Improving Subject -Verb Agreement Knowledge using Literacy Tools

Abstract

INTRODUCTION

The problem of subject-verb agreement in English among second language speakers is becoming more obvious and rampant cutting across various educational levels. Right from primary to the university level many students speak and write without obeying the rule of subject-verb agreement. The errors related to subject-verb agreement are very common in the written work of the students, even in the work of the tertiary level students. "Error" refers to a kind of mistake that takes place for the lack of right information or knowledge, especially, in grammar. While analyzing the kinds of mistakes students make in written work, it was apparent that most of the students make similar types of errors in the uses of subject-verb agreement.

METHODS

The study dealt with the subject-verb agreement in students' written production. Written work can test the students' comprehension and production of the grammatical rules students learned more properly. The study is quasi-experimental research and data is collected at different periods -pre and post experiments to find out samples' development of writing ability at different times. The participant chosen in this study were the two sections of the Grade 10 students as the experimental group while the two sections served as the control group. The participants were given five levels of tasks in which in each task, the participants were asked to choose the correct verb that agreed to its subject. The task was done separately from each other.

RESULTS

The use of Literacy Tools to improve the knowledge of Grade 10 learners on subject-verb agreement enhanced their knowledge in constructing sentences following the correct subject-verb agreement patterns. The common errors of students on the subject-verb agreement were also identified. In addition, the material served as the basis on how to maintain students' active participation in learning. The results further strengthen instructional approaches to motivate students to engage in different learning aspects and the teacher as well to continue designing their own tools that will lead them to motivate learners to study and achieve high.

DISCUSSIONS

The results give valuable information to strengthen instructional decisions to make teaching and learning effectively. It aids teachers in development programs that concern effective teaching techniques and methods in their schools. The student learning is affected by the methods, strategies, and materials used inside the classroom.