Professional Documents
Culture Documents
Action Research 2019
Action Research 2019
Action Research 2019
________________________________________
by
______GLORIA ALLAM MARCOS____
____Master Teacher I____
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APPROVAL SHEET
PANEL OF EVALUATORS:
____________________________
SRC Member
____________________________
SRC Member
____________________________
SRC Member
Approved:
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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
Research Category
(check only one) (check only one)
_____ National __ ___ Action Research
_____ Region ______ Basic Research
_____ Schools Division
_____ District
_____ School
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Fund Source (e.g. BERF, SEF, others)* Amount
TOTAL AMOUNT
*indicate also if proponent will use personal funds
A. PROPONENT INFORMATION
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.
EMMA S. DUMAYAG
Name and Signature of Immediate Supervisor
Position/Designation: __Head Teacher VI, English
Date: February 6,2019______
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DECLARATION OF ANTI-PLAGIARISM
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).
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DECLARATION OF ABSENCE OF CONFLICT OF INTEREST
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?
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
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.
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
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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
9 Easy
4 Average
2 Difficult
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TABLE OF SPECIFICATION for STREET Post-test
9 Easy
4 Average
2 Difficult
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Pre-test
a. estudié
b. estudió
c. estudiaste
d. estudiaron
a. vivió
b. vivieron
c. vivimos
d. vivisteis
a. limpió
b. limpié
c. limpiaste
d. limpiasteis
a. sacó
b. saqué
c. sacaste
d. sacasteis
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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
a. bailé
b. bailó
c. bailaste
d. bailaron
a. fui
b. fue
c. fuimos
d. fueron
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
a. empecé
b. empezó
c. empezaste
d. empezaron
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
a. supo
b. supe
c. supiste
d. supieron
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Post-Test
Instrucción: Completa con la forma correcta del preterito indefinido.
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c. visitaste
d. visitaron
9. No (ser) mi culpa.
a. fui
b. fue
c. fuiste
d. fueron
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d. durmieron
14. Cuando se (ella) _____ que la armada habia sufrido una derrota el cápitan decidió la
retirada.
a. supí
b. supo
c. supiste
d. supieron
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VII. Plans for Dissemination and Advocacy
The STREET shall be disseminated during LAC session, INSET or other meetings with
VIII. References:
Bibliography
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
Mean SD
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
*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
Cohen’s D. 2.646*
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Hedges g 2.646*
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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