Improving Language Competency on Verb Conjugation (Simple Past Tense)

through STREET (STORY READING ENHANCEMENT TOOL) of Grade 10 Alertness

_______________________________________

An Action Research submitted to

Cagayan National High School

________________________________________

by
______GLORIA ALLAM MARCOS____
____Master Teacher I____

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 APPROVAL SHEET

This action research entitled “Improving Language Competency on Verb Conjugation

(Simple Past Tense) through STREET (STORY READING ENHANCEMENT TOOL) of
Grade 10 Alertness”, prepared and submitted by______Gloria A. Marcos____, ____Master
Teacher I_____, of Cagayan National High School has been examined and is recommended for
the acceptance and approval of school authorities.

ENRIQUE M. GARCIA, JR.

Chairman, School Research Committee

PANEL OF EVALUATORS:

____________________________
SRC Member

____________________________
SRC Member

____________________________
SRC Member

Approved:

NOEMI O. OBCENA, Ph. D.

Secondary School Principal IV

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 RESEARCH PROPOSAL APPLICATION FORM AND ENDORSEMENT OF IMMEDIATE
SUPERVISOR

A. RESEARCH INFORMATION
Research Title:
Improving Language Competency on Verb Conjugation (Simple Past Tense)
through STREET (STORY READING ENHANCEMENT TOOL) of Grade 10 Alertness

Short Description of the Research:

This research aims to study the effect of the Story Reading Enhancement Tool
(STREET) as an intervention in improving the language competency of Grade 10 Alertness. It
was conceptualized by the proponent as a response to the lack of available textbooks and
materials for the Spanish students in school.
Through this study, the proponent wishes her Grade 10 Spanish students to be fully
armed with the universal and foreign language so that they would be able to respond to the
demand of the times - think, speak and act globally.

Research Category
(check only one) (check only one)
_____ National __ ___ Action Research
_____ Region ______ Basic Research
_____ Schools Division
_____ District
_____ School

Research Agenda Category

(check only one main research theme)
_____ Teaching and Learning
_____ Child Protection
_____ Human Resource Management
_____ Governance
(check up to one cross cutting theme, if applicable)
_____ DRRM
_____ Gender and Development
_____ Inclusive Education
_____ Others (please specify) ___________________

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 Fund Source (e.g. BERF, SEF, others)* Amount

Personal funds Php 751

TOTAL AMOUNT
*indicate also if proponent will use personal funds

A. PROPONENT INFORMATION

LEAD PROPONENT / INDIVIDUAL PROPONENT

LAST NAME: FIRST NAME: MIDDLE NAME:

MARCOS GLORIA ALLAM

BIRTHDATE: SEX: POSITION/DESIGNATION:

DECEMBER 15,1973 FEMALE MASTER TEACHER I
REGION/DIVISION/SCHOOL (whichever is applicable)

CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:

09151265499 09056645807

EDUCATIONAL ATTAINMENT TITLE OF THESIS / RELATED RESEARCH

(DEGREE TITLE) PROJECT
Enumerate from bachelor’s degree
up to doctorate degree

SIGNATURE OF PROPONENT:

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 IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s has/have the
capacity to implement a research study without compromising his/her office functions.

ENRIQUE M. GARCIA, JR.

Name and Signature of Immediate Supervisor
Position/Designation: Chairman, School Research Committee
Date: __________________

EMMA S. DUMAYAG
Name and Signature of Immediate Supervisor
Position/Designation: __Head Teacher VI, English
Date: February 6,2019______

NOEMI O. OBCENA, Ph.D.

Name and Signature of Immediate Supervisor
Position/Designation: Secondary School Principal IV
Date: __________________

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 DECLARATION OF ANTI-PLAGIARISM

1. I, ______GLORIA A. MARCOS , understand that plagiarism is the act of taking and

using another’s ideas and works and passing them off as one’s own. This includes
explicitly copying the whole work of another person and/or using some parts of their
work without proper acknowledgment and referencing.

2. I hereby attest to the originality of this research proposal and has cited properly all the
references used. I further commit that all deliverables and the final research study
emanating from this proposal shall be of original content. I shall use appropriate citations
in referencing other works from various sources.

3. I understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of Education and
(insert grant mechanism).

Proponent: _GLORIA A. MARCOS____

Signature: _______________________
Date: __FEB. 6, 2019_______________

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 DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I, ___GLORIA A. MARCOS___, understand that conflict of interest refers to situations in

which financial or other personal considerations may compromise my judgment in
evaluating, conducting, or reporting research.1

2. I hereby declare that I do not have any personal conflict of interest that may arise from
my application and submission of my research proposal. I understand that my research
proposal may be returned to me if found out that there is conflict of interest during the
initial screening as per (insert RMG provisions).

3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct of my research, I will duly report it to the
research committee for immediate action.

4. I understand that I may be held accountable by the Department of Education and (insert
grant mechanism) for any conflict of interest which I have intentionally concealed.

Proponent:_GLORIA A. MARCOS____
Signature: _______________________
Date:___FEB.6, 2019______________

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 TABLE OF CONTENTS

Title Page 1
Approval Sheet 2
Application Form 3
Endorsement 3
Declaration of Anti-Plagiarism 6
Declaration of Absence of Conflict of Interest 7
I. Context and Rationale 9
II. Action Research Questions 11
III. Proposed Innovation, Intervention, and Strategy 12
IV. Action Research Methods 12
A. Participants and/or Other Sources of Data & Information 12
B. Data Gathering Methods 12
C. Data Analysis Plan 12
D. Ethical Issues 14
V. Action Research Work Plan & Timeliness 15
VI. Cost Estimates 16
VII. Plans for Dissemination & Utilization 17
VIII. References 18
Appendices 19

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I. CONTEXT AND RATIONALE
Spanish is the 2nd most natively spoken language in the world. It is the primary
language of the 20th century worldwide. In fact it is estimated that the combined total
number of Spanish speakers is between 470 and 500 million. It is the most studied
language in international communication.
The implementation of the Special Program in Foreign Language (SPFL) in
Spanish by the Department of Education (DepEd) is a prudent investment to restore the
four-century-old socio-cultural ties between Spain and the Philippines particularly in the
field of educational improvement. By incorporating SPFL in the new K to 12 Basic
Education Curriculum, DepEd was able to successfully re-inculcate the teaching of
Spanish language and culture in Philippine secondary education system.
Spanish has become the biggest SPFL program of DepEd, overtaking other
foreign language programs in terms of expanding the career opportunities and
possibilities for employability among high school students under the new K to 12
education system in 72 public secondary schools.
And because of this, the proponent is committed in giving her best to her Spanish
Grade 10 students. She always does her very best to make her students globally
competitive and ready to communicate with other people in the world.
Unfortunately, her Grade 10 Alertness Spanish students did not perform well as
they were expected in the recently conducted Third Quarterly Assessment in Spanish.
They registered the lowest mean percentage score on using verb conjugation in simple
past tense. This has alarmed the proponent since during classroom discussions, their
scores assumed her of optimum understanding of the topic.
However, she surmised, it is the students’ attitude towards examinations due to
the presence of reading selections that caused their poor performance. Actually after
examinations, you would often hear them say “I just guessed my answer”. If you ask
them why, they would answer, “conjugation of verbs is really difficult and I don’t have
patience to read.” “I just mastered the o, as, a, amos, ais, an.”
The following data show the percentage mean scores achieved by the proponent’s
students in the different competencies covered during the Second Grading Period: Los
numeros-50.22, pronombres: 45.10, verbos reflexivos-35.25, sustantivos-45.33,
profesiones 38.52,articulos 39.2, verbos conjugacion de en presente 30.2, verbos
conjugación de en preterito indefinido 20.75. colores 48.85 adjectivos-40.25,synonimos
39.5.

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 Through this study, the proponent wishes her Spanish students to be fully armed with
the universal and foreign language so that they would be able to respond to the demands of the
times- think, speak and act globally. This is the reason why she faithfully does everything to
make her Spanish students love story reading in order to master verb conjugations. She also
believes that through cooperation and commitment the implementation of the Special Program
in Foreign Language (SPFL) in Spanish by the Department of Education will bear fruits and
everyone especially students will be benefitted.

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 II. ACTION RESEARCH QUESTIONS
This action research aims to improve the language competency on Verb
Conjugation through Story Reading Enhancement Tool (STREET)
Specifically, it aims to answer the following questions:
1. What is the mean score of the students before the implementation of Story
Reading Enhancement Tool (STREET?
2. What is the mean score of the students after the implementation of Reading
Enhancement Tool (STREET)?
3. Is there any significant increase in the mean scores of the students from the
pre-test to the post test?
4. What is the effect size of Story Reading Enhancement Tool (STREET) in
improving the language competency on Verb Conjugation?

III. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

To solve the problem in improving the language competency on verb

conjugation, series of stories and selections will be given to students. Every Monday,
Wednesday and Friday 30 minutes before Spanish class, the teacher will give them
stories as their enrichment activities.

In the selection, some verbs are missing which they will provide their conjugated
form and their infinitive equivalent including their meaning in English. After which, the
correct answers will be given and will be discussed and they have to memorize the
verbs’ conjugation and then, they try to use some of the words in their own sentences.
The activity will be done through the proponent’s guidance.

The proponent hopes that this activity, Spanish story reading, will eventually
assist the learners master the skill on using verb conjugation

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IV. ACTION RESEARCH METHODS

A. PARTICIPANTS AND/OR OTHER SOURCES OF DATA AND INFORMATION

The respondents of the study will be the Grade 10 Alertness students
who are currently enrolled in Spanish II, considering the fact that these students
have taken their Spanish I last school year 2017-2018. Furthermore, the
subjects of the study consists of 17 boys and 27 girls who are homogeneously
grouped.

B. DATA GATHERING METHODS

A 15- item pre-test is given to the students to mark their language
competency on verb conjugation before the intervention is employed. The verbs
used are both regular and irregular. The intervention to be used are short stories
taken from Spanish books which are aligned to the expected competencies to
be mastered by the Spanish students. After two weeks when the STREET shall
be given them, a post-test shall be administered to test the effectiveness of the
intervention material.

C. ETHICAL ISSUES
Guidelines on DO16 S. 2017 shall be strictly followed in the conduct of
this action research. Further, parents of the respondents are informed during
PTA meeting that their children will be used as respondents of the study.

D. DATA ANALYSIS PLAN

In identifying the mean score of the students before and after the
implementation of the Story Reading Enhancement Tool, mean and standard
deviation will be used to analyze the data.

Paired samples t-test will be used to analyze the significant increase in

the mean scores of the students from Pre-test to Post-test.

Cohen’s d will be used to analyze the effect size of the Story Reading
Enhancement Tool.

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 V. Research Work Plan and Timelines

Activities/ Resources
Strategies Program Timeline
Task Physical Material Financial

The use of Special Preliminary Activities

Story Program
Reading in Foreign  Preparation of February
Enhancemen Language research materials/ 1, 2019
t Tool in intervention materials
improving
language  Preparation and
competency seeking of approval
on verb of the action research
conjugation proposal

Prepare the Pre-test February

materials 2, 2019

Administer Pre-test Proponent Photocopy of Php 88 February

and the pre-test 11, 2019
Grade 10
Alertness
Analyze and Interpret Proponent February
Pre-test Results 12, 2019
Proponent Php 550
Administer Story Reading February
Enhancement Tool 13-

Construct post-test to Proponent

check the effectivity of
the materials Php 88 March
Proponent 08, 2019
Conduct post-test and
Grade 10
Alertness March
Analyze and Interpret the Proponent 09, 2019
results of the post-test
Proponent
Make recommendations March
Php 25 11, 2019
Proponent
Present the output to the and other
department for utilization Spanish March
and dissemination Teacher 12,2019

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Cost Estimates

ITEM
TOTAL
ACTIVITY DESCRIPTION/ QUANTITY UNIT UNIT COST
AMOUNT
PARTICULARS
Administer Photocopy of
176 pages Php 0.50 Php 88.00
Pre-test the Pre-test
Administer Photocopy of
Story reading 1100 pages Php 0.50 Php 550.00
Reading materials
Conduct Photocopy of
176 pages Php 0.50 Php 88.00
Post-test the Post-test
Present the
output to the
department Photocopy of
50 pages Php 0.50 Php 25.00
for utilization research result
and
dissemination
Total Php 751.00

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 TABLE OF SPECIFICATION for STREET Pre-test

Competency No. of % No. Remembering Understanding Applying Analyzing Evaluating

Sessions of
Items

Verb 15 100 15 1,2,3,4,5 11 7 12 10

Conjugation 6, 8 13 14 15
9

9 Easy

4 Average

2 Difficult

Prepared by: Approved by:

GLORIA A. MARCOS EMMA S. DUMAYAG

Master Teacher I Head Teacher VI, English

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 TABLE OF SPECIFICATION for STREET Post-test

Competency No. of % No. Remembering Understanding Applying Analyzing Evaluating

Sessions of
Items

Verb 15 100 15 1,2,3,4,5 11 7 12 10

Conjugation 6, 8 13 14 15
9

9 Easy

4 Average

2 Difficult

Prepared by: Approved by:

GLORIA A. MARCOS EMMA S. DUMAYAG

Master Teacher I Head Teacher VI, English

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Pre-test

Instrucción: Completa con la forma correcta del preterito indefinido.\

1. Tú_____ para el examen de inglés.

a. estudié

b. estudió

c. estudiaste

d. estudiaron

2. Enrique ______ en Nueva York.

a. vivió

b. vivieron

c. vivimos

d. vivisteis

3. Mi madre _______ mi habitación.

a. limpió

b. limpié

c. limpiaste

d. limpiasteis

4. Ayer mi hermano ______ la basura.

a. sacó

b. saqué

c. sacaste

d. sacasteis

17 | Yaw i Tuguegarao
5. Karina_______ en Paris por cinco años.

a. estudió

b. estudié

c. estudiaste

d. estudiaron

6. Ergie y Hydn ______ a Madrid el año pasado pero quieren cambiar de ciudad otra vez.

a. volvió

b. volvimos

c. volvisteis

d. volvieron

7. El otro dia, en la discoteca yo _______ toda la noche.

a. bailé
b. bailó
c. bailaste
d. bailaron

8. El verano pasado mi familia y yo _______ al campo a visitar a mis tios.

a. fui

b. fue

c. fuimos

d. fueron

9. El año pasado (tú) _______ dos veces a Laguna.

a. viajé

b. viajó

c. viajaste

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 d. viajaron

10. La semana pasada Erwin y Glowhin Dane ________ que pasaron muy bien las
vacaciones.

a. hablé

b. habló

c. hablaron

d. habalasteis

11. Al final de su visita, los primos ________ que pasaron muy bien las vacaciones.

a. dije

b. dijo

c. dijiste

d. dijeron

12. El lunes yo ______ a leer un libro de historia muy largo.

a. empecé

b. empezó

c. empezaste

d. empezaron

13. Normalmente, voy a pie a la escuela, pero ayer _______ en autobus.

a. fui

b. fue

c. fueron

d. fuimos

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14. Mis padres casi siempre salen de la oficina a las cinco, pero anoche ________ a las
seis.

a. salí

b. salió

c. saliste

d. salieron

15. Cuando ocurrió ellos no ________ (saber) que hacer.

a. supo

b. supe

c. supiste

d. supieron

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Post-Test
Instrucción: Completa con la forma correcta del preterito indefinido.

1. Los perros _____ sin parar toda la noche.

a. aullé
b. aullaste
c. aulló
d. aularon

2. Luisa y consuelo _____ indignadas.

a. protesté
b. protestaste
c. protestó
d. protestaron

3. Hace cinco años me _____ a esta casa

a. mudé
b. mudó
c. mudaste
d. mudasteis

4. Los Ladrones (entrar) por la ventena.

a. Entré
b. Entró
c. Entraste
d. Entraron

5. Ayer po lar tarde nosotors _____ por treinta minutos.

a. nadé
b. nadó
c. nadaste
d. nadamos

6. La semana pasada mi primo _____ el museo.

a. visité
b. visitó

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 c. visitaste
d. visitaron

7. Ayer a la medio dia los chicos _____ unas ensaladas grandes.

a. comí
b. comió
c. comimos
d. comieron

8. Marta y yo _____ una taza de café hoy par la mañana.

a. tomé
b. tomó
c. tomaste
d. tomamos

9. No (ser) mi culpa.
a. fui
b. fue
c. fuiste
d. fueron

10. Roberto (nacer) el 4 de Julio.

a. nací
b. nació
c. naciste
d. nacimos

11. El mes pasado el traductor no _____ nada.

a. traduje
b. tradujo
c. tradujaste
d. tradujamos

12. Francia y Yolanda se _____ en la clase.

a. dormí
b. durmió
c. dormiste

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 d. durmieron

13. Anteayer Roberto (enviar) ______ un regalo para Ana.

a. enví
b. envío
c. envimos
d. envisteis

14. Cuando se (ella) _____ que la armada habia sufrido una derrota el cápitan decidió la
retirada.
a. supí
b. supo
c. supiste
d. supieron

15. El Presidente no _____ la verdad a su pueblo.

a. dije
b. dijo
c. dijiste
d. dijimos

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VII. Plans for Dissemination and Advocacy

The STREET shall be disseminated during LAC session, INSET or other meetings with

fellow Spanish teacher in the Department.

VIII. References:

Bibliography

Gahala, Estella et. al (En Español pp. 134-135)

Remigio, Jocson S., Easy Method of Learning Spanish (Methodo Facil para Aprender Epañol)

Montserat Alonso Cuencca Rocío Prieto Prieto (Embarque Curso de español lengua extranjera

pp. 27-30)

www.Aprendeespanol.org.

www.Lingoword.com/Spanish-introduction php.

www.Practica espanol;.com

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 APPENDICES

Table 1

Pre-Test and Post-Test Mean Scores of Respondents

Mean SD

Pre-Test 9.36 1.98

Post-Test 13.43 0.90

As shown on the table, the mean score of the respondents in the pre-test is 9.36 with a
standard deviation of 1.98. In the post-test given, the respondents have obtained 13.43 with
standard deviation of 0.90.

Table 2

Comparison on the Pre-test and Post-test Mean Scores of the Respondents

Mean Standard DF T-Ratio P-Vale

Deviation

Pre-Test 9.36 1.98

43 2.02 0.00
Post-Test 13.43 0.90

*significant at 0.05

As gleaned on the table, the pre-test and post-test scores have a degree of freedom of
43 respectively. As manifested, both have a ratio of 2.02 and a P-value of 0.00. This mean
score means that the post-test had increased significantly as compared with the pre-test mean
scores.

Table 3

Effect Size of STREET on the Language Competency on Verb Conjugation

EFFECT SIZE VALUE

Cohen’s D. 2.646*

Gate’s Delta 2.055*

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 Hedges g 2.646*

*very large effect

The table shows that Cohen’s D has a value of 2.646, Gate’s Delta has a value of 2.055
and Hedges g has a value of 2.646. This means that the intervention STREET (Story Reading
Enhancement Tool) has a very large effect on the grammatical competence of the respondents.
Hence, such intervention can be recommended for use by teachers teaching the same
competency to their students.

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