) if

write the CORRECT ANSWER the statement is CORRECT and

if the statement is INCORRECT. write the CORRECT ANSWER

Write your answers on the space if the statement is

provided before each number. INCORRECT. Write your

__________1. Measles are one answers on the space provided

of the deadliest illness before. before each number.

__________2. No one wants to Is1. Measles are one of the

admit whose fault was it. deadliest illness before.

__________3. Either her friends ✔️2. No one wants to admit

or Scarlet drink the wine. whose fault was it.

__________4. Those horses drinks3. Either her friends or

inside the dome runs so fast. Scarlet drink the wine.

__________5. Neither the boy run4. Those horses inside the

nor the girls hide the paper. dome runs so fast.

__________6. Either Nicole or ✔️5. Neither the boy nor the

Maria and Vicky stay for the girls hide the paper.

night. ✔️6. Either Nicole or Maria and

__________7. The kid with Vicky stay for the night.

bracelets falls from the slide. ✔️7. The kid with bracelets falls

__________8. The fairy lights from the slide.

on top of the wall makes the make8. The fairy lights on top

room more romantic. of the wall makes the room

73
__________9. The students more romantic.

under the tree study for the ✔️9. The students under the tree

exam. study for the exam.

__________10. Either the clean10. Either the housekeeper

housekeeper or the guests cleans or the guests cleans the room.

the room. Part 3: Sentence Construction

Part 3: Sentence Construction Direction: Create your own

Direction: Create your own sentence with accordance to the

sentence with accordance to the SVA rules. Refer to the

SVA rules. Refer to the examples provided in each rule.

examples provided in each rule. Use present tense in

Use present tense in constructing constructing your sentence.

your sentence. 1. Use subject that ends

1. Use subject that ends with S in a sentence.

with S in a sentence. Example: Physics is one

Example: Physics is one of the subjects that I

of the subjects that I hate hate the most.

the most. 1.1.

1.1.

2. Use most, all, none, any,

2. Use most, all, none, any, or some in a sentence.

or some in a sentence. Example: Some student

Example: Some student wants to participate in

74
 wants to participate in the the recitation.

recitation. 2.1.

2.1.

3. Use a compound subject

3. Use a compound subject and the conjunction and

and the conjunction and in a sentence.

in a sentence. Example: The artist and

Example: The artist and the director don’t like

the director don’t like each other.

each other. 3.1

3.1.

4. Use either-or or neither-

4. Use either-or or neither- nor in connecting 2

nor in connecting 2 singular subjects.

singular subjects. Example: Neither John

Example: Neither John nor Mark drinks

nor Mark drinks alcoholic beverages.

alcoholic beverages. 4.1.

4.1.

5. Use either-or or neither-

5. Use either-or or neither- nor in connecting a

nor in connecting a singular and plural

singular and plural

75
 subject. subject.

Example: Either Marci or Example: Either Marci

her friends eat or her friends eat

vegetables. vegetables.

5.1. 5.1.

6. Use prepositional phrase 6. Use prepositional phrase

in a sentence. in a sentence.

Example: The marbles Example: The marbles

under the table belong to under the table belong to

him. him.

6.1. 6.1.

EXPLAIN “What is a Subject-verb

agreement?”

“The agreement between the

subject and the verb.”

“That is correct. Subject-verb

agreement refers to the

relationship between the subject

and the predicate of the sentence.

“Subject-verb agreement simply

76
means the subject and verb must

agree in number.”

“What do you think is the main

rule in subject-verb agreement?”

“The main rule of subject verb

agreement is the singular

subject takes singular verb, and

plural subject takes plural

verb.”

“Very good! The main rule of

subject-verb agreement is the

singular subject takes a singular

verb, and a plural subject takes a

plural verb but there are some

exceptions and some of it will be

discussed today.”

“So, we prepared six common

errors and must-know rules in

subject-verb agreement which

you can use in your daily life,

especially in your English class.

77
These rules may help you to

ensure that your subjects and

verbs always agree with each

other.”

“Let’s examine this sentence”

The news travel so fast.

“What do you think is wrong

with the sentence?”

“The subject is singular, but the

verb used is plural.”

“Yes exactly. News is singular

but the verb travel is plural.”

“So, what do you think is the

correct sentence?”

“The news travels so fast.”

“Very good. Let us look at

another example,”

78
Calculus is my least favorite

subject.

Lights burns my eyes.

“What do you think is the correct

sentence here?”

“Calculus is my least favorite

subject.”

“Why do you think the first

example is correct?”

“Because Calculus is singular

even though it looks like plural,

that’s why the verb used is

singular too.”

“How about the second example,

why is it wrong?”

“Because the subject lights is

plural but the verb used is

singular. It must be Lights burn

my eyes.”

“Very good.”

79
“Why do you think some people

commonly commit mistakes in

agreeing the subject with the

verb?”

“Based on the given example,

maybe because they are

confused with the noun ending

in ‘s’ like Calculus, lights, and

news.”

“Yes, very good! One of the

rules that we will discuss today

is about nouns ending with s.”

1. A noun ending with ‘S’

•Some subjects may look plural

at first glance, but are in fact

singular and so require a singular

verb. This is because the English

language uses ‘s’ to pluralize,

and so nouns such as

‘linguistics’ (although ending in

‘s’) require a singular verb.

80
“Aside from calculus, can you

give me examples of subjects

that are pluralized in nature and

use them in a sentence?

The students will construct a

sentence using a subject that is

pluralized in nature.

“Very good.”

“Take a look at this example.”

Most of the books is interesting.

“Is this a correct sentence?”

“What makes the sentence “No Ma’am.”

wrong?”

“The subject is plural, but the

“Very good. Another example.” verb used is singular.”

Some furniture are expensive.

“Is this a correct sentence?”

“What makes the sentence

wrong?”

“No Ma’am.”

81
“So, what is the correct

sentence? And why?” “The subject is singular, but the

verb used is plural.”

“Some furniture is expensive.

The subject furniture is a

“Very good.” common noun that pertains to a

singular concept. Therefore, the

“Do you still remember correct verb is singular”

indefinite pronouns? “

“Very good., Can you please “Yes ma’am, indefinite pronoun

give me an example of an is a pronoun that refers to a

indefinite pronoun?” person or thing without being

specific”

“Very good!”

“I have here two sentences that

used indefinite pronouns, and I “Some indefinite pronouns are

want you to determine what is everybody, some, most,

82
the difference between the two everyone.”

sentences.”

1. Most of the book is interesting

2.Most of the books are

interesting

“In the first sentence, the

indefinite pronoun is most, next

to it is the subject book. Since

the subject is singular even if

we use indefinite pronoun most,

“Very good! I have here another the verb must be singular.”

example”

Some chair are expensive. “In the second sentence, the

“Is the sentence correct?” indefinite pronoun is most, next

to it is the subject books. Since

the subject is plural, the verb

must be plural.”

“Correct. Is there any other

83
answer?”

“No ma’am because the subject

is chair which is singular so the

verb must also be singular. The

sentence should be “Some chair

is expensive”

“Very good, some chairs are

expensive, and some chair is

expensive are both correct “Ma’am the sentence can also

because some indefinite be “Some chairs are expensive,”

pronouns such as most, all, none, because we can also change the

any, & some depend on the singular subject to a plural verb.

subject after it to decide whether Instead of using a chair, we can

it is singular or plural.” also use chairs so that it will

agree with the plural verb

“Why do you think some people ‘are’.”

commonly commit mistakes in

agreeing the subject with the

verb when the indefinite pronoun

is present in the sentence?

84
“Very good, the second rule is

the use of indefinite pronoun as a

subject of the sentence”

“Maybe because one of the

2. Indefinite Pronouns as a problems is the indefinite

Subjects pronoun in the sentence, some

might think that if the indefinite

Indefinite pronouns can be tricky pronoun is present in the

because their status as singular sentence, they will consider

or plural subjects may change using a plural verb.”

depending on what they refer to.

“Maybe because some think

“Here are the examples of that the indefinite pronoun is

indefinite pronouns.” the subject in the sentence.”

Singular Plural Singular/

Plural

85
 everybody Both most

everyone Several all

everything Few none

somebody Many any

anybody Others some

nobody

each

every

much

“Some indefinite pronouns such

as most, all, none, any, and some

depend on the subject after it to

decide whether it is singular or

plural.”

The teacher will ask the students

to construct sentences using

indefinite pronouns with the

correct use of subject and verb in

the sentence”

86
“Do you have any questions?

Clarifications?”

“Do you still remember the

compound subjects?”

“Very good, take a look at this

sentence.”

The teacher and the students

writes their names on the paper.

“What makes the sentence

incorrect?”

The students will construct a

sentence using indefinite

pronouns.

“None.”

“Correct.”

87
 “Yes ma’am, A compound

The founder and CEO of the subject is a subject with two or

company arranged a meeting. more simple subjects.”

“Is the sentence correct or

incorrect? And why?”

“Very good.”

“Why do you think some people

commonly commit mistakes in “The sentence is incorrect

agreeing the compound subject because the teacher and the

with the verb?” students are the subjects in the

sentence which is a compound

subject, connected by

conjunction (and), so the

sentence must use the plural

“Very good, and it has verb to agree with its subject.”

something to do with our third

rule.”

3. Two Subjects Connected

with ‘And’

88
Remember, the rule that a verb

should be plural when

connecting two or more subjects “Incorrect because the founder

with the conjunction ‘and’. and CEO pertains to only one

However, this is not always the person. The verb used must be

case. singular.”

“Let us first define the

compound subject. What is

compound subject?”

“Maybe because some are often

“Very good. Compound subjects confused in two subjects

are subjects that consist of two connected by ‘and,’ even

or more words, but are singular. though the subject joined using

When you say We live in a and pertains to one subject, they

compound, what does it mean?” still use plural verb”

“Correct. Most people who live

in a compound are relatives.

Other people will describe you

as your family compound. For

example, the Santos compound,

89
the De Guzman compound. A lot

of people living in one place are

described as one. Compounds

subject is just like that.

Compound subjects are words

that can be described as one.”

“Let us have an example.”

Spaghetti and meatballs are my “Compound subject is a subject

favorite foods. that consists of two or more

“Is the sentence correct or words.

incorrect? Why?”

“Can you use compound subjects

in a sentence?”

“We are living in one place.”

“Do you get it? Any questions?

Clarifications?”

“Let’s proceed to another

compound subject exception.”

90
“Let’s examine this example.”

My aunt or my uncle are

arriving by train today.

“Is the sentence correct or

incorrect? And why?”

“Very good.”

Steve or Mark are next in line.

“Is the sentence correct or

incorrect?”

“Correct. Because spaghetti and

meatballs are different dishes.

“Yes, very good.” So, it is plural.”

“When we use the conjunction

or, we are making an option, The students will construct a

which means only one can be sentence using compound

91
chosen.” subject.

2. Either the cat or the dog is the “None, ma’am.”

best.

“Is the sentence correct or

incorrect?”

“Correct. Just like in the

conjunction or, either- or is used “Incorrect. Because the

to present an option and only one conjunction used is or, or is

can be chosen. Therefore, it is used when pertaining to

singular.” choices. Only one of the two

options will arrive by train.”

3. Neither my cat nor my dog

likes me.

“Is the sentence correct or “Incorrect. Because only one of

92
incorrect?” the two is next in line. It is

either Steve or Mark, therefore,

it is singular.”

“Correct. Neither-nor is used

when none of the options are

chosen. In this sentence, both his

cat and dog don’t like him.”

“Why do you think some people

commonly commit mistakes in

connecting two singular subjects

using or, either-or, and neither-

nor in a sentence?”

“Correct. Because only one of

the two options is the best.

Either the cat or the dog,

therefore, it is singular.”

93
“Correct. We are going to tackle

it in our 4th rule.”

4. Connecting Two

Singular Subjects

Unlike the conjunction and,

which is used in connecting two

subjects to make it plural, Or,

either-or, and neither-nor are “Correct. Because none of the

used in connecting two subjects two choices likes him, not the

but still singular. cat or the dog, therefore it is

singular.”

1.or

2.eithere-or

3.neither-nor

“Can you give me an example of

a sentence with Either-or?”

“Can you give me an example of

a sentence with Neither?”

94
 “Maybe because of the use of

conjunctions or, either-or, and

“Very good. Do you have any neither nor.”

questions regarding this rule?”

“Maybe they are confused

because the sentence use two

subjects even though it is

“We already discussed how to connected by the conjunctions

use either-or, and neither-nor in or, either-or, or neither-nor.”

connecting two singular subjects.

Do you have any idea on how

are we going to connect a

singular and plural subject using

either-or and neither-nor?”

“Correct. Let’s have an

example.”

The student or the committee

95
members writes every day.

“Is the sentence correct or

incorrect? And why?”

Students will construct a

sentence using either-or.

Students will construct a

sentence using neither-nor.

“Let’s have an example.”

Neither my cats nor my dog likes

me. “None, ma’am.”

Neither my dog nor my cats like

me.

“What do you think is the

difference between these two

sentences?”

96
 “I think just like the rule in

indefinite pronouns, we are

going to base the verb in the

subject beside the conjunction

or or nor.”

“Incorrect. There are two

“That is correct. “ subjects but they are different in

number. The subject next to the

“Let’s have another example.” conjunction or is plural,

therefore, the verb must be

Either the protagonist or the plural too. It must be The

villains finds the dragon balls. students or the committee

members write every day.”

“Is the sentence correct or

97
incorrect?”

“Why do you think some people

commonly commit mistakes in

connecting a singular and plural “In the first sentence, the first

subject using or, either-or, and subject is plural while the

neither-nor in a sentence?” second subject is singular, and

the verb used is singular. The

subject beside the conjunction

“Correct. We are going to tackle nor is singular which is the dog,

it in our 5th rule.” that’s why the verb used, likes,

is singular too.”

5. Connecting a Plural

and Singular Subject “In the second sentence, the

first subject is singular while

When the words ‘either/or’ and the second subject is plural, the

98
‘neither/nor’ from the previous verb used is plural. The subject

example are used to connect beside the conjunction nor is

subjects of mixed number, the plural which is the cats, that’s

verb will agree with whichever why the verb used is plural too

subject it is closest to. which is the like.”

“Do you have any questions?”

“Can you use what you have

learned in this rule in a

sentence?”

“Incorrect because the

conjunction or is beside the

“Very good.” plural subject villains, so we

use plural verb, find.”

“Let’s proceed to our last rule.”

“It must be Either the

The girl with blue gloves is my protagonist or the villains find

cousin. the dragon balls.”

99
“What do you notice in this

sentence?”

“Is the sentence correct or “Maybe they are confused

incorrect? Why?” because the subjects used are

different in number.”

“Very good.”

“Let’s have another example…”

The guy with flowers are my

friend.

“Is the sentence correct or

incorrect? Why?”

100
 “None, ma’am.”

“Correct.” The students will construct a

sentence using singular and

“Let’s have another example…” plural nouns in a sentence.”

The socks under the bed is mine.

“Is the sentence correct or

incorrect?”

“Why do you think some people

commonly commit mistakes in “The sentence uses

using prepositional phrases in a prepositional phrases.”

sentence?”

“Correct because the subject is

the girl which is singular, not

101
 the blue gloves.”

“That’s correct. That is what our

last rule is all about.”

6. Embedded

Prepositional Phrases

When subjects contain

embedded prepositional phrases

within their structure, some

readers and speakers can get a “Incorrect because the guy is

little confused. the subject, which is singular.

Flowers is just a prepositional

“But first, what is a prepositional phrase. Therefore, the verb

phrase?” must be singular too.”

“It must be The guy with

flowers is my friend.”

“Very good. Now, use

prepositional phrases in a

sentence.”

102
“Very good. Do you have any

question?” “Incorrect because the subject is

the socks, not the bed.

Therefore, the verb must be

plural.”

“Maybe they confuse the

prepositional phrase into subject

that’s why they based on the

prepositional phrase, not the

subject.”

103
 “A prepositional phrase is a

group of words consisting of a

preposition, its object, and any

words that modify the object.”

The students will construct a

sentence using prepositional

phrases.

“None, Ma’am.”

ELABORATE “Now, why do we need to make

our subject and verb agree?”

104
 The students are preparing to

answer.

“Very well said.”

“Let’s have a review then. What

is the main rule of subject-verb

agreement?”

“Ma’am, we need to match the

subject with the correct verb to

avoid confusion on what the

sentence wants to convey.”

“Very good. What about the first

rule?”

“There are nouns that are plural

in nature, but are singular.”

“Very well. What about the next

rule?”

“Indefinite pronouns such as

most, all, none, any, and some

depend on the subject beside it

to decide whether it is singular

or plural.”

“Very good. What about the next

105
rule?”

“Compound subjects are two or

more subjects connected by the

conjunction and that can be

described as one.”

“Very well. What about the next

rule?”

“Connecting two singular

subjects using or, either-or, and

neither-nor are always

singular.”

“Very good. What about the next

rule?”

“Connecting a singular and

plural verb using either-or &

neither-nor depends on the

subject besides the conjunction

‘or’ or nor.”

“Very good. What about the next

rule?”

“Disregard the prepositional

phrase and focus on the subject

to avoid confusion in using

106
 singular or plural verbs.”

“Very good class. I guess you

are ready for our activity, aren’t

you?”

“We are ready, ma’am.”

Evaluate POST-ASSESSMENT POST-ASSESSMENT

Part 1: Fill in the blank. Part 1: Fill in the blank.

Direction: Encircle the correct Direction: Encircle the correct

answer among the words inside answer among the words inside

the parentheses. the parentheses.

1. Philippines (is, are) 1. Philippines (is, are)

the country she will the country she will

represent. represent.

2. Fake news (strike, 2. Fake news (strike,

strikes) again. strikes) again.

3. Any flower (is, are) 3. Any flower (is, are)

allowed. allowed.

4. Some of the 4. Some of the

participants (pay, participants (pay,

pays) the fee. pays) the fee.

5. The son and student 5. The son and student

of Nicole (play, of Nicole (play,

plays) the violin. plays) the violin.

107
 6. The president and 6. The president and

leader of the leader of the

organization (plan, organization (plan,

plans) an outing. plans) an outing.

7. The mother and the 7. The mother and the

sister (hide, hides) sister (hide, hides)

from the father. from the father.

8. Neither Maria nor 8. Neither Maria nor

Nicole (eat, eats) Nicole (eat, eats)

donut. donut.

9. Either Nikka or Luize 9. Either Nikka or

(is, are) the traitor. Luize (is, are) the

10. Neither Hoshi nor traitor.

Shua (make, makes) 10. Neither Hoshi nor

mistake. Shua (make, makes)

mistake.

Part 2: Critical Reading

Direction: Look at the Part 2: Critical Reading

underlined word in every Direction: Look at the

statement. Put a CHECK (✔️) if underlined word in every

the statement is CORRECT and statement. Put a CHECK (✔️) if

write the CORRECT ANSWER the statement is CORRECT and

if the statement is INCORRECT. write the CORRECT ANSWER

108
Write your answers on the space if the statement is

provided before each number. INCORRECT. Write your

__________1. Measles are one answers on the space provided

of the deadliest illness before. before each number.

__________2. No one wants to Is1. Measles are one of the

admit whose fault was it. deadliest illness before.

__________3. Either her friends ✔️2. No one wants to admit

or Scarlet drink the wine. whose fault was it.

__________4. Those horses drinks3. Either her friends or

inside the dome runs so fast. Scarlet drink the wine.

__________5. Neither the boy run4. Those horses inside the

nor the girls hide the paper. dome runs so fast.

__________6. Either Nicole or ✔️5. Neither the boy nor the

Maria and Vicky stay for the girls hide the paper.

night. ✔️6. Either Nicole or Maria and

__________7. The kid with Vicky stay for the night.

bracelets falls from the slide. ✔️7. The kid with bracelets falls

__________8. The fairy lights from the slide.

on top of the wall makes the make8. The fairy lights on top

room more romantic. of the wall makes the room

__________9. The students more romantic.

under the tree study for the ✔️9. The students under the tree

exam. study for the exam.

109
__________10. Either the clean10. Either the housekeeper

housekeeper or the guests cleans or the guests cleans the room.

the room.

Part 3: Sentence Construction

Part 3: Sentence Construction Direction: Create your own

Direction: Create your own sentence with accordance to the

sentence with accordance to the SVA rules. Refer to the

SVA rules. Refer to the examples provided in each rule.

examples provided in each rule. Use present tense in

Use present tense in constructing constructing your sentence.

your sentence. 1. Use subject that ends

1. Use subject that ends with S in a sentence.

with S in a sentence. Example: Physics is one

Example: Physics is one of the subjects that I

of the subjects that I hate hate the most.

the most. 1.1.

1.1.

2. Use most, all, none, any,

2. Use most, all, none, any, or some in a sentence.

or some in a sentence. Example: Some student

Example: Some student wants to participate in

wants to participate in the the recitation.

recitation. 2.1.

110
 2.1.

3. Use a compound subject

3. Use a compound subject and the conjunction and

and the conjunction and in a sentence.

in a sentence. Example: The artist and

Example: The artist and the director don’t like

the director don’t like each other.

each other. a.

a.

4. Use either-or or neither-

4. Use either-or or neither- nor in connecting 2

nor in connecting 2 singular subjects.

singular subjects. Example: Neither John

Example: Neither John nor Mark drinks

nor Mark drinks alcoholic beverages.

alcoholic beverages. 4.1.

4.1.

5. Use either-or or neither-

5. Use either-or or neither- nor in connecting a

nor in connecting a singular and plural

singular and plural subject.

subject. Example: Either Marci

Example: Either Marci or or her friends eat

111
 her friends eat vegetables.

vegetables. 5.1.

5.1.

6. Use prepositional phrase

6. Use prepositional phrase in a sentence.

in a sentence. Example: The marbles

Example: The marbles under the table belong to

under the table belong to him.

him. 6.1.

6.1.

112